Identity-Trajectories: Doctoral Journeys from Past to Present to Future

Autor/in	McAlpine, Lynn
Titel	Identity-Trajectories: Doctoral Journeys from Past to Present to Future
Quelle	In: Australian Universities' Review, 54 (2012) 1, S.38-46 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0818-8068
Schlagwörter	Foreign Countries; Graduate Students; Doctoral Programs; Self Concept; Individual Development; Student Development; Sciences; Social Sciences; Student Experience; Student Adjustment; Educational Environment; Personal Narratives; Interviews; Discourse Analysis; Questionnaires; Longitudinal Studies; Case Studies; Student Attitudes; Canada; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Selbstkonzept; Individuelle Entwicklung; Science; Wissenschaft; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Studienerfahrung; Adjustment; Schüler; Schülerin; Adaptation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erlebniserzählung; Interviewing; Interviewtechnik; Diskursanalyse; Fragebogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Schülerverhalten; Kanada; Großbritannien
Abstract	Despite much research into doctoral education over the past two decades, theorising the field remains challenging. Recently, identity has been taken up as a conceptualising frame. Views of identity vary but often privilege the reproductive features of society, downplaying how individuals can be intentional in pursuing their desires--with the doctorate but one feature of a broader life. Further, many focus on the experience of the doctorate only rather than the doctorate as situated within earlier experiences and intentions and future imagined careers. This paper draws on evidence from a five-year research programme into doctoral experience to argue for a view of identity, identity-trajectory, that attends particularly to individual agency, interweaving the academic within the personal, and incorporating students' pasts and imagined futures. By re-focusing attention on the agency, resourcefulness and independence of doctoral students, identity-trajectory contributes pedagogically and conceptually distinct ways of framing doctoral experience. (Contains 3 endnotes.) (As Provided).
Anmerkungen	National Tertiary Education Union. PO Box 1323, South Melbourne 3205, Australia. Tel: +61-3-92541910; Fax: +61-3-92541915; e-mail: editor@aur.org.au; Web site: http://www.aur.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10