NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1156298
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2187-0594
Politician-Turned-Doctoral Student's Narrative Identity at an Australian University: A Case Study
Nomnian, Singhanat
IAFOR Journal of Education, v5 n2 p161-176 Sum 2017
This study aims to explore the narrative identity of a politician-turned-doctoral student at an Australian university with a particular focus on his academic and social encounters based on his English resources and experiences of learning and living in Australia. This case study is unique in the way that very few Thai politicians would end their political career and join in an academic community because of different philosophies underpinning these political and educational agendas. Drawing upon a narrative inquiry, the 60-year-old former Thai politician who decided to undertake a PhD in Engineering (Water Resources Management) found his academic experience positively challenging as he had to familiarize himself with Australian academic discourse such as conducting research, writing his thesis, and taking part in class discussion. Being a competent user of English, he enjoyed living in a multicultural and multilingual society in Australia. This study offers an optimistic outlook at career change through a lens of a politician who became a doctoral student and serves as an example for adults who are transiting their midlife career path and considering stepping out of their comfort zones to venture into something new and exciting. This study hopes to shed new light and hopes on adult education in an era of aging society.
International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Thailand
Grant or Contract Numbers: N/A