Workplace learning during the science doctorate: what influences research learning experiences and outcomes?

Abstract

This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6–10 activity logs of a week’s experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the six student cases, three pairs who shared similar learning experiences and outcomes were identified and termed the: positive-professional, positive-academic, and challenging-uncertain pairs. Students’ learning was driven by needs which emerged from research work. Experiences and outcomes were influenced by varying affordances and hindrances in/with: research projects, supervision, colleagues, and individual choices. Findings show the inter-relationship between different elements related to individuals and context(s) in science doctoral work, and patterns in these inter-relationships. Findings emphasise the importance of attending to the research work students engage in, and the affordances available to them, to ensure effective learning which can support students’ learning and career goals.

Keywords:

• doctoral education
• postgraduate education
• science education
• doctoral supervision
• workplace learning
• higher education

Acknowledgements

This work is a part of a larger project conduced in a team, and the author thanks them for their feedback. They are: Cheryl Amundsen, Lynn McAlpine, Esma Emmioglu, and Shuhua Chen. This study was supported in part by the Social Sciences and Humanities Research Council of Canada.