Learning networks and the journey of 'becoming doctor
Bibliographic Data
| ID | 4096655 |
|---|---|
| Authors | Robyn Barnacle (0000-0002-5277-0918, RMIT University, corresponding author), Inger Mewburn (0000-0003-0683-5255, The University of Melbourne) |
| Year | 2010 |
| Volume | 35 |
| Issue | 4 |
| Pages | 433-444 |
| Publication date | 2010-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070903131214 |
| OpenAlex | W2142216299 |
| Language | EN |
| Citations received | 28 |
| References cited | 16 |
Scholars such as Kamler and Thompson argue that identity formation has a key role to play in doctoral learning, particularly the process of thesis writing. This article builds on these insights to address other sites in which scholarly identity is performed within doctoral candidature. Drawing on actor-network theory, the authors examine the role of material things, what Latour calls 'the missing masses', in the process of 'becoming doctor', with the aim of unpacking the implications of this for doctoral learning and the journey of becoming a researcher or scholar. Through this approach the authors demonstrate that scholarly identity is distributed and comes to be performed through both traditional and non-traditional sites of learning. The article concludes by addressing the implications of this for efforts to support candidates in the process of becoming researchers
Actor–network theory · Aesthetics · Epistemology · Higher education · Linguistics · Pedagogy · Political science · Scholarship · Social science · Sociology · Unpacking · Computer Science · Critical Realism in Sociology · Doctoral Education Challenges and Solutions · Innovative Education and Learning Practices
Doctor who? Developing a translation device for exploring successful doctoral being and becoming
The Role of the Technology in the Making of a Thesis Whisperer
Spaces of inclusion and belonging
Becoming a researcher. Dialogical-self based methods to the identity formation of postgraduate students
A ‘student’, ‘candidate’, ‘researcher’, or a ‘scholar’? A critical discussion of the terminology used for those doing a PhD
Materials and Places for Learning
Disrupting the doctoral journey
Doctoral supervision
Finding their way
Australian doctoral employability
Robing up
What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies
Tinkering through transition
Tutors’ assessment practices and students’ situated learning in higher education
Connecting the Space between Design and Research
Intentionality and developing researcher competence on a UK master's course
Understanding the experiences of neurodivergent research students
From ‘Year 9 dropout’ to doctoral candidate
Noetic dispositions
Identity‐trajectory
What is known about doctoral employment? Reflections from a UK study and directions for future research
A 'doctoral compass
Communities of practice and ways to learning
A view from within
Academic identity reconstruction
Feeling like a researcher
Mentorship, supervision and learning experience in PhD education
Writing the PhD Journey(s)
The reflective practitioner
On using ANT for studying information systems
Notes on the theory of the actor-network
Reassembling the Social
The Theory of Inquiry
The Zimbabwe Bush Pump
Academic Charisma and the Origins of the Research University
An Economy of Knowledge
Mixing Humans and Nonhumans Together
An ontological turn for higher education
| Unique citing works | 28 |
|---|---|
| Citations per year | 2,15 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 25 |