Shining a light on doctoral reading: implications for doctoral identities and pedagogies

Abstract

While writing in doctoral education is increasingly visible as a focus for research and pedagogy, what remains less visible is the role of reading in the doctoral journey. This paper draws on data from two parallel research programmes in which doctoral student day-to-day experience was documented longitudinally, initially in the social sciences and more recently in the sciences. The analysis shines a light on the essential role of reading in the development of student thinking, writing and academic identity; pedagogical implications are explored.

Key words:

• academic literacy
• reading
• doctoral experience

Notes

1. This research has been supported in part by the Social Sciences and Humanities Research Council.

2. Three team members in particular have made substantial contributions: Cheryl Amundsen, Nick Hopwood early on and more recently Gill Turner.

3. Thanks to Andrew Boggs, Margot Mckinnon, Russ Francis and Shuhua Chen for this initial work.

4. SS = social sciences; S = sciences.

5. Similar to comprehensive exam.

6. This is a written exam to assess breadth and depth of knowledge in the field.