Having discussed a number of aspects which may relate to doctoral success, the question emerges of how these aspects hang together, how they influence one another and how they
Ontology Identity development Trans formative learning Creativity Doctoral success
may be connected. Although it can be argued that an array of factors or aspects may influence doctoral success, it appears that the four aspects that have been discussed in this chapter can play an important part in doctoral success.
The conceptual framework suggested in Figure 2.5 illustrates the potential interrelationship of these four perspectives.
Figure 2.5: Conceptual framework for explaining doctoral success at Stellenbosch University
Figure 2.5 illustrates how the four perspectives may be connected and interrelated and how they can influence each other; and how, together, they may play a part in doctoral success. In discussing this figure, I will discuss each element and its relation to the following element. What emerged from the literature explored in this chapter as well as from my own observations is that doctoral success seems to be (pre-)occupied with epistemological elements of the doctorate. The focus of universities is often merely on the intellectual value of the doctorate rather than on the influence of the entire doctoral education experience on the candidate. Heidegger identified this phenomenon as the ‘ontological crisis’ in higher education. What may not be sufficiently acknowledged is that personal transformation may
take place when doctoral candidates participate in doctoral studies. The potential transformative effect of doctoral studies is, however sometimes ignored.
Also, there seems to be at least some relationship between knowledge and being (Barnett, 2009, p. 434) as knowing has implications for becoming. Ontology acknowledges the existence of a person as ‘being’ not static but constantly changing in interaction with the experiences that person is going through. Participating in a doctoral degree study takes several years of commitment and involves the candidate in learning new skills and attitudes which are necessary to successfully complete the degree. Inevitably, these experiences influence the candidate as a person. The candidate’s newly acquired knowledge has to be put into practice, which can create several challenges and affect his or her being and identity. The candidate is not only becoming a doctor, he or she also learns what it is to be a doctor. It can be argued that knowledge institutions can benefit by recognising the influence knowledge has on a student. Offering suitable support to doctoral candidates in the implementation of their newly acquired knowledge and skills could further facilitate doctoral success.
Ontology is concerned with ‘being’ and transformation. With reference to a doctoral candidate, the use of the term ‘ontology ‘ suggests that there is an existing ‘being’ before the doctoral candidate begins with the doctoral study. Each of the doctoral candidates has an existing identity and during the study they are also working towards, or developing, their identity as an academic. An identity is not only influenced by biological or psychological aspects; it is also influenced by cultural contributions in a conscious and unconscious process. Delamont, Atkinson and Parry (2000) acknowledge that doctoral research produces and reproduces not only knowledge but social identities as well. These academic identities are not only influenced by the discipline in which the doctoral candidate is doing research, but they are influenced by various communities to which the doctoral candidate belongs. This means that different people in different contexts and disciplines form their identities differently.
The importance of identity formation within doctoral education is often overlooked (Barnacle & Mewburn, 2010). However, the notion of academic identities is receiving more attention as they are actively shaped in response to changes in university structures and external environments. There has been increased consideration towards academic identities because universities have to produce more useful and relevant doctorates who are also able to compete in the current job market, since the doctoral degree is now viewed as a preparation for a variety of careers in addition to an academic one (Baker & Lattuca, 2010, p. 807). Acknowledging the formation of academic or research identity development can help in assisting doctoral candidates to be increasingly job ready after finishing a doctoral degree. Realising that their new identity may enhance their employability may be a motivational booster for candidates participating in a doctoral study. When one redefines the sense of identity as academics, it is important to recognise the possibilities and opportunities provided in the current climate in which we work today. Doctoral research produces not only knowledge but an identity as well. Completing a doctoral degree does not merely involve becoming an expert in a particular area or topic, but it also includes a transformation of identity: an identity of becoming a (independent) scholar or researcher.
Moving from being a dependent scholar towards being an independent one is one of the major changes in the identity of a successful doctoral candidate. It has been argued that candidates have to acquire transformative learning in order to make this transition. To become a successful doctoral graduate it is necessary for a candidate to be able to do research independently. The doctoral study is not merely about trying to know as much as possible about the discipline; it is about knowing how to think about the knowledge and about becoming a confident part of the academic community. Doctoral candidates have to learn how to take accountability for their own ideas and validate their beliefs; they should become more critically reflective. Completing a doctoral degree involves the transformation of becoming a responsible scholar. This transformation must be anticipated by institutions so that they can provide opportunities for transformative learning by allowing and facilitating change in the doctoral candidate and changes in the production of knowledge.
Creativity is necessary in transformative learning as doctoral candidates have to extend the knowledge boundaries of their disciplines. A successful doctoral candidate is seemingly a creative student. Doctoral candidates illustrate their independence by showing creativity in their making an original contribution. Creativity is integral to and inherent in postgraduate education. The doctorate is regarded as one of a candidate’s first endeavours in creative scholarship and research (Bargar & Duncan, 1982). Creativity is not only demonstrated in the end product, but should also be visible in the entire doctoral process. Such creativity could aid doctoral candidates in making a positive transition to independent research (Backhouse, 2009a; Frick, 2011). Trafford and Leshem (2009, p. 305-306) argue that although creativity is not well defined in the context of doctoral education, it appears to be a contributing factor to doctoral success.
Since doctoral studies are a personal and individual process for the candidate, these above- mentioned perspectives cannot be generalised to all doctoral candidates. They are not static and do not influence every doctoral candidate in the same manner or the same degree. The four perspectives discussed above may, however, facilitate doctoral success. They will be further discussed in view of empirical work which will be reported on in the next chapters.
2.8. Conclusion
As Williams, Harlow and Gab (1970, p. 161) noted, it would be worthwhile for doctoral success to be predictable, provided that the prediction could be done with a reasonable degree of accuracy. However, doctoral success seems dependent on perspectives beyond the control of an institution and the factors that influence a candidate’s ability to successfully complete a doctoral study are complex and numerous. Success in doctoral studies does not seem to be only related to variables such as gender or previous academic accomplishments – there are multiple factors involved in the achievement of a doctoral degree which are not necessarily of an academic nature.
From a theoretical perspective, at least, candidates seem to go through (ontological) transformation. This may imply that doctoral becoming can be seen as a process of moving from being a scholarship candidate to becoming an independent and responsible scholar. A
process of becoming other than what one is already, a transfer of one state of being to another, is a phenomenon that is complex, but most interesting to research. In most societies the successful completion of a doctoral degree is perceived as the apex of individual academic achievement. However, many doctoral candidates never finish their degree. The criteria for and factors leading to doctoral success have always been a point of contention and they will remain contentious, even in the light of new evidence.
CHAPTER 3:RESEARCH METHODOLOGY 3.1. Introduction
This chapter describes the research methodology followed in the investigation of the research question: What characterises doctoral success at Stellenbosch University? The research paradigm that informed this study is interpretive, and a case study design was used to generate and interpret empirical data. Narrative inquiry methodology elicited qualitative data, which was obtained through interviews with triads consisting of recently graduated doctoral candidates, their supervisors and significant others. The term ‘significant other’ was given to a person who was closely involved with the doctoral graduate during the period of study and could therefore answer questions in relation to the doctoral process as observed by the significant other. The data generated by interviews was analysed by means of narrative analysis. The gathered and interpreted data was not limited to the selected doctoral candidates. The latter part of this chapter also refers to data representation and reports on the limitations and ethical considerations of the study.