Networked in or Networked Out? What Can We Learn from Diverse Learners’ Experiences of Progressing with and Completing Doctoral Studies?

Abstract

Socialisation of the doctoral candidate into a community of researchers has been identified as an important aspect of the doctoral process and key to the production of original and innovative research. Yet, access to research communities and learning networks can be difficult for non-traditional students, for example part-time, international and non-science-based doctoral candidates, compared to their full-time and science-based peers. Drawing on Actor-Network Theory and Psychosocial theories of Agency, the current Ph.D. research proposes a methodology (questionnaire and interview) to explore doctoral candidates’ experiences of interacting with the academic institution (face-to-face and online) and developing support networks as influencing doctoral progression and completion. This article will discuss the preliminary findings from the study, drawing on the experiences of a diverse body of participants (e.g. full-time, part-time and international students) within the university sector in Ireland. The findings from this study can provide insights to policymakers and practitioners on supporting learners within Higher Education in Europe, not just within the doctoral process, but at different stages within the Bologna Qualifications Framework.