Early-Stage Doctoral Students' Conceptions of Research in Higher Education: Cases from Hong Kong

Autor/inn/en	Yang, Min; Yuan, Rui
Titel	Early-Stage Doctoral Students' Conceptions of Research in Higher Education: Cases from Hong Kong
Quelle	In: Teaching in Higher Education, 28 (2023) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1775191
Schlagwörter	Doctoral Students; Student Research; Student Attitudes; Goal Orientation; Interpersonal Relationship; Supervisors; Foreign Countries; Doctoral Programs; Publications; Prior Learning; Influences; Hong Kong + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studentenforschung; Schülerverhalten; Zielorientierung; Zielvorstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Vorkenntnisse; Influence; Einfluss; Einflussfaktor; Hongkong
Abstract	This qualitative case study investigates two early-stage doctoral students' developing conceptions of research in their situated context. Drawing on data collected from in-depth interviews and informal conversations with the participants over two years, the study showed that the participants' research conceptions were in a symbiotic relationship with their research activities. Also, their developing research conceptions were influenced by their past academic experience and future goals, interaction with significant others in their community, and disciplinary and institutional practices, which acted to change or sustain their perceptions and engagement as an emerging academic. The findings indicate that reflection can be useful for doctoral students to manage their own conceptions of research and for supervisors to adjust practice to enhance doctoral education. Implications for universities regarding how institutional practice and discourse may dominate and foster doctoral students' research conceptions are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01