Doctoral experience and learning from a sociocultural perspective
Datos Bibliográficos
| ID | 4097230 |
|---|---|
| Autores | Nick Hopwood (0000-0001-7069-7497) |
| Año | 2010 |
| Volumen | 35 |
| Número | 7 |
| Páginas | 829-843 |
| Fecha de publicación | 2010-11-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070903348412 |
| OpenAlex | W2100666477 |
| Idioma | EN |
| Citas recibidas | 21 |
| Referencias citadas | 20 |
This article considers how and what doctoral students learn through teaching, student journal editing and academic career mentoring. It provides a grounded account of doctoral experience as a counter‐narrative to prevailing policy discourses that focus on products and overlook the doctorate as a personal and social learning experience. Sociocultural theory is used to emphasise forms of agency and relationships between learning, practice and students’ intentions. Students are presented as agentic in their purposeful engagement in particular activities, and in their response to challenges they encounter in those activities. Learning is described as embedded in particular practice contexts, culturally mediated and rooted in social interaction
Grounded theory · Higher education · Narrative · Pedagogy · Qualitative research · Social science · Sociocultural evolution · Sociocultural perspective · Sociology · Doctoral Education Challenges and Solutions · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
Making social scientists, or not? Glimpses of the unmentionable in doctoral education
The Value of Two Modes of Graphic Elicitation Interviews to Explore Factors That Impact on Student Learning in Higher Education
Le doctorat, aventure de (trans)formation singulière et sociale
Doctoral Support Networks
Factors impeding agency of international doctoral students in education
An autoethnography of an international doctoral student’s multidimensional identity construction
A life story study of PhD students (re)constructing their multivoiced identity
A three-dimensional multi-world framework for examining cross-cultural experiences of international doctoral students
Concept of research among master’s students in Hong Kong
How do doctoral students interpret the idea of being part of a doctoral community at an English business school
Becoming an interdisciplinary scientist
I Had so Many Conflicts in My Mind”
Connecting the Space between Design and Research
Intentionality and developing researcher competence on a UK master's course
Doctoral students’ perceptions of core competencies and curriculum benefits by career choice
Dimensions of fit for doctoral candidates
Can peer learning support doctoral education? Evidence from an ethnography of a research team
I wish I had a crystal ball
Leveraging value in doctoral student networks through social capital
A view from within
Feeling like a researcher
Apprenticeship in Thinking
Relational agency and disposition in sociocultural accounts of learning to teach
Relational agency
Relational Interdependence Between Social and Individual Agency in Work and Working Life
Discursive strategies that individualize
Steps towards participation
The Transformative Power of Reviewing
Codebook Development for Team-Based Qualitative Analysis
Tensions between student and institutional conceptions of postgraduate research
Redisciplining generic attributes
| Obras citantes distintas | 21 |
|---|---|
| Citas por año | 1,62 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 19 |