Advanced search
Publication Cover
Studies in Higher Education Volume 38, 2013 - Issue 2
Submit an article Journal homepage
1,213
Views
25
CrossRef citations to date
0
Altmetric
Articles

A view from within: how doctoral students in educational administration develop research knowledge and identity

Elizabeth Murakami-Ramalho Educational Leadership and Policy Studies, University of Texas at San Antonio, San Antonio, USACorrespondence[email protected]
,
Matthew Militello Educational Leadership and Policy Studies, North Carolina State University, Raleigh, USA
&
Joyce Piert Department of Education, University of Michigan at Flint, Grand Blanc, USA
Pages 256-271 | Published online: 18 Jul 2011

Citations (25)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (10)

Helen Donaghue & Gill Adams. (2023) The role of situated talk in developing doctoral students’ researcher identities. Studies in Continuing Education 0:0, pages 1-20.
Read now
Carles Monereo & Eva Liesa. (2022) Early career researchers’ identity positions based on research experiences. Higher Education Research & Development 41:1, pages 193-210.
Read now
Margareth Kristoffersen, Bjørg Frøysland Oftedal & Febe Friberg. (2021) From a professional practitioner to a practice-based researcher: a qualitative study of Norwegian PhD candidates in the fields of health, welfare and education. Studies in Continuing Education 43:1, pages 16-32.
Read now
(Mark) Feng Teng. (2020) A narrative inquiry of identity construction in academic communities of practice: voices from a Chinese doctoral student in Hong Kong. Pedagogies: An International Journal 15:1, pages 40-59.
Read now
Gill Adams. (2019) A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’. Studies in Continuing Education 41:2, pages 191-206.
Read now
Jisun Jung. (2018) Students’ perception of EdD and PhD programmes in Hong Kong. Tertiary Education and Management 24:4, pages 284-297.
Read now
Megan Rådesjö. (2018) Learning and growing from ‘communities of practice’: autoethnographic narrative vignettes of an aspiring educational researcher’s experience. Reflective Practice 19:1, pages 68-80.
Read now
Hannah Soong, Ly Thi Tran & Pham Hoa Hiep. (2015) Being and becoming an intercultural doctoral student: reflective autobiographical narratives. Reflective Practice 16:4, pages 435-448.
Read now
Jeffrey M. Keefer. (2015) Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International 52:1, pages 17-28.
Read now
Cynthia Brock, Kate Muir Welsh, Cara Tarullo, Josh Montgomery, Avia Kelly & April Heaney. Using positioning theory and narrative to explore doctoral students’ developing understandings about theory in educational research. Studies in Higher Education 0:0, pages 1-15.
Read now

Articles from other publishers (15)

Marie Gruber, Thomas Crispeels & Pablo D’Este. (2023) Who Am I? The Influence of Knowledge Networks on PhD Students’ Formation of a Researcher Role Identity. Minerva 61:4, pages 521-552.
Crossref
Xan Y. Goodman & Samantha Ann Godbey. (2023) An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers. Reference Services Review.
Crossref
John Gillham & Nicole V. Schilling. (2023) Assessing Online Doctoral Student Research Competencies. Impacting Education: Journal on Transforming Professional Practice 8:4, pages 34-42.
Crossref
Dannelle D. Stevens & Micki M. Caskey. (2022) Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation. Innovative Higher Education 48:3, pages 433-455.
Crossref
Noelle A. Paufler, Miriam D. Ezzani, Elizabeth T. Murakami, Jesika Viamontes Quintero & Barbara L. Pazey. (2020) Educational Leadership Doctoral Program Evaluation: Student Voice as the Litmus Test. Journal of Research on Leadership Education 17:3, pages 215-242.
Crossref
Ane Turner Johnson & Monica Reid Kerrigan. (2021) Emergency methodological pivots: a situational analysis of doctoral candidates’ research engagement during crisis in the United States. Studies in Graduate and Postdoctoral Education 13:1, pages 74-89.
Crossref
Tara C. Horrill, Anisa A. Rahman Isse, Naomi Armah, Josie D. Bolianatz, Jane V. Karpa, Stephanie Lelond, Katrina M. Martin, Donna E. Martin, Diana McMillan, Kim M. Mitchell, Kendra L. Rieger, Lynn S. Scruby & Christina West. (2021) The development of academic identity in graduate nursing students: An interpretive descriptive study. Nurse Education Today 103, pages 104949.
Crossref
Montserrat Castelló, Lynn McAlpine, Anna Sala-Bubaré, Kelsey Inouye & Isabelle Skakni. (2020) What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education 81:3, pages 567-590.
Crossref
Margareth Kristoffersen, Åse Vagli & Bjørg Frøysland Oftedal. (2019) Norwegian PhD students' discourses about practice‐relevant research in the field of health and social work. Nursing Open 7:2, pages 618-626.
Crossref
Olivia Numminen, Heli Virtanen, Thóra Hafsteinsdóttir & Helena Leino‐Kilpi. (2019) Postdoctoral nursing researcher career: A scoping review of required competences. Nursing Open 7:1, pages 7-29.
Crossref
Meriam Belkhir, Myriam Brouard, Katja H. Brunk, Marlon Dalmoro, Marcia Christina Ferreira, Bernardo Figueiredo, Aimee Dinnin Huff, Daiane Scaraboto, Olivier Sibai & Andrew N. Smith. (2019) Isolation in Globalizing Academic Fields: A Collaborative Autoethnography of Early Career Researchers. Academy of Management Learning & Education 18:2, pages 261-285.
Crossref
Jorge Cabrera, Jennifer E. Gilmour & Jennifer L. Lovell. (2019) Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors. Psi Chi Journal of Psychological Research 24:2, pages 113-126.
Crossref
Aysun Ünal, Şeyda Seren İntepeler & Yasemin Ayhan Öncü. (2018) Percepção de estudantes de doutorado em enfermagem sobre planejamento de carreira e prioridades de pesquisa. Acta Paulista de Enfermagem 31:5, pages 525-534.
Crossref
Deborah K. Armstrong, Mary McCurry & Nancy M. Dluhy. (2017) Facilitating the Transition of Nurse Clinician to Nurse Scientist: Significance of Entry PhD Courses. Journal of Professional Nursing 33:1, pages 74-80.
Crossref
Glenn W. Lambie, B. Grant Hayes, Catherine Griffith, Dodie Limberg & Patrick R. Mullen. (2013) An Exploratory Investigation of the Research Self-Efficacy, Interest in Research, and Research Knowledge of Ph.D. in Education Students. Innovative Higher Education 39:2, pages 139-153.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.