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Doctoral student experience in Education:Activities and difficulties influencing identity development
This paper explores variation in the events or activities Education doctoral students describe as contributing to their feeling of being an academic or belonging to an academic community as well as difficulties they experience. The results (drawing principally on students in a Canadian research-intensive university though with some in a UK university) demonstrate a rich variation in multiple formative activities that are experienced as contributing to a developing identity as an academic, with many lying outside formal and semi-formal aspects of the doctorate. Yet, at the same time students report tensions in the very sorts of activities they often find significant and positive in the development of their identity. We see this analysis as offering much-needed insights into the formative role of cumulative day-to-day activities in the development of academic identity
Refining virtual cross-national research collaboration : drivers, affordances and constraints
Publisher Copyright: © 2022, Irina A. Lokhtina, Laura Colombo, Citra Amelia, Erika Löfström, Anu Tammeleht, Anna Sala-Bubare, Marian Jazvac-Martek, Montserrat CastellĂł and Lynn McAlpine.Purpose: The study aims to explore and explain the affordances and constraints of two-mode virtual collaboration as experienced by a newly forming international research team. Design/methodology/approach: This is self-reflective and action-oriented research on the affordances and constraints of two-mode virtual collaboration. In the spirit of professional development, the authors (nine researchers at different career stages and from various counties) engaged in a joint endeavour to evaluate the affordances and constraints of virtual collaborations in light of the recent literature while also researching the authors' own virtual collaboration during this evaluative task (mid-JanuaryâApril 2021). The authors used two modes: synchronous (Zoom) and asynchronous (emails) to communicate on the literature exploration and recorded reactions and emotional responses towards existing affordances and constraints through a collective journal. Findings: The results suggest both affordances in terms of communication being negotiable and evolving and constraints, particularly in forming new relations given tools that may not be equally accessible to all. Journaling during collaborations could be a valuable tool, especially for virtual collective work, because it can be used to structure the team supported negotiation and discussion processes, especially often hidden processes. It is evident that the role of a leader can contribute to an alignment in the assumptions and experiences of trust and consequently foster greater mutual understanding of the circumstances for productive team collaborations. Originality/value: The findings of this study can inform academics and practitioners on how to create and facilitate better opportunities for collaboration in virtual teams as a rapidly emerging form of technology-supported working.Peer reviewe
Refining virtual cross-national research collaboration : drivers, affordances and constraints
Publisher Copyright: © 2022, Irina A. Lokhtina, Laura Colombo, Citra Amelia, Erika Löfström, Anu Tammeleht, Anna Sala-Bubare, Marian Jazvac-Martek, Montserrat CastellĂł and Lynn McAlpine.Purpose: The study aims to explore and explain the affordances and constraints of two-mode virtual collaboration as experienced by a newly forming international research team. Design/methodology/approach: This is self-reflective and action-oriented research on the affordances and constraints of two-mode virtual collaboration. In the spirit of professional development, the authors (nine researchers at different career stages and from various counties) engaged in a joint endeavour to evaluate the affordances and constraints of virtual collaborations in light of the recent literature while also researching the authors' own virtual collaboration during this evaluative task (mid-JanuaryâApril 2021). The authors used two modes: synchronous (Zoom) and asynchronous (emails) to communicate on the literature exploration and recorded reactions and emotional responses towards existing affordances and constraints through a collective journal. Findings: The results suggest both affordances in terms of communication being negotiable and evolving and constraints, particularly in forming new relations given tools that may not be equally accessible to all. Journaling during collaborations could be a valuable tool, especially for virtual collective work, because it can be used to structure the team supported negotiation and discussion processes, especially often hidden processes. It is evident that the role of a leader can contribute to an alignment in the assumptions and experiences of trust and consequently foster greater mutual understanding of the circumstances for productive team collaborations. Originality/value: The findings of this study can inform academics and practitioners on how to create and facilitate better opportunities for collaboration in virtual teams as a rapidly emerging form of technology-supported working.Peer reviewe
Emerging academic identities : how education PhD students experience the doctorate
The purpose ofthis qualitative, multi-case, and longitudinal study was to examine how doctoral studentsâ experiences of the doctorate influence their emerging academic identities. The development of academic identities is often alluded to in higher education research as the heart of the doctoral pursuit. There is, however, little information on how the activities of the doctorate, particularly everyday student experiences, contribute to the emergence of academic identities. The guiding framework for this study was a social-psychological role identity perspective, blended with elements of Activity Theory. Through this combined view, identity is constructed through and embedded in interpersonal relationships, with identity emerging as a property of interactions with others. Data for the study were collected over a two year period. Nine Education doctoral students participated by tracking their experiences for a particular week every month across four academic semesters (15 months) and then discussed these in interviews at the end of each year. These students were selected from a larger sample based on their explicit aim to pursue academic careers upon completion of their degrees. [...]Cette Ă©tude de cas multiples, Ă la fois qualitative et longitudinale, a permis dâexaminer chez des doctorants comment lâexpĂ©rience au quotidien de leur programme dâĂ©tudes influençait lâĂ©mergence dâune identitĂ© universitaire. Dans le domaine des recherches portant sur lâenseignement supĂ©rieur, on rĂ©fĂšre souvent au dĂ©veloppement dâune identitĂ© universitaire comme Ă©tant au coeur mĂȘme de lâexpĂ©rience doctorale. Il existe toutefois peu dâinformations qui prĂ©cisent comment les activitĂ©s inhĂ©rentes au doctorat, notamment les expĂ©riences vĂ©cues au quotidien par les doctorants, contribuent Ă lâĂ©mergence de cette identitĂ© universitaire. Le cadre dâanalyse de cette recherche sâest Ă©laborĂ© autour dâune perspective socio-psychologique du rĂŽle identitaire amalgamĂ©e avec des Ă©lĂ©ments de la thĂ©orie de lâactivitĂ© humaine. ExaminĂ©e de ce double point de vue, lâidentitĂ© se construit au fil des relations interpersonnelles et sây intĂšgre. LâidentitĂ© se rĂ©vĂšle ainsi comme une propriĂ©tĂ© des relations avec les autres personnes. Les donnĂ©es de cette Ă©tude ont Ă©tĂ© amassĂ©es sur une pĂ©riode de deux ans. Chaque mois, lâexpĂ©rience quotidienne de neuf doctorants en Ă©ducation Ă©tait documentĂ©e pendant une semaine complĂšte. Ă la fin de chaque annĂ©e scolaire, ces expĂ©riences ont Ă©tĂ© discutĂ©es dans le cadre dâentrevues. Ces doctorants ont Ă©tĂ© sĂ©lectionnĂ©s Ă partir dâun Ă©chantillon plus large dâĂ©tudiants au doctorat en raison de leur intention explicite de sâengager dans une carriĂšre universitaire Ă la fin de leur programme dâĂ©tudes. [...