Coulby, Ceridwen
(2023)
An exploration of EdD students’ experiences of personal transformation during their studies.
Doctor of Education thesis, University of Liverpool.
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Abstract
There is a growing recognition in the literature that doctoral study can change people, not only by enhancing academic and research skills, but also in personal and emotional ways. Doctoral students have reported changes in the way they view themselves, their employing institutions and those around them. However, the personal impact of doctoral study is still a relatively small area of research, with few studies exploring the phenomena in depth. Therefore, this study aimed to provide a detailed exploration of the personal transformations experienced by seven part-time online EdD students during their studies. Answers were sought to the following questions: • What self-identified personal transformations do Liverpool online EdD students experience during their studies? • How do students describe the manifestations of these transformations? • What, if any, contextual factors can be identified from the data collected, that may have influenced the personal transformation experiences of these students? A narrative approach was used to gather and analyse the data required to answer these questions. Participants were asked to create visual representations of their doctoral journey and any moments of transformation they experienced. These visual representations were used as the basis for discussion during subsequent semi-structured interviews, where participants were asked to share their stories of personal transformation. Both the visual representations and interview content were used to undertake a narrative thematic analysis of the data gathered. Participants’ self-reported positive personal transformations included changes of inner self; enhanced educational and mentoring practice; and thinking and perceiving differently. Examples of how these personal transformations manifested included overcoming feelings of inferiority as a result of tutor feedback and good grades, becoming more assertive at home and work as a result of study requirements, and becoming more aware of the needs of other people through reflexive practice. Factors that influenced personal transformation were also identified. These were: ‘validation from others’; ‘enhanced knowledge and ability to express ideas to others’; ‘unexpected events and outcomes’; ‘reflexive practice’; ‘becoming a student’; ‘critical thinking and reflection skills’; ‘culture and different ways of knowing’; ‘learning team relationships’; and ‘constant challenge and persistence’. The transformations and factors influencing them are discussed, then analysed using a conceptual framework of transformative learning theory. Participants’ experiences of personal transformation during doctoral study were mainly positive, however some identified negative consequences of personal transformation, including ‘disconnection from others’, ‘feelings of disillusionment at work’ and being a ‘perceived nuisance at work’. The findings from this study contribute new knowledge to the literature on doctoral student experiences of personal transformation during their studies. The conceptual framework of transformative learning theory used is critiqued and revised in light of these findings, providing a new theoretical contribution to the field. Implications for practice, including preparation of EdD students and recommendations for EdD curriculum designers, are also identified. Keywords: Transformative learning, transformation, doctoral study, EdD student experience
| Item Type: | Thesis (Doctor of Education) |
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| Uncontrolled Keywords: | Transformative learning, transformation, doctoral study, EdD student experience |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 22 Aug 2023 13:49 |
| Last Modified: | 22 Aug 2023 13:49 |
| DOI: | 10.17638/03170735 |
| Supervisors: |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3170735 |
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