HDR Editorial : Identity and Roles within the PhD
Introduction
Samantha Newell
Researcher of Psychology Pedagogy in Higher Education
School of Psychology , University of Adelaide
Samantha is currently involved in the research and development of ‘ psychological literacy ’.
A qualified educator ( B . Ed , PrimMid ), tutor and PhD Candidate in the School of Psychology at the University of Adelaide ; her experience in academic tutoring and assessment informs her role as the facilitator of a community of practice for early-career university educators .
The role of the PhD student as an ‘ emerging scholar ’ is multifaceted ( Foot , Crowe , Tollafield & Allan , 2014 ). The PhD process is a transition that involves developing an identity through both sides of the teaching and learning equation . For example , I was simultaneously studying undergraduate psychology whilst graduating as a secondary-school science teacher . Now , I find myself navigating supervisor relationships and teaching firstyear psychology students . Research aside , the most challenging aspect of my postgraduate journey has been managing scholarly identities . Importantly , there is a real threat of drop out for those who are unable to internalise a coherent identity during this time ( Baker & Pifer , 2011 ). The issue could be considered through two lenses : how much agency PhD students are given and the extent to which their chosen title conveys a positive identity .
Am I a ' real ' researcher ?
A tension exists between the researcher-in-training and the selfefficacy needed to present research . Emphasis on the ‘ student ’ identity at conferences may elicit imposter syndrome , conveying that the individual has not reached full-membership status . To my fellow PhD students , this is not a call to hide in the shadows . Increased feelings of agency are reported by postgraduates when they can engage in academic work and make meaningful contributions to their faculty through meetings , planning for learning or research outside of their PhD ( McAlpine & Amundsen , 2009 ). The need for agency is the crux of the issue .
What ' s in a name ?
There is also a desire for credibility when meeting and presenting to fully-fledged academics . Differences in power relations can result in the identity of ‘ student ’ viewed as less desirable . For the same reasons that a student-teacher is now called a pre-service teacher , an alternate label provides credibility and distinction . I have avoided the term PhD student in favour of ‘ candidate ’; Tajfel ( 1974 ) have may viewed this as boosting my self-esteem with a more positive social identity or creating positive distinctiveness .
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I think there is value in the overlapping identities of researcher , teacher and student ; competing roles offer space to reflect on why these power relations exist and whether they should ? Perhaps the image of the student needs to be raised by acknowledging the role of student within the academic . The Scholarship of