A view from within
How Doctoral Students in Educational Administration Develop Research Knowledge and Identity
Bibliographic Data
| ID | 4097601 |
|---|---|
| Authors | Elizabeth Murakami-Ramalho, Elizabeth Murakami (0000-0002-6477-0966, The University of Texas at San Antonio, corresponding author), Matthew Militello (0000-0002-6988-1868, North Carolina State University), Joyce Piert (University of Michigan–Flint) |
| Year | 2013 |
| Volume | 38 |
| Issue | 2 |
| Pages | 256-271 |
| Publication date | 2013-03-01 |
| 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 | 10.1080/03075079.2011.578738 |
| OpenAlex | W2052294966 |
| Language | EN |
| Citations received | 10 |
| References cited | 21 |
This study reports on experiences of doctoral students in educational administration at a time when the effectiveness of programs preparing practitioners and academics in this field are being questioned. Concerns related to how students in educational administration developed knowledge about research and identity as researchers were closely examined in a research-intensive university in the United States. Through participant interviews and personal narratives, findings revealed the challenges encountered at the nexus of the effectiveness of the educational program intersecting with the experiences of the doctoral students. Participants shared the importance of proximity to campus, self-advocacy, student status (full-time versus part-time) and personal and professional goals as influencing their development of research knowledge and identity. There were indicators that communities of practice, relationships with faculty, thematic pedagogy, public practice and action-oriented research were equally important in acquiring research knowledge and in developing a research identity. Keywords: educational administrationdoctoral preparation programsresearch knowledgeresearch identity Acknowledgements The authors would like to thank Christine Weiland for her instrumental support in this piece, and Maenette Benham and Susan Printy for their motivation to conduct this study
Higher education · Medical education · Narrative · Pedagogy · Political science · Professional development · Public relations · Qualitative research · Social science · Sociology · Thematic analysis · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Medicine · Psychology
Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis
Pathways to Distinction
Early career researchers’ identity positions based on research experiences
The role of situated talk in developing doctoral students’ researcher identities
From a professional practitioner to a practice-based researcher
What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies
Language, disciplinarity and identity
Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it
Who Am I? The Influence of Knowledge Networks on PhD Students’ Formation of a Researcher Role Identity
Using positioning theory and narrative to explore doctoral students’ developing understandings about theory in educational research
Preparing the Next Generation of Faculty
Case Study Research
Intellectual Border Crossing in Graduate Education
Reshaping Graduate Preparation in Educational Research Methods
Tests Worth Teaching To
Border Crossings and Other Journeys
Preparing Education Doctoral Students for Epistemological Diversity
Looking Toward the 21st Century
The 'invisible' part-time research students
Personal commitment, support and progress in doctoral studies
How are doctoral students supervised? Concepts of doctoral research supervision
Developmental networks and learning
Alternative and professional doctoral programs
Contextualised performance
Doctoral experience and learning from a sociocultural perspective
Learning networks and the journey of 'becoming doctor
Doctoral Students' Access to Research Cultures-are some more unequal than others
The Wanderer, the Chameleon, and the Warrior
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |