Early-stage doctoral students' conceptions of research in higher education: Cases from Hong Kong

Min YANG, Rui Eric YUAN

Research output: Contribution to journalArticlespeer-review

Abstract

This qualitative case study investigates two early-stage doctoral students' developing conceptions of research in their situated context. Drawing on data collected from in-depth interviews and informal conversations with the participants over two years, the study showed that the participants' research conceptions were in a symbiotic relationship with their research activities. Also, their developing research conceptions were influenced by their past academic experience and future goals, interaction with significant others in their community, and disciplinary and institutional practices, which acted to change or sustain their perceptions and engagement as an emerging academic. The findings indicate that reflection can be useful for doctoral students to manage their own conceptions of research and for supervisors to adjust practice to enhance doctoral education. Implications for universities regarding how institutional practice and discourse may dominate and foster doctoral students’ research conceptions are provided. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalTeaching in Higher Education
Early online dateJun 2020
DOIs
Publication statusE-pub ahead of print - Jun 2020

Citation

Yang, M., & Yuan, R. (2020). Early-stage doctoral students' conceptions of research in higher education: Cases from Hong Kong. Teaching in Higher Education. Advance online publication. doi: 10.1080/13562517.2020.1775191

Keywords

  • Conceptions of research
  • Early-stage doctoral students
  • Doctoral education
  • Reflection

Fingerprint Dive into the research topics of 'Early-stage doctoral students' conceptions of research in higher education: Cases from Hong Kong'. Together they form a unique fingerprint.