In this paper, we explore the usefulness of three different approaches to facilitating reflexivity and a critical awareness of emerging academic identities for doctoral students. This paper stems from a longitudinal research project entitled "The Next Generation of Social Scientists", which was conducted across three research-intensive British universities and based at the University of Oxford. The research examined how doctoral students in a range of social science disciplines develop (or do not develop) notions of "academic" identity as they move along the doctoral trajectory and into academic positions. In what follows we describe how three different data collection tools--weekly logs, interviews and a card-sorting activity--were used to encourage doctoral students to consider the process of constructing academic identities more actively and self-reflectively. We then consider how the use of these tools at two workshops further revealed how they can be utilised by academic developers to explore the needs of doctoral students and improve the support in place for this student group.