Date of Degree
5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Program
Education
Advisor
Arthur E. Hernández
Advisor
M. Candace Christensen
Advisor
Serap Atasever Belli
Abstract
Research Focus. This study explored how engaging in a community-oriented cross-disciplinary research project impacts the researcher identity development of PhD students in education. While doctoral education and student experiences have been widely researched, the specific process of researcher identity development remains under-researched. Recognizing the growing need to prepare PhD students for diverse career paths and aspirations, this study addresses a key gap by exploring how hands-on, collaborative research experiences shape PhD students’ growth as researchers.
Research Methods. Guided by a constructivist paradigm, this study employed a longitudinal qualitative multiple-case design to explore how PhD students in education experience researcher identity development through engaging in a cross-disciplinary project. Data were collected through learning audits, identity boxes, and semi-structured interviews, with each method selected to uncover the subjective meanings and interpretations students attribute to their evolving researcher identities. The learning audits and identity boxes were designed specifically to foster participant self-reflection and facilitate a meaning-making process around their development as researchers, while semi-structured interviews provided an additional layer of depth, serving as the final data source and allowing for member-checking.
Data analysis was conducted using thematic analysis (Braun & Clarke, 2006/2022) that combined both inductive and deductive coding approaches. Inductive analysis allowed themes to emerge organically from participants' experiences, capturing unique insights and personal reflections. This was followed by deductive analysis, applying the being-doing-becoming-belonging framework to examine how the emergent themes aligned with established theoretical dimensions (Hitch et al., 2014). Through iterative comparison of inductive and deductive codes, a set of integrated themes was developed, reflecting both theoretical constructs and participants' distinct perspectives, thus providing a comprehensive understanding of researcher identity development.
Research Findings. The findings of this study revealed the complex, multi-dimensional process of researcher identity development among education PhD students. Participants emphasized the importance of internal motivations and self-perceptions as foundational to their evolving identities as researchers. They actively sought out learning opportunities, engaged consistently in research activities, and displayed resilience when facing various academic and research challenges. Reflecting on their growth, participants noted the development and transfer of key skills, alongside a shift in perspective as they increasingly began to "think like a researcher." Additionally, collaborative experiences and social interactions fostered a sense of community, reinforcing their identities as emerging scholars and deepening their commitment to their research paths. However, the findings also highlighted certain shortcomings within the participants’ PhD program and the research project itself, pointing to areas where additional support, mentorship, and research opportunities could better support researcher identity development.
Conclusions from Research. The findings suggest that involvement in research projects can significantly enhance doctoral students' researcher identity development by providing hands-on experience, opportunities for reflexivity, and fostering a sense of community. The findings highlight the importance of community-engaged, cross-disciplinary research in supporting PhD students’ researcher identity development, particularly through mentorship, collaboration, and real-world applications. This study contributes to a more holistic understanding of researcher training, aligning doctoral education with the diverse career demands students will face. Insights from this work advocate for doctoral programs to integrate interdisciplinary and applied research opportunities, benefiting students’ academic and non-academic career readiness and contributing to societal innovation. This study expands the literature on researcher identity development by focusing on a single discipline, addressing the gap on the role of practical research engagement in shaping the identities of emerging researchers.
Recommended Citation
Yilmazli Trout, Inci, "Navigating the Path to Researcher Identity: Experiences of Education PhD Students Engaged in a Community-University Research Partnership" (2025). Theses & Dissertations. 466.
https://athenaeum.uiw.edu/uiw_etds/466