Workplace learning during the science doctorate: what influences research learning experiences and outcomes?

摘要: This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, following were gathered over 2.5 years: biographic questionnaires, 6–10 activity logs week’s experiences, 2 pre-interview and semi-structured interviews. Amongst student cases, three pairs who shared similar outcomes identified termed the: positive-professional, positive-academic, challenging-uncertain pairs. Students’ was driven by needs which emerged research work. Experiences influenced varying affordances hindrances in/with: projects, supervision, colleagues, individual choices. Findings show inter-relationship between different elements related to individuals context(s) in work, patterns these inter-relationships. emphasise importance attending work engag...