Redes de apoyo doctoral: características y relaciones con las condiciones de investigación e identidad


  • Núria Suñe-Soler Universitat Autònoma de Barcelona
  • Carles Monereo Font Universitat Autònoma de Barcelona


Los estudiantes de doctorado colaboran con múltiples personas para afrontar los retos de la trayectoria. En este artículo definimos las Redes de Apoyo Doctoral (RAD) como el grupo de individuos que colabora con el doctorando para superar los problemas y dificultades del doctorado. Nuestro objetivo es explorar las características de este tipo de redes y sus relaciones con las condiciones del programa de doctorado y el desarrollo de la identidad como investigador. Los resultados de nuestro estudio identifican dos tipos de RAD (“distribuidas y activas” versus “reducidas y pasivas”) que manifiestan relaciones significativas con las demás variables de análisis.

Palabras clave

Educación de Postgrado, Apoyo Social, Estudiantes de doctorado, Teoría del Self Dialógico


Agneessens, Filip; Waege, Hans & Lievens, John(2006). Diversity in social support by role relations: A typology. Social Networks, 28(4), 427–441.

Ali, Aazad & Kohun, Frederick (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1, 21–33.

AQU. (2017). La inserció laboral dels doctors i doctores de les universitats catalanes. Retrieved from

Baker, Vicky L. & Lattuca, Lisa R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807–827.

Baker, Vicky L. & Pifer, Meghan J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5–17.

Biron, Caroline; Brun, Jean-Pierre & Ivers, Hans (2008). Extent and sources of occupational stress in university staff. Work, 30, 511–522. Retrieved form

Castelló, Montserrat; Pardo, Marta; Sala-Bubaré, Anna & Suñé-Soler, Núria (2017). Why do candidates consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068.

Coromina, Lluís; Capó, Aina; Guia, Jaume & Coenders, Germà (2011). Effect of background, attitudinal and social network variables on PhD candidates’ academic performance. A multimethod approach. Estudios Sobre Educacion, 20(20), 233–253. Retrieved from

Coromina, Lluis & Coenders, Germà (Universitat de G. (2006). Reliability and validity of egocentered network data collected via web. A meta-analysis of multilevel multitrait multimethod studies. Social Networks, 28(3), 209–231.

Cotterall, Sara. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174–187.

de Janasz, Suzanne C. & Sullivan, Sherry E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64(2), 263–283.

de Miguel Díaz, Mario (2010). Evaluación y mejora de los estudios de doctorado. Revista de educación, 352, 569–581. Retrieved from

Edmonson, Amy & McManus, Stacy E. (2007). Methodological Fit in Management Field Research. Academy of Management Review, 32(4), 1155-1179.

Edwards, Anne. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182.

Edwards, Anne & D’ Arcy, Carmen (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147–155.

Flick, Uwe; von Kardoff, Ernst & Steinke, Ines (Eds.) (2004). A companion to qualitative research. London: Sage Publications Ltd.

Forret, Monica L. & Dougherty, Thomas W. (2004). Networking Behaviors and Career Outcomes : Differences for Men and Women ? Journal of Organizational Behavior, 25, 419–437.

Gardner, Susan (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. High Education, 58, 97-112.

Gibson, Cristina B. (2016). Elaboration, Generalization, Triangulation, and Interpretation: On Enhancing the Value of Mixed Method Research. Organizational Research Methods, 20(2), 193-223.

Goller, Michael & Harteis, Christian (2014). Employing agency in academic settings: Doctoral candidates shaping their own experiences. In Christian Harteis, Andreas Rausch & Jürgen Seifried (Eds.), Discourses on Professional Learning. On the Boundary Between Learning and Working (Vol. 9, pp. 189–210). London: Springer.

Greene, Jennifer; Caracelli, Valerie & Graham, Wendy F, (1989). Toward a Conceptual Framework for Mixed-Method Evaluation Designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.

Hermans, Hubert. (2001a). The Dialogical Self: Toward a Theory of Personal and Cultural Positioning. Culture & Psychology, 7(3), 243–281.

Hermans, Hubert. (2001b). The construction of a personal position repertoire: Method and practice. Culture & Psychology, 7(3), 323-365.

Hermans, Hubert (Ed.) (2016). Assessing and stimulating a Dialogical Self in Groups, Teams, Cultures and Organizations. Switzerland: Springer International Publishing.

Hermans, Hubert (2018). Society in the Self. A Theory of Identity in Democracy. New York: Oxford University Press.

Hermans, Hubert & Gieser, Thorsten. (2012). Handbook of Dialogical Self Theory. Cambridge: Cambridge University Press.

