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This article is intended to contribute towards furthering the understanding of researcher development as demonstrated by doctoral students' learning within scholarly communities. The article does this by reporting the findings of a study that explored the students' key learning experiences during their doctoral journey.

The 19 participants were natural science doctoral students from a top‐level research community in Finland. The data were collected through interviews that were qualitatively content analysed.

The participants emphasised the significance of participation, development as a scholar, developing specific research competences as well as learning to balance between doctoral research and other institutional tasks. They situated the key learning experiences in collaborative academic contexts such as research activities, taking courses, and academic meetings. The participants generally perceived their experiences as positive and enhancing.

Significant learning experiences identified by natural science doctoral students themselves are rarely studied. The results of the study reported in this article may be used by doctoral trainers, supervisors and students to create environments that foster students' learning and researcher development through their participation in scholarly communities.

Employability has been the focus of much activity at both research and policy levels within higher education. Initially focused primarily on undergraduate students, in the past few years this area has broadened to include the employability of doctoral candidates discussed within a larger debate on development of researchers. Despite a strong focus on this aspect of researcher development, discourse in this area still lacks evidence of the views of postgraduate researchers themselves on the issues of employability. In an attempt to address this gap, this paper seeks to explore the perceptions of social science doctoral candidates on a range of employability‐related issues.

Semi‐structured interviews were conducted with 15 full‐time doctoral candidates in different social science disciplines at a single UK university.

The paper presents the views of social science doctoral candidates on three aspects of employability: the concept of employability and its meaning for doctoral candidates; the way they perceive their own employability skills, knowledge and attitudes; and their awareness of labour market requirements. The study highlights the importance of original motivations, goals and expectations of doctoral candidates related to doing a PhD degree with their perceptions of employability and the skills, knowledge and attitudes they expect to develop.

The current paper helps to shed light on the ways doctoral candidates perceive employability and identify the gaps in their awareness of the skills, knowledge and attributes required by the labour market. Addressing an important aspect of doctoral education related to development of employability, the paper argues that in order for the researcher development initiatives to be successful there is a need to account for the role of “personal”, namely motivations, intentions and views of the participants of the learning process.

The purpose of this paper is to present a theoretically-informed analysis of an exploratory study which included a focus on postdoctoral researchers' views of their training needs.

The wider mixed-methods study was focused on post-doctoral career trajectories at a time of ongoing policy interest in doctoral education. Bernstein's theoretical perspectives are used to illuminate the data, particularly his concepts of classification and regionalisation.

Respondents' reflections on their doctoral training showed a much stronger appreciation of training which was based in disciplinary practices, even if these were subject to regionalisation, as opposed to more generic professional skills training.

The small scale and exploratory nature of the study is recognised, as well as the need for more independent research in this area.

The study has implications for the nature of the training provided as part of doctoral education. First, it is argued that this should include more explicit discussion of policy shifts relating to doctoral education. Second, rather than being glossed over in the imposition of generic competency frameworks (conceptualised through Bernstein as a generic performance mode), researcher training should attend closely to the social and cultural base of the skills and practices of different regions of knowledge production, at the same time as recognising these to be fluid and dynamic.

Overall, while recognised as exploratory, the study aims to contribute insights on doctoral graduates' perspectives on researcher training as well as suggesting the usefulness of Bernstein's theoretical framework for understanding the reconstruction of doctoral education in the UK.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

The paper comprises an extended discussion of the possibilities that Web 2.0 applications offer to doctoral researchers, and where such applications fit in the early twenty‐first century in the research environment. It explores the main issues associated with their use by doctoral researchers, and how these factors have influenced the design of a series of four information and communication technologies (ICT) development courses.

Over 29 Web 2.0 applications were reviewed and grouped into 13 subject categories in terms of how they might support the activities of doctoral researchers. The resulting categories were then themed into four different groups to facilitate the delivery in order to address where and how Web 2.0 applications can enhance doctoral researchers' activities.

Four groups of applications emerged: social networking, online project collaboration, online virtual desks and reusable multi‐media. The four groups were developed into four courses that together comprise a new ICT skills development module intended for doctoral researchers.

In terms of portability, the 13 categories of web‐based applications identified could, when taken together, comprise the infrastructure for a complete research environment that can be accessed anywhere in the world on an internet‐connected PC or laptop. The aim of the module is to enhance the research experience of doctoral researchers by raising awareness of the potential and possibilities associated with using Web 2.0 applications in the research environment.

The paper offers both ICT developers and doctoral researchers insights into the possibilities and problems of using Web 2.0 applications in the process of academic research.

This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.

A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.

The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.

This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.

This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

The purpose of this paper is to explore educational researchers’ online literature searching and sourcing strategies.

Adopting a multiple-case study approach, the authors conducted interviews and compared strategies employed by three groups of researchers: less-experienced doctoral students, experienced doctoral students, and junior faculty.

The results showed that the three groups differed in four searching strategies and two sourcing strategies. The former included: using and modifying keywords, doing advanced searches to narrow down or expand results, chaining, and networking to retrieve literature, while the latter consisted of: evaluating and selecting multiple-source articles, and self-monitoring the multiple-source searching process. The findings also revealed that the experienced doctoral students and junior faculty were able to adopt searching and sourcing strategies flexibly and simultaneously for the purpose of determining more relevant and useful sources. The findings suggest that these researchers, especially the less-experienced students, need specialized training to acquire sourcing strategies in order to critically evaluate relevant information or scholarly work to fulfill their research purposes.

Information seeking, an essential part of scholars’ work, has been widely examined across disciplines. However, few studies have explored scholars’ searching and sourcing behaviors for online academic literature. This study fulfilled the research gap.

Social science doctoral graduates increasingly are moving into higher education research positions yet the nature of these roles is under researched. The purpose of this paper is to compare the experiences of research staff (RS) and doctoral students (DS), to bring an awareness of the extent to which doctoral experience can be preparation for research roles.

This research adopts a narrative perspective. Using multi‐method data collection the authors compared seven RS and seven DS from the social sciences, capturing their experiences during the first year of a longitudinal study. Analysis involved developing case summaries and thematic coding.

The findings detail similarities in the work undertaken by each group; show that passionate thought for academic work is rooted early in academic life; and illustrate that status is more complex and fluid than previously noted, regardless of role.

Numbers are small; however, although attrition is a possibility, this longitudinal approach should allow us to explore further our notions of doctoral experience as researcher preparation, as participants move from doctoral study into research positions.

This is a rare account of a comparison between RS and DS. The paper argues that the experiences of RS are not discrete and specific only to their role but are part of the same journey as that undertaken by DS.