Identity and agency: pleasures and collegiality among the challenges of the doctoral journey

By Lynn McAlpine, Cheryl Amundsen. 2009

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Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it (2015, background): “…is the supervisor who often plays the valuable role in modelling agency for the student, helping him or her along the path to becoming the expert in their area of specialisation, while also creating opportunities for student to develop within the disciplinary community (McAlpine & Amundsen, 2009).”
Stressors in early-stage doctoral students* (2018, background): “In contrast to the highly structured nature of earlier academic study, the processes associated with completing a doctorate are often ill-defined and ambiguous (Hockey 1994; McAlpine and Amundsen 2009).”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “A definition of agency suggested by McAlpine and Amundsen ( 2009 ), drawing on Edwards, as an ‘evocation of identity’, and representing ‘the capacity to perceive personal goals towards which one is directing action’ is helpful in understanding this link (p.”