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Innovations in Education and Teaching International Volume 46, 2009 - Issue 3: Embracing Contraries in Research on Doctoral Education
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Articles

Studying doctoral education: using Activity Theory to shape methodological tools

Catherine Beauchamp School of Education, Bishop’s University, Sherbrooke, Quebec, CanadaCorrespondence[email protected]
,
Marian Jazvac‐Martek Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
&
Lynn McAlpine Department of Education, University of Oxford, Oxford, UK
Pages 265-277 | Published online: 24 Jul 2009

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Anders Sonesson, Lena Stenson & Gudrun Edgren. (2023) Research and education form competing activity systems in externally funded doctoral education. Nordic Journal of Studies in Educational Policy 9:2, pages 173-190.
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Susan Geertshuis, Qian Liu, Narissa Lewis & Jiansheng Cui. (2022) Stuck between a rock and a hard place: The challenge of preparing graduates for their futures. Innovations in Education and Teaching International 0:0, pages 1-15.
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Viviana Meschitti. (2019) Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education 44:7, pages 1209-1221.
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Sylvia Anne Mackie & Onnida Thongpravati. (2019) Identifying curricular tensions in a technology innovation doctoral programme. Innovations in Education and Teaching International 56:2, pages 130-139.
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Sara Cotterall. (2013) More than just a brain: emotions and the doctoral experience. Higher Education Research & Development 32:2, pages 174-187.
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Gina Wisker & Gillian Robinson. (2013) Doctoral ‘orphans’: nurturing and supporting the success of postgraduates who have lost their supervisors. Higher Education Research & Development 32:2, pages 300-313.
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KariA. Wold. (2011) Blending theories for instructional design: creating and implementing the structure, environment, experience, and people (SEEP) model. Computer Assisted Language Learning 24:4, pages 371-382.
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Jun LeiJun Lei. 2023. Publishing during Doctoral Candidature. Publishing during Doctoral Candidature 101 115 .
Jun LeiJun Lei. 2023. Publishing during Doctoral Candidature. Publishing during Doctoral Candidature 51 77 .
Jun LeiJun Lei. 2023. Publishing during Doctoral Candidature. Publishing during Doctoral Candidature 1 16 .
Anh Phan. (2022) The Academic Identity Development of International Doctoral Students. Journal of International Students 13:4.
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Choo Jun Tan, Ting Yee Lim, Teik Kooi Liew & Chee Peng Lim. (2022) An intelligent tool for early drop-out prediction of distance learning students. Soft Computing 26:12, pages 5901-5917.
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Phil Wood & Joan Woodhouse. 2021. Inquiring into Academic Timescapes. Inquiring into Academic Timescapes 231 246 .
Jun Lei. (2019) Publishing During Doctoral Candidature From an Activity Theory Perspective: The Case of Four Chinese Nursing Doctoral Students. TESOL Quarterly 53:3, pages 655-684.
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Kevin Larkin. 2019. Traversing the Doctorate. Traversing the Doctorate 409 428 .
Colin Simpson & Daniela Sommer. (2016) The Practice of Professional Doctorates. Journal of Management Education 40:5, pages 576-594.
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Nick Hopwood & Lynn McAlpine. (2014) Conceptualising the PhD as preparing for academic practice in geography. GeoJournal 80:2, pages 203-207.
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Elena Golovushkina & Colin Milligan. (2013) Employability development in the context of doctoral studies: systemic tensions and the views of key stakeholders. International Journal of Training and Development 17:3, pages 194-209.
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Jenna Vekkaila, Kirsi Pyhältö, Kai Hakkarainen, Jenni Keskinen & Kirsti Lonka. (2012) Doctoral students' key learning experiences in the natural sciences. International Journal for Researcher Development 3:2, pages 154-183.
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Kirsi Pyhältö, Auli Toom, Jenni Stubb & Kirsti Lonka. (2012) Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being. ISRN Education 2012, pages 1-12.
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Juup Stelma. (2010) An ecological model of developing researcher competence: the case of software technology in doctoral research. Instructional Science 39:3, pages 367-385.
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Laetitia Gerard. (2010) La supervision de mémoire en master : l’étudiant comme principal acteur de sa réussite. Revue internationale de pédagogie de l’enseignement supérieur 26:2.
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