Abstract:
This predominantly qualitative PhD research explores the relationship between social
media experience and doctoral learning. A changing doctoral pedagogy (Boud & Lee,
2005) highlights students’ agency in assembling resources to navigate the complex
doctoral journey. Beyond the supervisor-student relationship, students can access oncampus
support such as library and learning advisor workshops, colleague networks, and
writing groups. The advent of internet technologies has expanded support opportunities.
Sites of doctoral learning have multiplied as social media effectively connects individuals,
communities, and resources within and outside academia.
Surveys and interviews were conducted with postgraduate researchers across seven
faculties of the University of Auckland, a research-intensive institution. One hundred and
twenty survey responses were analysed with descriptive statistics including frequency
counting and percentages. Twenty seven interviews were thematically analysed (Braun &
Clarke, 2006). The data showed unsurprisingly that both use and non-use existed; those
who embraced social media sites indicated that they tended to use multiple social media
sites and found each site either by themselves or via external recommendations. Social
media resources could support students both academically and emotionally. Many
participants used social media to stay abreast of their disciplinary discourse, searched
internet content and sought help from experts, communities, and peers across online
platforms. Support from social media was found to be independent of time and place,
speed-convenient, and tailored to students’ specific needs. Besides cognitive learning,
social and emotional learning also occurred as social media use enabled some participants
to tackle feelings of isolation, sustain home culture, have a sense of belonging, enhance
their confidence, and receive inspiration from academics. The study also showed
limitations associated with social media use. Common concerns were distraction, time
management, the need for information validation, and research confidentiality.
Theories of connectivism (Downes, 2012; Siemens, 2005a), online community of practice
(Lave & Wenger, 1991; Wenger, 1998), and third space (Bhabha, 1994) provide a
theoretical framework for the study. Drawing on these theories and literature on doctoral
education, the study suggests that as students choose to engage or disengage with social
media resources, and as they weigh up the advantages and disadvantages of social media
use, they are developing valuable doctoral attributes. These attributes include persistence