Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education

This article reconsiders narratives of the doctoral journey. It aims to contribute a small but growing body work which offers an irruption widely accepted notions learning as linear pathway with fixed end-point. The engages two Deleuze and Guattari’s many generative concepts: rhizome becoming. In doing so, it explores value attending multiple messy becomings that researchers experience, they evolve throughout doctorate beyond. focuses on how such unsettling may be foregrounded by increasing prevalence new forms possibilities for study, textual implications disrupting assumptions regarding writing. closes considering what re-theorising might offer our understanding study writing, well broader concepts time, change within higher education.