Early-stage doctoral students' conceptions of research in higher education: Cases from Hong Kong

Early-stage doctoral students' conceptions of research in higher education: Cases from Hong Kong

• Yang, Min The University of Hong Kong
• Yuan, Rui Eric The Education University of Hong Kong

Teaching in Higher Education, 2020

Routledge

2020

• T Educational Research
  • TB Study of Research Activities

Conceptions of Research Early-stage Doctoral Students Doctoral Education Reflection

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This qualitative case study investigates two early-stage doctoral students' developing conceptions of research in their situated context. Drawing on data collected from in-depth interviews and informal conversations with the participants over two years, the study showed that the participants' research conceptions were in a symbiotic relationship with their research activities. Also, their developing research conceptions were influenced by their past academic experience and future goals, interaction with significant others in their community, and disciplinary and institutional practices, which acted to change or sustain their perceptions and engagement as an emerging academic. The findings indicate that reflection can be useful for doctoral students to manage their own conceptions of research and for supervisors to adjust practice to enhance doctoral education. Implications for universities regarding how institutional practice and discourse may dominate and foster doctoral students’ research conceptions are provided. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 13562517

• 10.1080/13562517.2020.1775191

https://bibliography.lib.eduhk.hk/bibs/b74d0907

2020-10-14