Scholarly Voice and Academic Identity

Abstract

This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.

Career trajectory and cross‐system mobility: Career planning of doctoral students in Macao

“…With macro‐level research analyses doctoral students' career patterns in socio‐economic development, micro‐perspectives often look at how career decisions are taken and achieved by individual students. Abundant research has been devoted to investigating how individual students develop their career intentions and competences based on accumulated professional skills, social and psychological capitals (McAlpine et al., 2009; Rigler Jr et al., 2021).…”

“…Varied research contexts have almost uniformly indicated the criticality of students' experiences in doctoral programmes in determining their career trajectories (Colbeck, 2008). Research framed within Situated Learning Theory has suggested that doctoral students are acculturalized into professional role(s) based on their individual experience in situated socio‐structural environments (Lave & Wenger, 1991; Rigler Jr et al., 2021). Positive experiences during the doctoral training period help students to develop their academic identity.…”