‘You could make original contributions, just like them!’: supervisory interactions and a doctoral student’s academic identity construction

Bao, Jie; Feng, Dezheng (William); Hu, Guangwei; Wang, Junju

doi:10.1080/03075079.2024.2338267

Cited by 3 publications

(1 citation statement)

References 53 publications

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“…Other phrases including "professional identity", "scholarly identity", "researcher identity", and "disciplinary identity" also refer to how researchers position themselves within their particular fields and exhibit skills and thinking [12,15] which are often used interchangeably. Identity is shaped by the interplay between micro-level individuals and the larger and macro-level contexts within which they exist [16]. Academic identity, built upon this foundation of personal identity, incorporates both the professional role within academia and the broader social identity within the academic community [17].…”

Section: Literature Reviewmentioning

confidence: 99%

How Doctoral Students Understand Academic Identity in China: A Qualitative Study Based on the Grounded Theory

Zhang,

Liu,

et al. 2024

Education Sciences

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The process of doctoral students transitioning from being knowledge learners to being knowledge researchers is beneficial for personal growth and career development. This study explores how doctoral students at Chinese research universities understand academic identity from a psychological perspective based on grounded theory. Understanding academic identity for doctoral students involves three psychological activities: situation recognition, psychological interaction, and reflective positioning. The sense of academic meaning and the sense of academic efficacy shape doctoral students’ understanding of academic identity, resulting in four patterns: Adeptness, Academic Pursuit, Alienation and Powerlessness, and Struggling for Meaning. Academic meaning serves as the internal driving force for developing academic identity, while academic efficacy acts as a psychological condition for maintaining academic identity. Therefore, it is crucial to enhance doctoral students’ recognition of academic meaning and academic efficacy.

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Section: Literature Reviewmentioning

confidence: 99%

How Doctoral Students Understand Academic Identity in China: A Qualitative Study Based on the Grounded Theory

Zhang,

Liu,

et al. 2024

Education Sciences

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Imagination and investment: unraveling academic identity in Chinese doctoral candidates’ publishing journeys in U.S. higher education

2024

Applied Linguistics Review

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Doctoral writing for publication has evolved into a strategic activity in Ph.D. education, extending beyond a mere social practice. This paper presents a collective case study that examines the publishing experiences of four Chinese doctoral candidates in Linguistics. Data was collected through semi-structured interviews, with narrative inquiry of how they prepared themselves to publish for the academic job market, how they imagined their future academic communities, and how they negotiated their academic identities in terms of publishing within imagined communities. The qualitative analysis incorporates Norton’s conceptualization of imagined community and identity, as well as investment and capitals, highlighting the positive influence of imagined academic identity on scholarly publishing as well as the dynamic nature of academic identity construction in the divergence between imagination and reality. The findings offer pedagogical insights into the negotiation of identities in doctoral publishing, with particular relevance to Chinese international students in the social sciences.

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Doctoral Supervision in Russian Universities: to the Problem of Balancing Activity and Performance

Bednyi,

Rybakov

2024

Vysš. obraz. Ross. (Print)

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Doctoral supervision is considered one of the key factors in doctoral education performance. High-quality supervision does not merely predict the success of dissertation completion, but also plays a major role in academic community integration and identity development of doctoral students. Publications exploring problems of supervision tend to be based on surveys into mentors’ functions and advisory styles. Currently, research that aims at evaluating supervision efficiency is scarce. In the present article, we derive quantification of advisors’ activity and performance from non-reactive data on academic staff appointed to supervise doctoral students at two research-intensive multidisciplinary universities. The empirical base for the study comprises the data on research supervisors (N=515) and their doctoral students (N=1597). The paper addresses two main questions: (1) how does the number of doctoral students assigned influence a supervisor’s performance; (2) is there a correlation between a level of performance of guided students and their supervisor’s position, academic degree, academic rank and citation metrics and publication productivity. The findings imply that there is a great disparity in distribution of supervisors by number of students and by performance level (number of dissertation defenses), which is found to conform to Pareto – Zipf law. The highest performers prove to be those staff members who supervise from two to five students. That share of staff members scores higher on citation metrics and demonstrates better publication activity. A large portion of this group consists of staff holding academic positions and lecturers who do not attain a Doctor of sciences degree or academic rank. Performance indicators proposed in the article along methods of data collection, processing and analysis could have practical implications for monitoring supervisors’ activity in universities. The results obtained form basis for a number of managerial propositions to enhance supervision performance level.

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‘You could make original contributions, just like them!’: supervisory interactions and a doctoral student’s academic identity construction

Cited by 3 publications

References 53 publications

How Doctoral Students Understand Academic Identity in China: A Qualitative Study Based on the Grounded Theory

How Doctoral Students Understand Academic Identity in China: A Qualitative Study Based on the Grounded Theory

Imagination and investment: unraveling academic identity in Chinese doctoral candidates’ publishing journeys in U.S. higher education

Doctoral Supervision in Russian Universities: to the Problem of Balancing Activity and Performance

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