DOCTORAL JOURNEY: AUTOETHNOGRAPHIC REPORT IN THE CONTEXT OF THE EDUCATIONAL LEADERSHIP PROGRAM AT MUST UNIVERSITY

Abstract

The research "Doctoral Journey: Autoethnographic Account in the Context of the Educational Leadership Program at MUST University" explores the challenges and opportunities faced by the author during their doctoral journey. The study identifies time management as one of the main challenges, highlighting the difficulty in balancing personal and academic life. Adequate access to academic resources and institutional support are evaluated as satisfactory, providing a favorable environment for academic development. Family responsibilities are pointed out as the greatest obstacles to maintaining a healthy balance between personal and academic life. Online communities are identified as an important support network, while project management is the main leadership skill developed. Participation in research projects, such as scientific publications and conferences, significantly contributes to academic development. The study also suggests the implementation of self-care strategies and psychological support to improve the experience of doctoral students. The limitations of the study include the time of participation in the program, the subjectivity of autoethnography, and the absence of interviews with other doctoral students. Future perspectives include longitudinal studies and the use of mixed methods for a more comprehensive understanding of the experiences of doctoral students. This study contributes to the literature on higher education and educational leadership, offering insights and analyses for improving the support offered to students and the quality of the program.