Doctoral experience and learning from a sociocultural perspective

Hopwood, N

Doctoral experience and learning from a sociocultural perspective

Hopwood, N

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Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2010, 35 (7), pp. 829 - 843
Issue Date:: 2010-10-20

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.date.issued	2010-10-20	en_US
dc.identifier.citation	Studies in Higher Education, 2010, 35 (7), pp. 829 - 843	en_US
dc.identifier.issn	0307-5079	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17216
dc.description.abstract	This article considers how and what doctoral students learn through teaching, student journal editing and academic career mentoring. It provides a grounded account of doctoral experience as a counter-narrative to prevailing policy discourses that focus on products and overlook the doctorate as a personal and social learning experience. Sociocultural theory is used to emphasise forms of agency and relationships between learning, practice and students' intentions. Students are presented as agentic in their purposeful engagement in particular activities, and in their response to challenges they encounter in those activities. Learning is described as embedded in particular practice contexts, culturally mediated and rooted in social interaction. © 2010 Society for Research into Higher Education.	en_US
dc.relation.ispartof	Studies in Higher Education	en_US
dc.relation.isbasedon	10.1080/03075070903348412	en_US
dc.subject.classification	Education	en_US
dc.title	Doctoral experience and learning from a sociocultural perspective	en_US
dc.type	Journal Article
utslib.citation.volume	7	en_US
utslib.citation.volume	35	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.issue	7	en_US
pubs.publication-status	Published	en_US
pubs.volume	35	en_US

Abstract:

This article considers how and what doctoral students learn through teaching, student journal editing and academic career mentoring. It provides a grounded account of doctoral experience as a counter-narrative to prevailing policy discourses that focus on products and overlook the doctorate as a personal and social learning experience. Sociocultural theory is used to emphasise forms of agency and relationships between learning, practice and students' intentions. Students are presented as agentic in their purposeful engagement in particular activities, and in their response to challenges they encounter in those activities. Learning is described as embedded in particular practice contexts, culturally mediated and rooted in social interaction. © 2010 Society for Research into Higher Education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/17216