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The preconditions of doctoral researchers’ expertise and four different paths into academia are examined in this chapter. Although doctoral education as a context for becoming an expert has been studied from various perspectives, a holistic view that combines personal and systemic prerequisites in a sustainable way for the future has been scarce. The context of this study is Finland and Europe, but it can be used to reflect internationally different higher education systems and practices and to assess them from a sustainability perspective. Doctoral students (N = 54) were asked to write about their experiences concerning the possibilities and challenges when developing their expertise in doctoral education. On the strength of the analysis, we argue that interpreted personal and systemic preconditions frame the experience of developing one’s expertise. Besides, preconditions direct doctoral students to different paths of expertise which either limit or enable the growth as an expert and the future position in academia. These preconditions and paths reveal the silent practices of academia in order to sustainably evolve them and diversify the discussion regarding doctoral student’s position.

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A Systematic Examination of the Constraints and Future of Doctoral Researchers’ Sustainable Academic Careers in Finland

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  • 发表日期：

    2025年

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  • Anni Piironen,
  • Minni Matikainen,
  • Minna Maunula

摘要

The preconditions of doctoral researchers’ expertise and four different paths into academia are examined in this chapter. Although doctoral education as a context for becoming an expert has been studied from various perspectives, a holistic view that combines personal and systemic prerequisites in a sustainable way for the future has been scarce. The context of this study is Finland and Europe, but it can be used to reflect internationally different higher education systems and practices and to assess them from a sustainability perspective. Doctoral students (N = 54) were asked to write about their experiences concerning the possibilities and challenges when developing their expertise in doctoral education. On the strength of the analysis, we argue that interpreted personal and systemic preconditions frame the experience of developing one’s expertise. Besides, preconditions direct doctoral students to different paths of expertise which either limit or enable the growth as an expert and the future position in academia. These preconditions and paths reveal the silent practices of academia in order to sustainably evolve them and diversify the discussion regarding doctoral student’s position.