Abstract
One task of the doctoral education is, globally as well as nationally, to produce and renew the highest expertise andknowledge in a high quality and efficient way. Even though in this global time the high-quality knowledge and skillsare a competition factor which the success of the societies is expected to be able to lean on, also the doctoral studentsand their individual factors are significant. The accelerating global change is strongly reflected at the individual level:an attempt is made to respond to the changing expectations and to prepare individually and diversely. The individualdoctoral students and the graduating doctors come from different everyday lives and contexts. The graduatingdoctors' expertise and skills are individually colored during the individual doctoral processes. Often the doctoralstudents' and the graduating doctors' individuality is ignored – even though individuality in other contexts isidentified more clearly than before. In this article I examine the lifecourse experiences and stories ofunder-40-year-old female doctoral students with a family and form three different types of doctoral student on thebasis of the material. The examination concentrates on the areas of the lifecourse; the family, doctoral studies andwork as well as on the dynamic wholeness formed by them in the temporal continuum of the lifecourse. Theobjective is to make the generalized doctoral process more comprehensively intelligible.
Highlights
Doctoral studies have a significant role in the lifecourse of a doctoral student, the doctoral process is reflected both in the everyday life and in the future in many ways (McAlpine & Mitra, 2015)
Doctoral studies overlap with the individual lifecourse at the micro level at the same time becoming a part of the social development of the macro level (McAlpine & Norton, 2006)
The three lifecourse types of female doctoral students and the types of narrative that have been presented above were based on natural ways to structure the lifecourse in the long and short term
Summary
Doctoral studies have a significant role in the lifecourse of a doctoral student, the doctoral process is reflected both in the everyday life and in the future in many ways (McAlpine & Mitra, 2015). Doctoral studies overlap with the individual lifecourse at the micro level at the same time becoming a part of the social development of the macro level (McAlpine & Norton, 2006). The individual lives and their examination make the social change and the change which is manifested at the individual level seen and understandable (Diewald & Mayer, 2009) such as the comprehensive change in the family life, doctoral studies and working life. The pedagogical-sociological concept of lifecourse represents the process of both the micro and the macro level: social relations of the individual in a changing society (Levinson, 1978; 1996). The significant events of the lifecourse form a continuum and a dynamic wholeness. (Mayer, 2009; Beck & Beck-Gernsheim, 2002.) As concepts, lifecourse, lifespan and biography have converged with the individualizing development, their fluent team-play helps to understand the reflective and construed nature of the individual lifecourse as a part of the social change. (Diewald & Mayer, 2009.)
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