Conceptualising Manifestations and Shapers of Doctoral Student Agency: A Subject-Centered Approach

Autor/inn/en	Sun, Xiujuan; Cheng, Michelle W. T.
Titel	Conceptualising Manifestations and Shapers of Doctoral Student Agency: A Subject-Centered Approach
Quelle	In: Journal of Further and Higher Education, 46 (2022) 7, S.898-912 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Xiujuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.2020222
Schlagwörter	Foreign Countries; Doctoral Students; Student Development; Student Experience; Self Management; Aspiration; Doctoral Programs; Personal Autonomy; Interpersonal Relationship; Student Research; Educational Environment; Student School Relationship; Teacher Student Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Selbstmanagement; Streben; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studentenforschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hongkong
Abstract	The growing complexity of doing a PhD necessarily demands candidates to robustly exercise their agency in navigating the doctoral journey. However, the conceptualisation of how students use their agency across multiple facets of their studies has yet to receive due scholarly attention. Drawing on the subject-centred sociocultural view on agency, this study analysed life story interviews conducted with 16 doctoral students in Hong Kong. Findings show that participants' agency was manifested both in socially and collectively organised enterprises (proactive engagement in a wide array of developmental opportunities, responsiveness to situational research problems, contestation against unsupportive institutional cultures) and as individual-level strategic perspectives and actions (self-management of everyday emotions, imaginative construction of post-graduation prospects). Concurrently, the results shed light on the inextricable and complex linkages between the enactment of agency and the personal, relational, institutional, and broader higher education conditions delimiting students' lived experiences of candidature. Implications for educational practices and future research beneficial to develop doctoral agency are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01