Industrial Doctoral Students as Brokers between Industry and Academia

Abstract

The authors look at the learning context for 23 industrial doctoral students and assess the prerequisites for the development of their identity as researchers. The students are located in three different industrial research schools – Management, Medical Bioinformatics and Building and Indoor Climate. The purpose of the study is to describe the students' total learning environment and to ascertain what factors influence, hinder or encourage their development within the doctoral education process. To achieve this, the authors use Lave and Wenger's situated learning theory, conceptual framework and, in particular, trajectory concept (Wenger 1998, 2000). By following the students' histories, participation and ways of belonging to different communities of practice, and their aspirations, huge variations in their learning trajectories can be documented. Six typical cases are elaborated in detail, with a specific focus on the students' participation in and belonging to the environments involved. The procedures for thesis project selection and supervision are two of the five factors scrutinized. However, the trajectory concept, while helpful in the investigation, had to be complemented. Other elements that needed scrutiny were the effects of differences in knowledge formation, unequal power relations and fluctuations in market requirements. Internal business reorganizations that change the company's focus, interests and personnel policies, and which in turn influence the students ‘progress and prospects, were also considered.