Dr Erika Spray

Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey. Design/methodology/approach: The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning. Findings: For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge. Originality/value: Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

Purpose: Learners¿ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level. Design/methodology/approach: This study profiled the dispositions towards learning of 880 Master¿s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort. Findings: The profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement. Practical implications: It is argued that students at Master¿s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees. Originality/value: This study contributes a detailed analysis of Master¿s students¿ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.