Hermans, Hubert & Hermans-Konopka, Agnesa (2010). Dialogical Self Theory: Positioning and counter-positioning in a globalizing society. Cambridge: Cambridge University Press.

Hopwood, Nick (2010a). Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35(7), 829–843.

Hopwood, Nick (2010b). A sociocultural view of doctoral candidates’ relationships and agency. Studies in Continuing Education, 32(2), 103–117.

Jairam, Dharmananda & Kahl, David H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311–329.

James, William (1890). The Principles of Psychology. Volume I & II. New York: Henry Holt and Company.

Jazvac-Martek, Marian; Chen, Shushua & McAlpine, Lynn (2011). Tracking the doctoral student experience over time: Cultivating agency in diverse spaces. In Lynn McAlpine & Cheryl Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral candidates, supervisors and administrators (pp. 17–36). The Netherlands: Springer.

Johnson, Burke; Onwuegbuzie, Anthony J. & Turner, Lisa A. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112-133.

Levecque, Katia; Anseel, Frederik; De Beuckelaer, Alain; Van der Heyden, Johan & Gisle, Lydia (2017). Work organization and mental health problems in PhD candidates. Research Policy, 46(4), 868-879.

Mayring, Phillip (2004). Qualitative content analysis. In U. Flick, E. von Kardoff, & I. Steinke (Eds.), A companion to qualitative research (pp. 266–269). London: Sage.

McAlpine, Lynn (2013). Doctoral supervision: Not an individual but a collective institutional responsibility. Infancia y Aprendizaje: Journal for the Study of Education and Development, 36(3), 259–280.

McAlpine, Lynn & McKinnon, Margot (2013). Supervsion - the most variable of variables: Student perspectives. Studies in Continuing Education, 35(3), 265–280.

McAlpine, Lynn; Paulson, Julia; Gonsalves, Allison & Jazvac-Martek, Marian (2012). “Untold” doctoral stories: can we move beyond cultural narratives of neglect? Higher Education Research & Development, 31(4), 511–523.

Riazi, Mehdi & Candlin, Christopher (2014). Mixed-methods in language teaching and learning. Language Teaching, 47(2),135-173.

Meijers, Frans & Hermans, Hubert (Eds.) (2018). The Dialogical Self Theory in Education. A multicultural perspective. Cham: Springer International Publishing.

Molina-Azorin, José F. (2016). Mixed methods research: An opportunity to improve our studies and our research skills. European Journal of Management and Business Economics, 25(2), 37-38.

Monereo, Carles (2019) The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case. Learning, Culture and Social Interaction, 20, 4-13.

Neuendorf, Kimerly A. (2002). The Content Analysis Guidebook. Los Angeles: Sage Publications, Inc.

Pilbeam, Colin & Denyer, David (2009). Lone scholar or community member? The role of student networks in doctoral education. Studies in Higher Education, 34(3), 301-318.

Pyhältö, Kirsi & Keskinen, Jenny (2012). Doctoral Candidates’ Sense of Relational Agency in Their Scholarly Communities. International Journal of Higher Education, 1(2), 136–149.

Pyhältö, Kirsi; Stubb, Jenny, & Lonka, Kirsti (2009). Developing scholarly communities as learning environments for doctoral candidates. International Journal for Academic Development, 14(3), 221–232.

Pyhältö, Kirsi; Toom, Auli; Stubb, Jenny & Lonka, Kirsti (2012). Challenges of Becoming a Scholar: A Study of Doctoral Candidates’ Problems and Well-Being. ISRN Education, 2012, 1–12.

Raggatt, Peter T. F. (2015). Positioning: dialogical voice in mind and culture. Theory & Psychology, 25(6), 775-797.

Real Decreto 99 / 2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado. Boletin Oficial del Estado, número 35, de 10 de febrero de 2005. Gobierno de España. Retrieved from:

Stubb, Jenny; Pyhältö, Kirsi, & Lonka, Kirsti (2011). Balancing between inspiration and exhaustion: PhD candidates’ experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33–50.

Sweitzer, Vicky L. (2008). Networking to Develop a Professional Identity: A Look at the First-Semester Experience of Doctoral Candidates in Business. New Directions for Teaching and Learning, 113, 43–56.

Sweitzer, Vicky L. (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education, 80(1), 1–33.

Tashakkori, Abbas & Teddlie, Charles (2010). Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks: Sage.

Turner, Gill (2015). Learning to supervise: Four journeys. Innovations in Education and Teaching International, 52(1), 86–98.

Walsh, John P. & Lee, You-Na (2015). The bureaucratization of science. Research Policy, 44, 1584–1600.




Los datos de descargas todavía no están disponibles.