References
- Åkerlind, G. S. (2005). Postdoctoral researchers: Roles, functions and career prospects. Higher Education Research & Development, 24(1), 21–40. https://doi.org/https://doi.org/10.1080/0729436052000318550
- Åkerlind, G. S. (2008). An academic perspective on research and being a researcher: An integration of the literature. Studies in Higher Education, 33(1), 17–31. https://doi.org/https://doi.org/10.1080/03075070701794775
- Åkerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115–127. https://doi.org/https://doi.org/10.1080/07294360.2011.642845
- Baker, V. L., & Lattuca, L. R. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807–827. https://doi.org/https://doi.org/10.1080/03075070903501887
- Bakhtin, M. M., Holquist, M., & Emerson, C. (1986). Speech genres and other late essays. University of Texas Press.
- Castelló, M., Kobayashi, S., McGinn, M., Pechar, H., Vekkaila, J., & Wisker, G. (2015). Researcher identity in transition: Signals to identify and manage spheres of activity in a risk-career. Frontline Learning Research, 3(4), 19–34.
- Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053–1068. https://doi.org/https://doi.org/10.1007/s10734-016-0106-9
- Castelló, M., McAlpine, M., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2020). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education, https://doi.org/https://doi.org/10.1007/s10734-020-00557-8
- Corcelles, M., Cano, M., Liesa, E., González-Ocampo, G., & Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development, 38(5), 922–939. https://doi.org/https://doi.org/10.1080/07294360.2019.1602596
- Coryell, J. E., Wagner, S., Clark, M. C., & Stuessy, C. (2013). Becoming real: Adult student impressions of developing an educational researcher identity. Journal of Further and Higher Education, 37(3), 367–383. https://doi.org/https://doi.org/10.1080/0309877X.2011.645456
- Chen, S., McAlpine, L., & Amundsen, C. (2015). Postdoctoral positions as preparation for desired careers: A narrative approach to understanding postdoctoral experience. Higher Education Research & Development, 34(6), 1083–1096. https://doi.org/https://doi.org/10.1080/07294360.2015.1024633
- Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383–406. https://doi.org/https://doi.org/10.1353/rhe.0.0075
- González-Ocampo, G., & Castelló, M. (2019). How do doctoral students experience supervision?. Studies in Continuing Education, 41(3), 293–307. https://doi.org/https://doi.org/10.1080/0158037X.2018.1520208
- Guerin, C. (2013). Rhizomatic research cultures, writing groups and academic researcher identities. International Journal of Doctoral Studies, 8, 137–150. https://doi.org/https://doi.org/10.28945/1897
- Hermans, H., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. Cambridge University Press.
- Hermans, H. J., Kempen, H. J., & van Loon, R. J. (1992). The dialogical self: Beyond individualism and rationalism. American Psychologist, 47(1), 23–33. https://doi.org/https://doi.org/10.1037/0003-066X.47.1.23
- Hermans, H. J. M. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243–281. https://doi.org/https://doi.org/10.1177/1354067X0173001
- Holligan, C., & Wilson, M. (2015). Critical incidents as formative influences on the work of educational researchers: Understanding an insider perspective through narrative enquiry. British Journal of Sociology of Education, 36(3), 453–473. https://doi.org/https://doi.org/10.1080/01425692.2013.835713
- Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: PhD students’ progress and outcomes. Studies in Higher Education, 30(5), 535–555. https://doi.org/https://doi.org/10.1080/03075070500249161
- Jazvac-Martek, M. (2009). Oscillating role identities: The academic experiences of education doctoral students. Innovations in Education and Teaching International, 46(3), 253–264. https://doi.org/https://doi.org/10.1080/14703290903068862
- Maher, D., Seaton, L., McMullen, C., Fitzgerald, T., Otsuji, E., & Lee, A. (2008). Becoming and being writers: The experience of doctoral students in writing groups. Studies in Continuing Education, 30(3), 263–275. https://doi.org/https://doi.org/10.1080/01580370802439870
- Mantai, L. (2017). Feeling like a researcher: Experiences of early doctoral students in Australia. Studies in Higher Education, 42(4), 636–650. https://doi.org/https://doi.org/10.1080/03075079.2015.1067603
- Mantai, L. (2019). Feeling more academic now: Doctoral stories of becoming an academic. The Australian Educational Researcher, 46(1), 137–153. https://doi.org/https://doi.org/10.1007/s13384-018-0283-x
- McAlpine, L., Amundsen, C., & Turner, G. (2014). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal, 40(6), 952–969. https://doi.org/https://doi.org/10.1002/berj.3123
- McAlpine, L., Pyhältö, K., & Castelló, M. (2018). Building a more robust conception of early career researcher experience: What might we be overlooking? Studies in Continuing Education, 40(2), 149–165. https://doi.org/https://doi.org/10.1080/0158037X.2017.1408582
- Monereo, C. (2019). The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case. Learning, Culture and Social Interaction, 20, 4–13. https://doi.org/https://doi.org/10.1016/j.lcsi.2017.10.002
- Murakami-Ramalho, E., Militello, M., & Piert, J. (2013). A view from within: How doctoral students in educational administration develop research knowledge and identity. Studies in Higher Education, 38(2), 256–271. https://doi.org/https://doi.org/10.1080/03075079.2011.578738
- Noon, E. J. (2018). Interpretive phenomenological analysis: An appropriate methodology for educational research? Journal of Perspectives in Applied Academic Practice, 6(1), 75–83. https://doi.org/https://doi.org/10.14297/jpaap.v6i1.304
- Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3), 415–439. https://doi.org/https://doi.org/10.5054/tq.2011.261161
- Sala-Bubaré, A., & Castelló, M. (2016). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education, 39(1), 16–34. https://doi.org/https://doi.org/10.1080/0158037X.2016.1216832
- Sala-Bubaré, A., Peltonen, J., Pyhälto, K., & Castelló, M. (2018). Doctoral candidates’ research writing perceptions: A cross-national study. International Journal of Doctoral Studies, 13, 327–345. https://doi.org/https://doi.org/10.28945/4103
- Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 53–80). Sage.
- Spanish Ministry of Education, Culture and Sports. (2015). Datos y Cifras del Sistema Universitario Español. Secretaría General Técnica.
- Stubb, J., Pyhältö, K., & Lonka, K. (2014). Conceptions of research: The doctoral student experience in three domains. Studies in Higher Education, 39(2), 251–264. https://doi.org/https://doi.org/10.1080/03075079.2011.651449
- Wisker, G. (2012). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. Palgrave Macmillan.