On personal and collective dimensions of agency in doctoral training: medicine and natural science programs

References

• Austin, A. E. 2002. “Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career.” The Journal of Higher Education 73 (1): 94–122. doi: 10.1353/jhe.2002.0001
   Web of Science ®Google Scholar
• Bandura, A. 2006. “Toward a Psychology of Human Agency.” Perspectives on Psychological Science 1 (2): 164–180. doi: 10.1111/j.1745-6916.2006.00011.x
   Web of Science ®Google Scholar
• Becher, T., and P. Trowler. 2001. Academic Tribes and Territories. 2nd ed. New York: The Society for Research into Higher Education and Open University Press.
   Google Scholar
• Delamont, S., P. Atkinson, and O. Parry. 2000. The Doctoral Experience: Success and Failure in Graduate School. London: Falmer.
   Google Scholar
• Dysthe, O., A. Samara, and K. Westrheim. 2006. “Multivoiced Supervision of Master's Students: A Case Study of Alternative Supervision Practices in Higher Education.” Studies in Higher Education 31, 299–318. doi: 10.1080/03075070600680562
   Web of Science ®Google Scholar
• Edwards, A. 2005. “Relational Agency: Learning to be a Resourceful Practitioner.” International Journal of Educational Research 43 (3): 168–182. doi: 10.1016/j.ijer.2006.06.010
   Google Scholar
• Emirbayer, M., and A. Mische. 1998. “What is agency?.” American Journal of Sociology 103 (4): 962–1023. doi: 10.1086/231294
   Web of Science ®Google Scholar
• Engeström, Y. 2005. “Knotworking to Create Collaborative Intentionality Capital in Fluid Organizational Fields.” Collaborative Capital: Creating Intangible Value, In edited byM. Beyerlein, S. T. Beyerlein, and F. A. Kennedy, 307–336. Amsterdam: Elsevier.
   Google Scholar
• Florence, M. K., and L. D. Yore. 2004. “Learning to Write Like a Scientist: Coauthoring as an Enculturation Task.” Journal of Research in Science Teaching 41 (6): 637–668. doi: 10.1002/tea.20015
   Web of Science ®Google Scholar
• Gardner, S. K. 2008. “Fitting The Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education.” Innovations in Higher Education 33, 125–138. doi: 10.1007/s10755-008-9068-x
   Google Scholar
• Gardner, S. K. 2009. The Development of Doctoral Students: Phases of Challenges and Support. ASHE Higher Education Report: Volume 6, Number 6:San Francisco, CA: Wiley.
   Google Scholar
• Golde, C. M. 2005. “The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments.” The Journal of the Higher Education 76 (6): 669–700. doi: 10.1353/jhe.2005.0039
   Web of Science ®Google Scholar
• Green, B. 2009. “Challenging Perspectives, Challenging Practices: Doctoral Education in Transition.” In Changing Practices of Doctoral Education, edited by D. Boud, and A. Lee, 239–248. London: Routledge.
   Google Scholar
• Green, H., and S. Powell. 2005. Doctoral Study in Contemporary Higher Education. London: Open University Press.
   Google Scholar
• Hakkarainen, K., K. Hytönen, J. Makkonen, E. Lehtinen. Submitted. “Promoting Knowledge-Creating Practices of Doctoral Education.” An article submitted for publication.
   Google Scholar
• Hakkarainen, K., K. Hytönen, J. Makkonen, P. Seitamaa-Hakkarainen, and H. White. ( in press). “Interagency, Collective Creativity, and Academic Knowledge Practices.” In Learning and Collective Creativity: Activity-Theoretical and Socio-Cultural Studies, edited by A. Sannino and V. Ellis. London, UK: Routledge.
   Google Scholar
• Hakkarainen, K., T. Palonen, S. Paavola, and E. Lehtinen. 2004. Communities of Networked Expertise: Professional and Educational Perspectives. Oxford: Elsevier.
   Google Scholar
• Holland, D., W. Lachicotte, D. Skinner, and C. Cain. 1998. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• International Postgraduate student mirror. 2006. Catalonia, Finland, Ireland and Sweden. Stockholm, Sweden: Swedish National Agency for Higher Education (Report 2006:29R).
   Google Scholar
• Kamler, B. 2008. “Rethinking Doctoral Publication Practices: Writing From and Beyond the Thesis.” Studies in Higher Education 33 (3): 283–294. doi: 10.1080/03075070802049236
   Web of Science ®Google Scholar
• Knorr Cetina, K. 1999. Epistemic Cultures: How the Sciences Make Knowledge. Cambridge, MA: Harvard University Press.
   Google Scholar
• Lee, A., and D. Boud. 2009. “Framing Doctoral Education as Practice.” In Changing Practices of Doctoral Education, edited by D. Boud, and A. Lee, 10–25. London: Routledge.
