Impact on Society: The strongest message gleaned from this study is that to improve doctoral students’ learning experiences, it is necessary first to develop a student-supervisor relationship built on mutual respect, clear timelines for achieving supervision targets, and commitment to achieving the targets.
Recommendation for Researchers: Researchers may focus on tools that help to transform supervisor habitus and the kinds of support that work for individual students. Recommendations for Practitioners: The paper draws attention to human dispositions, values, and beliefs (habitus) which operate with different forms of capital in fields of doctoral training. Findings: The research found that, although the participants were broadly satisfied with some aspects of their programs, the additional cost associated with its duration, the lack of quality and timely feedback from supervisors, and difficulty accessing conference funding were key challenges to achieving the ultimate goals of the new doctoral curriculum. Participants took part in individual interviews and data were analyzed using thematic coding procedures developed based on Bourdieu’s (1984 1986) theorization of capital, habitus, and field Contribution: The study may benefit universities in monitoring the quality of doctoral students’ learning experiences. Methodology: The research was conducted as a qualitative inquiry based on which the purposive sampling technique was used with 18 doctoral students from a Ghanaian university. Background: Global competition and labor market reforms have ignited the need for higher education institutions to reimagine their doctoral programs, develop and align them with labor market demands and national priorities. Results suggest a novel, encompassing way for post-PhD researchers to build towards sustained grant funding.Īim/Purpose: To utilize Pierre Bourdieu’s (1984, 1986) concepts of capitals, habitus, and field to explore and critically analyze doctoral students’ learning experiences with a new doctoral curriculum introduced by a Ghanaian university. Locating funding success within the social dimensions of knowledge and researcher development, the study sheds light on the role of agency and experiential learning in enabling contributions to frontline knowledge. The article suggests a developmental view of the process in which, over time, researchers conceive, expand and draw on their feedback networks.
We demonstrate how, over ten years, his agentive participation in academic interactions has contributed to continual development of his research and its funding through: his seeking and engaging with feedback network-wide view of feedback sources and drawing on feedback to inform his writing and research thinking. This in-depth longitudinal case study explores an approach evolved by an experienced Canadian scientist whose work is recognized for both scholarly and societal impact. Yet in this climate of academic performativity little is known about how individual academics make their contribution to knowledge fundable. Grant funding is critical to building a sustained research career.
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