Doctoral students' key learning experiences in the natural sciences

Abstract

Purpose

This article is intended to contribute towards furthering the understanding of researcher development as demonstrated by doctoral students' learning within scholarly communities. The article does this by reporting the findings of a study that explored the students' key learning experiences during their doctoral journey.

Design/methodology/approach

The 19 participants were natural science doctoral students from a top‐level research community in Finland. The data were collected through interviews that were qualitatively content analysed.

Findings

The participants emphasised the significance of participation, development as a scholar, developing specific research competences as well as learning to balance between doctoral research and other institutional tasks. They situated the key learning experiences in collaborative academic contexts such as research activities, taking courses, and academic meetings. The participants generally perceived their experiences as positive and enhancing.

Originality/value

Significant learning experiences identified by natural science doctoral students themselves are rarely studied. The results of the study reported in this article may be used by doctoral trainers, supervisors and students to create environments that foster students' learning and researcher development through their participation in scholarly communities.

Citation

Vekkaila, J., Pyhältö, K., Hakkarainen, K., Keskinen, J. and Lonka, K. (2012), "Doctoral students' key learning experiences in the natural sciences", International Journal for Researcher Development, Vol. 3 No. 2, pp. 154-183. https://doi.org/10.1108/17597511311316991