Australian Journal of Adult Learning - Volume 63 - Number 3 - Informal Workplace Learning Experiences of Doctoral Students

Oct 15, 2026

Uploaded by Aran

Explores how doctoral students working in university settings experience informal workplace learning and how those learning processes relate to doctoral courses and workplace practice. In-depth semi-structured interviews with 10 PhD students across different university contexts were analyzed thematically. Findings show learning through work-related task participation, collaboration, and exposure to new challenges, with unexpected tasks and non-work office interactions also supporting skill acquisition. Implications address value for academia and organizational effectiveness.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Introduction

Informal learning in lifelong and knowledge-based contexts

Workplace learning directions and situated learning

Literature review

Informal learning

Study focus and findings

Informal workplace learning experiences in university settings

Australian Journal of Adult Learning Volume 63, Number 3, November 2023 The experiences of doctoral students working in university settings Emine Karaduman Boğaziçi University, Türkiye Rukiye Bektas Boğaziçi University, Türkiye Ozlem Unluhisarcikli Boğaziçi University, Türkiye Informal learning activities and workplace learning constitute a substantial part ofa PhD student’s knowledge as an adult. It is essential to define the concept of workplace learning and the roles and responsibilities of doctoral students clearly and transparently while explaining how doctoral courses and workplace experience correspond to each other. Learning, in this sense, manifests itself in everyday practices of work and social contexts. In this vein, this study explores the informal workplace learning experiences of PhD students working in university settings with different job titles to offer new contributions to the literature on informal adult learning. Data were collected through in-depth semi-structured interviews with 10 PhD students who were employed in different university settings. Thematic analysis was used to interpret the data. The findings revealed that doctoral students working at universities learn at work by participating in various The experiences of doctoral students working in university settings 471 work-related tasks, collaborating with their colleagues and other people in these settings, and encountering new challenges that provide learning opportunities for them. The unexpected challenges, tasks, and office conversations that are not directly related to the work play key roles in the learning and skill acquisition of this target group. Doctoral students are among the intellectual assets of their home countries and the world. In addition to their formal graduate education, understanding their informal learning and how they learn in their workplaces will be of value for both academia and organisational effectiveness. In parallel to this, the idea of educating the qualified labour force of the future through graduate education has become a fundamental issue for every country in efforts to compete on a global scale. Investigating this phenomenon in different university contexts and area-specific programs would contribute to a better understanding of the informal workplace learning experiences of doctoral students. Graduate program planners could consider integrating the informal learning processes of graduate students into future graduate programs. Keywords: informal learning, workplace learning, informal workplace learning, graduate education, doctoral students, connectivism Introduction The demand for more human capital has increased, especially in recent years, with the demand for more production in knowledge societies.The knowledge-based economy on a global scale has increased the learning needs of individuals to meet such demands (Kessels & Kwakman, 2007). Under these conditions, doctoral studies have gained significance. Knowledgeable individuals are seen as potential contributors to economic development (Claxton, 2004).In this worldwide context, formal education in graduate schools for PhD students is not sufficient for global competition in the labour market.That is one of the reasons why the informal and workplace learning activities of these individuals have increased rapidly in recent years (Tynjälä, 2008).Informal learning takes place spontaneously, is unstructured, and happens in 472 Emine Karaduman, Rukiye Bektas and Ozlem Unluhisarcikli daily life in a variety of settings without a curriculum as defined in the literature on workplace learning (Hann & Caputo, 2012; Le Clus, 2011; Merriam etal., 2007, Misko, 2008; Sambrook, 2005).According to this point of view, learning primarily arises through socialisation without awareness (Livingstone, 2001).Everyday informal learning can occur in three ways: through self-directed learning, incidental learning, or socialisation/tacit learning (Schugur

FAQs

How does the study define workplace learning and its relation to doctoral education?

Workplace learning is treated as an essential part of PhD students’ adult knowledge, connected to everyday work practices and social contexts. The study emphasizes clarity in roles and responsibilities while explaining how doctoral courses and workplace experience correspond.

What data and method were used to investigate doctoral students’ informal workplace learning experiences?

Data were collected through in-depth semi-structured interviews with 10 PhD students employed in different university settings. Thematic analysis was used to interpret the interview data.

What types of workplace situations were found to support learning and skill acquisition?

Doctoral students learned by participating in work-related tasks, collaborating with colleagues and others, and encountering new challenges. Unexpected challenges, tasks, and office conversations not directly tied to work were also highlighted as key contributors.

Oct 15, 2026

Uploaded by Aran