WHY DO A DOCTORATE?

One of the articles I read recently about doctoral studies discussed the relationship between self-identity and the doctorate and how these relationships are constructed. One way is self-actualization, where there is a strong sense of personal investment and the relationship between the learner’s personal and professional selves are entwined. In this case often the learner is completing the doctorate to validate professional identity and experience, perhaps to compensate for a lack of confidence in self. Another way identity is constructed is through social construction. In this situation the doctorate helps shape the learner’s professional identity and helps those in early stages of their career acquire workplace experience.

So what does the doctorate represent for me? Years ago it was just something I’d always wanted to do and always thought I’d do one day. I enjoy studying and it was the natural progression at some stage in my studies – the end goal I aspired to do ‘one day’. Now that ‘one day’ has arrived and I am 6 months into the program, I think there are two main reasons why I want to work on this doctorate. Firstly to do in a formal academic way, based on a theoretical framework of the relevant literature, what I have been doing informally for the past 10-15 years. I think I know what study skills students need, I think I have worked out ways to address these, but it is based on my experience and observations, it really lacks a research base. Although I have always collected data about these aspects from the relevant stakeholders, it has been on an informal basis. Now I can approach this with a more academically rigorous approach. The second reason is that the reality is that completing a PhD definitely adds greater credibility to what I do.

On a lighter note, still doing the Taronga Zoo course, the baby elephant is SO cute: http://babyelephant.taronga.org.au/

Scott, D, Brown, A, Hunt, I & Thorne, L 2004, ‘Identity’, in Professional doctorates: integrating professional and academic knowledge, Society for Research into Higher Education and Open University Press, Maidenhead, Berkshire, pp 126-137.