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ERIC Number: EJ1050322
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1470-3297
Workplace Learning during the Science Doctorate: What Influences Research Learning Experiences and Outcomes?
Hum, Gregory
Innovations in Education and Teaching International, v52 n1 p29-40 2015
This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the six student cases, three pairs who shared similar learning experiences and outcomes were identified and termed the: positive-professional, positive-academic, and challenging-uncertain pairs. Students' learning was driven by needs which emerged from research work. Experiences and outcomes were influenced by varying affordances and hindrances in/with: research projects, supervision, colleagues, and individual choices. Findings show the inter-relationship between different elements related to individuals and context(s) in science doctoral work, and patterns in these inter-relationships. Findings emphasise the importance of attending to the research work students engage in, and the affordances available to them, to ensure effective learning which can support students' learning and career goals.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada