Abstract
In this study of learning to research on a higher degree programme in Education, half the sample of 18 students reported that the experience of learning changed them as people. The lived experience of learning of these students was analysed using an approach based on a Variation Theory of learning. The critical aspects of this object of learning and the relevance structure and dimensions of variation related to this change were identified and are illustrated in individual cases of learning. The critical aspects relate to epistemological stance, perception of others’ perspectives, the (relational) nature of learning, interpretation (reflexivity) and perception of professional practice. It is contended that change in relation to these aspects of a person’s world is related to change in one’s own person, and that learning to research on a professional doctorate is congruent with this object of learning.
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