出版社：Australian Institutes for Educational Research
摘要：Research suggests that identity development is a crucial dimension of the doctoralstudent experience. This study explores what identity formations doctoral studentsexhibit in the doctoral journey and how these formations affect their experiences in theprocess of achieving a doctorate. The methodology employed was within the qualitativeparadigm and adopted an inductive narrative approach to investigate the experiences ofdoctoral students. The article reinforces the claim that supervision is crucial to doctoralstudents’ development of a professional scholarly identity. Its importance is inherent inbetter understanding the challenges and critical points of departure faced by doctoralstudents in the process of establishing themselves as academics. It brings to light theissue of supervisors’ role in enhancing motivation and independence and also the role ofacademic communities in identity development of doctoral students.
