Studying international doctoral researchers: nexus analysis as a mode of inquiry

Abstract

In this paper I argue how nexus analysis (Scollon & Scollon, 2004), as a holistic, qualitative mode of inquiry, can offer a fruitful activist research approach to study international doctoral researchers. To do this, I will introduce and explain the core concepts of nexus analysis and afterwards empirically demonstrate how nexus analysis can be done in practice by presenting a case study on international doctoral researchers in a particular nexus—at a Finnish university. The overall aim of this paper is to present nexus analysis as a viable alternative for those higher education researchers who want to study communication, interaction, and language-related challenges of international doctoral researchers from a bottom-up perspective and, in this way, potentially even challenge the existing decision-making practices.

Doctoral researchers as change agents of higher education: An autoethnographic account

“…In my dissertation (Aarnikoivu, 2020), I studied doctoral education as a form of social action. As a mode of inquiry, I used nexus analysis (Scollon & Scollon, 2004), which is a holistic and an inductive research approach consisting of three practical stages: engaging, navigating, and changing the nexus of practice.…”

“…To do this, I draw on the concept of a tempered radical (Meyerson, 2008); a person who 'constantly negotiates the path between her desire to succeed within the system and her commitment to challenge and change it'; someone who must navigate 'the tension between her desire to fit in and her commitment to act on personal values that often set her apart' (p. 4). As an empirical context, I use my dissertation project on doctoral education (see Aarnikoivu, 2020), which I completed in September 2020. Reflexively and retrospectively examining this project now, I will discuss three ways to create change, which, in my view, were major contributing factors behind the successes-and failures-that I encountered on my journey of doing nexus analysis (Scollon & Scollon, 2004) on doctoral education.…”

Four Career Stories from Doctoral Students to Doctoral Holders: Qualitative Longitudinal Examination

“…There are as many ways of doing doctoral studies as there are doctoral students. The doctoral student's circumstances form a complex system that needs to be considered holistically and spatio-temporally [24]. Doctoral students, supervisors, inclusive spaces, and dialogues are not separated, as also Cumming [30] argued more than a decade ago.…”

“…The main career goal of early-career doctoral researchers has traditionally been to pursue an independent research career in academia [21], but today careers are more diversified [22]. The journey from doctoral student to doctoral researcher and the career that is subsequently built is composed of several factors that transcend both micro and macro levels [23,24]. Higher education policy conditions and competition cannot be controlled by individual influence, but academics must adapt and make personal choices.…”

Navigating complexities, exploiting shortcuts: Talking about culture as researchers and university educators

“…As nexus analysis focuses on social issues, its goal is not merely analytical: as a third step, it aims at change (Lane, 2014). Although nexus analysis is often applied in long-term ethnographic projects, it is possible to utilize concepts and methods of nexus analysis to examine a smaller event or actions too (see Aarnikoivu, 2020).…”