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Social support and identity development in the journey from PhD 'student' to 'researcher' and beyond

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thesis
posted on 29.03.2022, 03:01 authored by Lilia Mantai
This thesis explores how doctoral candidates become researchers. Despite a substantial body of literature on doctoral education, how PhD candidates develop researcher identities, both internalised (feeling like a researcher) and externalised (being recognised and performing as one), largely remains a mystery. In this thesis, the PhD is framed as a journey of becoming. It uses McAlpine's (2012) theoretical framework of identity-trajectory that conceives candidates as composites of their past experiences, present circumstances and future aspirations. It positions the candidate as an active agent in their personal and professional development. The aim of this thesis is to explore the doctoral experience in regards to the identity development of students becoming researchers within the social aspects of the PhD. This research draws on three lines of empirical data using a mixed methods approach: (1) focus groups and interviews with 64 doctoral candidates from two research-intensive Australian universities, at the beginning and final stages of their PhDs, (2) 79 doctoral thesis acknowledgements, and (3) autoethnography. The findings demystify candidates' researcher identity development by presenting a nuanced and empirically supported understanding of how doctoral students become researchers. They point to issues of candidates' exclusion from professional communities and the risk of developing narrow researcher identities in contrast to candidates' diverse professional needs and outcomes. Research findings show candidates pro-actively engage in various practices beyond their PhD research to develop researcher identities for various employment contexts and to increase their perceived employability. This thesis argues that researcher identity development in the PhD is facilitated by social and collaborative practices, as well as diverse academic and other professional development and learning experiences. It suggests that PhD programs should be refocused to increase the level of connectedness of candidates with academic and other professional communities, facilitate more collaborative practices during PhDs, and support students' agency in engaging in professional development practices early on.

History

Table of Contents

Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Findings -- Chapter 5. Discussion and conclusion -- References -- Appendices.

Notes

Bibliography: pages 285-322 Thesis by publication.

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award

2017

Principal Supervisor

Robyn Dowling

Additional Supervisor 1

Agnes Bosanquet

Additional Supervisor 2

Theresa Winchester-Seeto

Rights

Copyright Lilia Mantai 2017. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (331 pages) colour illustrations

Former Identifiers

mq:71152 http://hdl.handle.net/1959.14/1271393