Drawing upon the mutually constitutive notions of possible selves and agency, this study illuminates how maintaining a future orientation in doctoral education acts to supply candidates with a pivotal sense of direction and drive their experimentation with disparate pathways to realise their academic career aspirations. In-depth analysis of two longitudinal cases reveals that participants' trajectorial differences were closely linked to their exercise of agency towards different ends and to different extents under the biographical, institutional, local/national, and global conditions and contingencies they engaged with. However, neither was immune to the risk of suffering an unpredictable employment outcome following candidature. While this plight has much to do with the fierce competition inherent to the neoliberal academic job market, findings also underlined its association with the prominent absence of supervisory and programme support along their doctorate. The study concludes with proffering practical implications beneficial to nurturing and supporting candidates' (diverse) career-possible selves. Copyright ©2025 Routledge.

The growing complexity of doing a PhD necessarily demands candidates to robustly exercise their agency in navigating the doctoral journey. However, the conceptualisation of how students use their agency across multiple facets of their studies has yet to receive due scholarly attention. Drawing on the subject-centred sociocultural view on agency, this study analysed life story interviews conducted with 16 doctoral students in Hong Kong. Findings show that participants’ agency was manifested both in socially and collectively organised enterprises (proactive engagement in a wide array of developmental opportunities, responsiveness to situational research problems, contestation against unsupportive institutional cultures) and as individual-level strategic perspectives and actions (self-management of everyday emotions, imaginative construction of post-graduation prospects). Concurrently, the results shed light on the inextricable and complex linkages between the enactment of agency and the personal, relational, institutional, and broader higher education conditions delimiting students’ lived experiences of candidature. Implications for educational practices and future research beneficial to develop doctoral agency are discussed. Copyright © 2022 Informa UK Limited.