Oscillating role identities: the academic experiences of education doctoral students
- 24 July 2009
- journal article
- research article
- Published by Taylor & Francis in Innovations in Education and Teaching International
- Vol. 46 (3) , 253-264
Abstract
This paper reports initial results from a larger qualitative study on doctoral student experiences in the PhD process. The social‐psychological notion of ‘role identities’ is introduced as a complimentary framework for gaining insights into doctoral experiences. Findings from qualitative thematic analyses of questionnaire and interview data highlight doctoral student agency in the PhD process and oscillations between student and academic role‐identities.Keywords
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