Studying doctoral education: using Activity Theory to shape methodological tools

Abstract

The study reported here, one part of a larger study on doctoral education, describes a pilot study that used Activity Theory to shape a methodological tool for better understanding the tensions inherent in the doctoral experience. As doctoral students may function within a range of activity systems, we designed data collection protocols based on Activity Theory to examine their experience. This paper describes these protocols, the results of a piloting of these protocols, and discusses the strengths and limitations of using Activity Theory in this way.

Keywords:

• doctoral education
• Activity Theory
• higher education

Notes

1. Detailed reports of the findings (e.g. McAlpine & Jazvac‐Martek, 2008; McAlpine, Jazvac‐Martek, & Hopwood, 2007) are available at http://doc-work.mcgill.ca.