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Studies in Continuing Education Volume 33, 2011 - Issue 1: ACADEMIC PRACTICE
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Doctoral experiences

Supporting doctoral students in their professional identity projects

Keijo Räsänen Organisation and Management, School of Economics, Aalto University, Helsinki, FinlandCorrespondence[email protected]
&
Kirsi Korpiaho Organisation and Management, School of Economics, Aalto University, Helsinki, Finland
Pages 19-31 | Received 08 Jan 2010, Published online: 08 Feb 2011

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R. Fisher, C. H. Brock, T. Frahm, A. Van Wig & V. R. Gillis. (2020) Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students. Studies in Continuing Education 42:3, pages 365-380.
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Susanne Köpsén & Sofia Nyström. (2015) The practice of supervision for professional learning: the example of future forensic specialists. Studies in Continuing Education 37:1, pages 30-46.
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Pauline Armsby. (2013) Developing professional learning and identity through the recognition of experiential learning at doctoral level. International Journal of Lifelong Education 32:4, pages 412-429.
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Articles from other publishers (3)

Kristina Kovalcikiene & Loreta Buksnyte-Marmiene. (2021) Doctoral Students as Future Teachers at Universities: Factors Related to Professional Identity. Journal of Teacher Education for Sustainability 23:2, pages 45-61.
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Jouni J Virtaharju & Tuomas P Liiri. (2017) The supervisors who became leaders: Leadership emergence via changing organizational practices. Leadership 15:1, pages 103-122.
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Michael Perini & Beth Roszkowski. 2015. Current Issues in Libraries, Information Science and Related Fields. Current Issues in Libraries, Information Science and Related Fields 215 240 .

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