   Google Scholar
• Lonka, K. 2003. “Helping Doctoral Students to Finish their Theses.” In Teaching Academic Writing across Europe, edited by L. Björk, G. Bräuer, L. Rienecker, G. Ruhmann, and P. Stray Jørgensen, 113–131. Dordrecht: Kluwer University Press.
   Google Scholar
• Lonka, K. 2009. “Smart Doctors and the Three Metaphors of Learning.” Medical Education 43 (8): 718–720. doi: 10.1111/j.1365-2923.2009.03417.x
   PubMed Web of Science ®Google Scholar
• Lovitts, B. E. 2008. “The Transition to Independent Research: Who Makes it, Who doesn't, and Why.” The Journal of Higher Education 76 (3): 296–325. doi: 10.1353/jhe.0.0006
   Google Scholar
• McAlpine, L., and C. Amundsen 2009. “Identity and Agency: Pleasures and Collegiality among the Challenges of the Doctoral Journey.” Studies in Continuing Education 31 (2): 109–125. doi: 10.1080/01580370902927378
   Web of Science ®Google Scholar
• Nersessian, N. J. 2006. “The Cognitive-Cultural Systems of the Research Laboratory.” Organization Studies 27 (1): 125–145. doi: 10.1177/0170840606061842
   Web of Science ®Google Scholar
• Nowotny, H., P. Scott, and M. Gibbons. 2001. Re-thinking Science: Knowledge and the Public in a Gage of Uncertainty. Cambridge, MA: Polity Press.
   Google Scholar
• Paavola, S., and K. Hakkarainen. 2009. “From Meaning Making to Joint Construction of Knowledge Practices and Artefacts – A Trialogical Approach to CSCL.” In Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings, edited by C. O'Malley, D. Suthers, P. Reimann, and A. Dimitracopoulou, 83–92. Rhodes: International Society of the Learning Sciences (ISLS).
   Google Scholar
• Paavola, S., L. Lipponen, and K. Hakkarainen. 2004. “Models of Innovative Knowledge Communities and Three Metaphors of Learning.” Review of Educational Research 74 (4): 557–576. doi: 10.3102/00346543074004557
   Web of Science ®Google Scholar
• eds. Peterson, C., and M. E. Seligman, 2004. Character Strengths and Virtues: A Handbook and Classification. Oxford: Oxford University Press.
   Google Scholar
• Pyhältö, K., and J. Keskinen. 2012. “Doctoral Students' Sense of Relational Agency in Their Scholarly Communities.” International Journal of Higher Education 12: 136–149. 10.5430/ijhe.v1n2p136
   Google Scholar
• Pyhältö, K., J. Stubb, and K. Lonka. 2009. “Developing Scholarly Communities as Learning Environments for Doctoral Students.” International Journal for Academic Development 14 (3): 221–232. doi: 10.1080/13601440903106551
   Google Scholar
• Pyhältö, K., A. Toom, J. Stubb, and K. Lonka. 2012. “Challenges of Becoming a Scholar: A Study of Experienced Problems and Well-Being of Doctoral Students.” ISRN Education, 2012:12p. doi: 10.5402/2012/934941.
   Google Scholar
• Schwartz, M. A. 2008. “The Importance of Stupidity in Scientific Research.” Journal of Cell Science 121 (11): 1771.doi: 10.1242/jcs.033340
   PubMed Web of Science ®Google Scholar
• Sfard, A. 1998. “On Two Metaphors for Learning and the Dangers of Choosing Just One.” Educational Researcher 27, 4–13. http://edr.sagepub.com/content/27/2/4.short.
   Google Scholar
• Stubb, J., Pyhältö, K. and K. Lonka. 2011. “Balancing between Inspiration and Exhaustion: PhD Students' Experienced Socio-Psychological Well-Being.” Studies in Continuing Education 33 (1): 33–50. doi: 10.1080/0158037X.2010.515572
   Web of Science ®Google Scholar
• Thargard, P. 1999. How Scientist Explain Disease. Cambridge, MA: MIT Press.
   Google Scholar
• Vekkaila, J., K. Pyhältö, K. Hakkarainen, J. Stubb, and K. Lonka. 2012. “Doctoral Students' Key Learning Experiences in the Natural Sciences.” International Journal for Researcher Development 32: 154–183. http://dx.doi.org/10.1108/17597511311316991.
   Google Scholar
• Walker, G. E., C. M. Golde, L. Jones, A. Conklin Bueschel, and P. Hutchins. 2008. The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century. San Francisco, CA: Jossey-Bass (The Carnegie Foundation for the Advancement for Teaching).
   Google Scholar
• Wulff, D. H., and M. Nerad. 2006. “Using an Alignment Model as a Framework in the Assessment of Doctoral Programs.” In The Assesment of Doctoral Education: Emerging Criteria and New Models for Improving Outcomes, edited by P. L. Maki, and N. A. Borkowski, 83–108. Sterling, Virginia: Stylus.
   Google Scholar