Science in action: doctoral scientists and identity construction

Across all disciplines, doctoral degrees have traditionally served as an apprenticeship for an academic career. According to Lave and Wenger (1991), the apprenticeship model develops from the assumption that sustained participation in a vocation facilitates the transition from novice to expert. A threshold level of knowledge and skill must be demonstrated for the individual to win recognition as an ​‘expert’, at which point they become a legitimate member of the community of practice (COP). Increasingly, however, doctoral graduates assume non-academic careers. 

This trend is true both in the UK and internationally (Vitae 2011, 2013; Barnacle and Dall’Alba 2011). As a result, there is ongoing debate as to how well the contemporary PhD prepares its students for their varied future trajectories (for example, Roberts 2002; Park 2007). This paper focuses on doctoral students in science, mathematics, engineering and maths (the ​‘STEM’ disciplines). It shares the results of a two year study which explored doctoral scientists’ motivations, aspirations and values and, in turn, how these aspects inform identity construction. 

Doctoral scientists are a particularly feted group in UK higher education policy; both policy-makers and industry expect that they will contribute in vital ways to the growth of the knowledge-based economy (Leitch 2006; CBI 2013). It has been argued that the type of identity best suited to the knowledge economy is the ​‘liquid’ identity — where traditionally strong influences of discipline and academic norms are replaced by an emphasis upon multi-disciplinarity, transferable skills and flexibility (Bauman 2000; Barnett in Temple 2011)

Hancock, S. (2014)

Science in action: doctoral scientists and identity construction.
Paper presented to the Society for Research into Higher Education Annual Conference, 10th December. Celtic Manner, Newport.