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Lee, S.B.; Espino, D.P. Guiding Doctoral Students into Research Communities. Encyclopedia. Available online: https://encyclopedia.pub/entry/59764 (accessed on 24 June 2026).
Lee SB, Espino DP. Guiding Doctoral Students into Research Communities. Encyclopedia. Available at: https://encyclopedia.pub/entry/59764. Accessed June 24, 2026.
Lee, Seung B., Danielle P. Espino. "Guiding Doctoral Students into Research Communities" Encyclopedia, https://encyclopedia.pub/entry/59764 (accessed June 24, 2026).
Lee, S.B., & Espino, D.P. (2026, May 28). Guiding Doctoral Students into Research Communities. In Encyclopedia. https://encyclopedia.pub/entry/59764
Lee, Seung B. and Danielle P. Espino. "Guiding Doctoral Students into Research Communities." Encyclopedia. Web. 28 May, 2026.
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Research communities refer to the learning and social environments within which members engage in scholarly activities. Consisting of diverse actors involved in research processes, research communities provide opportunities for doctoral students to become familiar with the shared norms, values and cultures that are particular to each group. Research communities not only allow members to access pertinent knowledge, information and resources, but also offer social support and foster a sense of belonging in academia, helping students to develop into independent scholars. During their studies, doctoral students often participate in various research communities, ranging from the research lab at their institution to international networks connecting researchers from different countries. This paper focuses on ways to guide doctoral students into research communities, both within and outside of their institutions. In addition, it examines the formal and informal processes that facilitate their integration into these communities.
doctoral
PhD
guidance
research community
postgraduate researcher
Research communities provide both a learning and social environment for doctoral students in their journey of development and growth toward becoming independent researchers [1][2][3][4][5]. More specifically, the learning environment supports doctoral students in acquiring the necessary knowledge, skills and experiences in carrying out rigorous research while the social environment allows them to maintain a sense of connectedness and belonging [1][6][7]. Being part of a research community can help doctoral students to counter isolation and sustain their motivation in their studies [8][9].
A doctoral student’s immediate research community often consists of the doctoral student’s supervisor, faculty members in the department, fellow students, and research team members, including postdocs and undergraduate assistants [5]. Beyond their own research team or department, a student may be engaged in research communities involving other researchers, colleagues, and collaborators within and outside of their institution [10]. They can also include regional, national and international-level research associations, societies and networks where the student participates [1].
The various research communities serve as communities of practice for doctoral students, supporting their development as researchers [11]. They not only provide opportunities to acquire relevant competencies in conducting research but also gain useful information from the community and connect with other researchers in their disciplines and areas of interest [12]. In this manner, doctoral students can identify collaborators for their research activities as well as build networks with more senior researchers who may offer guidance and mentorship. Collaborative opportunities can enhance the active participation of doctoral students in research communities through both formal and informal engagement [10]. Bringing together individuals with common areas of interest and similar academic and professional experiences, research communities help to provide a sense of belonging and develop their identities for doctoral students seeking to enter into the field of research [7][13].
References
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- Lee, A. How are doctoral students supervised? Concepts of doctoral research supervision. Stud. High. Educ. 2008, 33, 267–281.
- Pyhältö, K.; Stubb, J.; Lonka, K. Developing scholarly communities as learning environments for doctoral students. Int. J. Acad. Dev. 2009, 14, 221–232.
- Todd, R.W.; Louw, S. Individual networks of practice for PhD research socialisation. J. Univ. Teach. Learn. Pract. 2019, 16, 1–26.
- Gray, M.A.; Crosta, L. New perspectives in online doctoral supervision: A systematic literature review. Stud. Contin. Educ. 2019, 41, 173–190.
- Mantai, L. ‘A source of sanity’: The role of social support for doctoral candidates’ belonging and becoming. Int. J. Dr. Stud. 2019, 14, 367.
- Sala-Bubaré, A.; Castelló, M. Exploring the relationship between doctoral students’ experiences and research community positioning. Stud. Contin. Educ. 2017, 39, 16–34.
- Stracke, E. Undertaking the journey together: Peer learning for a successful and enjoyable PhD experience. J. Univ. Teach. Learn. Pract. 2010, 7, 111–121.
- Corcelles-Seuba, M.; Suñe-Soler, N.; Sala-Bubaré, A.; Castelló, M. Doctoral student perceptions of supervisory and research community support: Their relationships with doctoral conditions and experiences. J. Furth. High. Educ. 2023, 47, 481–491.
- Jones, J.; Ward, M.; Szubryt, P.; Franzen-Waschke, U.; Rowe, L. Developing a supportive community of practice: A doctoral case study. GILE J. Ski. Dev. 2024, 4, 37–54.
- Khalid, S.; Orynbek, G.; Lianyu, C.; Tadesse, E. What goes around comes around: Shedding light on today’s doctoral student’s research socialization and who will be the future faculty. PLoS ONE 2023, 18, e0285843.
- Carless, D.; Jung, J.; Li, Y. Feedback as socialization in doctoral education: Towards the enactment of authentic feedback. Stud. High. Educ. 2024, 49, 534–545.
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