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Wellbeing in Doctoral Education pp 143–151Cite as

Identity and Agency as Academics: Navigating Academia as a Doctoral Student

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Abstract

In this chapter, the authors explore the concept of identity and how it is linked to agency. The authors also examine the influences of institutional affordances on the construction of academic identity and sense of agency. Through their discussion, the authors highlight the key benefit of proactively reflecting on personal experiences during doctoral training: it allows students to develop a better sense of who they are and how they fit in academia.

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Acknowledgements

We would like to acknowledge the Monash International Postgraduate Research Scholarship and the Monash Graduate Scholarship that enabled Cuong Huu Hoang to conduct his doctoral studies. Cuong also received the Monash Postgraduate Publication Award which enabled him to write this chapter.

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Authors and Affiliations

  1. Faculty of Education, Monash University, Clayton, VIC, Australia

    Cuong Huu Hoang & Lynette Pretorius

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  1. Cuong Huu Hoang
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  2. Lynette Pretorius
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Correspondence to Lynette Pretorius .

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Editors and Affiliations

  1. Faculty of Education, Monash University, Clayton, VIC, Australia

    Lynette Pretorius  & Luke Macaulay  & 

  2. Faculty of Arts, Monash University, Clayton, VIC, Australia

    Basil Cahusac de Caux

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Hoang, C.H., Pretorius, L. (2019). Identity and Agency as Academics: Navigating Academia as a Doctoral Student. In: Pretorius, L., Macaulay, L., Cahusac de Caux, B. (eds) Wellbeing in Doctoral Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9302-0_12

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  • DOI: https://doi.org/10.1007/978-981-13-9302-0_12

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