Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies

Autor/inn/en	Teeuwsen, Phil; Ratkovic, Snežana; Tilley, Susan A.
Titel	Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies
Quelle	In: Studies in Higher Education, 39 (2014) 4, S.680-694 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2012.729030
Schlagwörter	Foreign Countries; Identification; Part Time Students; Doctoral Programs; Participation; Context Effect; Research; Qualitative Research; Educational Environment; Learning Processes; Researchers; Supervisors; Graduate Students; Canada + Suchen Sie Ihr Suchwort? Ausland; Identifikation; Identifizierung; Part-time students; Teilzeitstudent; Doktorandenprogramm; Teilnahme; Forschung; Qualitative Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning process; Lernprozess; Researcher; Forscher; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kanada
Abstract	An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic community. The research was conducted during a directed study course, a context students and supervisor used as an opportunity to examine their engagement in legitimate research activities as students completed their coursework requirements and prepared for academic careers. Although the research is context specific, the discussion will be useful to individuals who are working towards similar goals in university contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10