A sociocultural analysis of doctoral student learning through and about academic work Nick Hopwood (University of Oxford) Presentation at the Work Learn Educate project dissemination event 17 November 2009 Institute of Education, London

“Flying in the face of principled arguments” Doctoral education is irredeemably social Policy overlooks processes of personal and social learning

( ) / 3 Teaching, Journal editing, Career mentoring Doing work About work A bottom up view

1. What were students’ intentions? Agency and objects

2. What did students learn? Directly related to intentions Indirectly related to intentions Change in interpretation AB Change in action or practice CD

3. How did learning happen? Experience Relational agency Cultural mediation & use of artifacts

What does a sociocultural view offer? Personal intention vs policy POV Emergent experience Relation to intention Agency

Hopwood N (2011) Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 36(1). Hopwood N (forthcoming) Doctoral students as journal editors: non-formal learning through academic work. Higher Education Research & Development. Hopwood N (2008) Formal and non-formal learning as part of doctoral student experience. Paper presented at the Annual Conference of the Society for Research into Higher Education, Liverpool, 9-11 December. Hopwood N (2008) What, and how, do doctoral students learn from engaging in academic work? Poster presented at the 1st UK and Ireland ISCAR (International Society for Cultural and Activity Research) Meeting, Bath, July. Hopwood N (2009) Doctoral experience as preparation for academic practice. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, April. Hopwood N (2009) Developing academic practice as work-based learning through doctoral experience. Poster presented at the 1st Institute of Education Learning and Teaching Conference, London, 15 January. Other dissemination activity