Paraskevopoulou-Kollia Efrosyni-Alkisti, Dedotsi Sofia, Palios Zacharias


This study tried to investigate PhD students’ experience while conducting research, as regards the reasons due to which someone chooses to conduct a PhD, the extent to which science is beneficial to everyday life and their aspects on whether science and scientists belong to ‘elite’. PhD students often come across challenges, successes, emotional instabilities, enthusiasm, satisfaction, but also failures and disappointments. Issues of power, truth, research, fame, mystery and understanding new worlds come on the surface and proved that human beings have desires and weaknesses. We tried via e-mail interviews (with PhD students) to look into all the previous issues mentioned above.


Article visualizations:

Hit counter



PhD students, research, emotions, ‘elite’, experience


Athens, L. (1993a) ‘Blumer’s Advanced Course on Social Psychology’, pp. 163–93 in N.K. Denzin (ed.) Studies in Symbolic Interaction, Vol. 14. Greenwich, CT: JAI Press.

Bandura, A. and Walters, R. (1963). Social learning and personality development. (Vol. 14). New York: Holt, Rinehart and Winston.

Boshier, R. (1990). Socio-psychological Factors in Electronic Networking. International Journal of Lifelong Education, 9, 1, pp. 49-64.

Blanchot, M. (1989). The Space of Literature (trans. A. Smock). London: University of Nebraska Press.

Blomberg, J., Giacomi, J., Swenton-Wall, P. and A. Mosher, A. (1993). Ethnographic field Methods and their Relation to Design. In D. Schuler and A. Namioka (eds.). Participatory Design: Principles and Practices, 123-155. Hillsdale, NJ: Lawrence Erlbaum Associates.

Busher, H. (2001) ‘Being and Becoming a Doctoral Student: Culture, Literacies and Self-identity’, Paper presented at TESOL Arabia Conference, 14–16 March.

Cazden, C. (2000) ‘Taking Cultural Differences into Account’, in B. Cope and M. Kalantis (eds) Multi-literacies: Literacy, Learning and the Design of Social Futures. London: Routledge.

Cooley, C. Η. (1964) Human Nature and the Social Order. New York: Schocken. (Orig. pub. 1902.)

Deegan, M.J. and Hill, M.R. (1991). Doctoral dissertations as luminal journeys of the self: betwixt and between in graduate sociology programs. Teaching Sociology 19(July), pp.322–32.

Douthwaite, B., N. C. de Haan, V. Manyong, and D. Keatinge. 2001. Blending "hard" and "soft" science: the "follow-the-technology" approach to catalyzing and evaluating technology change. Conservation Ecology 5(2): 13. [online] URL:

Duranti, A. (1997) Linguistic Anthropology. Cambridge: Cambridge University Press.

Flick, U. (2004). A companion to qualitative research, edited by Uwe Flick, Ernst von Kardoff and Ines Steinke; translated by Bryan Jenner: London: SAGE Publications.

Gergen, K. (1972). Multiple identity: the healthy, happy human being wears many masks, Psychology today, 5, 31-35, 64-66.

Hakanen, J., Bakker, A.B. and Schaufeli, W.B. (2006). Burnout and work engagement among teachers. The Journal of School Psychology, 42, pp. 495-513.

Hirst, P.H. and Peters, R.S. (1970). The Logic of Education. London. Routledge and Kegan Paul.

James, N.R. (2003) ‘Teacher Professionalism, Teacher Identity: How Do I See Myself?’, Unpublished Doctorate of Education Thesis, University of Leicester, School of Education, July.

Kearns, H., Gardiner, M. and Marshall, K. (2008). ‘Innovation in PhD completion: the hardy shall succeed (and be happy!)’. Higher Education Research and Development, 27(2), pp. 77–89.

Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9, 297-308.

Leonard, D., Becker, R. & Coate, K. (2005) To Prove Myself at the Highest Level: the benefits of doctoral study, Higher Education Research and Development, 24(2), 135-149.

Leontari, A. (1996). Αυτοαντίληψη [Self-conception]. Athens. Ellinika Grammata.

McCoyd, J. L., & Kerson, T. S. (2006). Conducting intensive interviews using email: A serendipitous comparative opportunity. Qualitative Social Work, 5(3), 389-406.Mead, G. H. (1934) Mind, Self and Society. Chicago: University of Chicago Press.

Meho, L. I. (2006). E‐mail interviewing in qualitative research: A methodological discussion. Journal of the Association for Information Science and Technology,57(10), 1284-1295.

Nowotny, H., Scott, P. Michael T. Gibbons, M. T. (2001). Re-thinking science: knowledge and the public in an age of uncertainty. Cambridge: Polity Press.

Olivero, N. and Lunt, P. (2004). When the ethic is functional to the method: the case of e-mail qualitative interviews. In E. A. Buchanan (ed.). Readings in virtual research ethics, Issues and controversies. Hershey (USA). Information Science Publishing. Chapter VI, pp. 101-113.,+N.+and+Lunt,+P.+(2004).+When+the+ethic+is+functional+to+the+method:+the+case+of+e-mail+qualitative+interviews.+In+E.+A.+Buchanan+(ed.).+Readings+in+virtual+research+ethics,+Issues+and+controversies.+Hershey+(USA).+Information+Science+Publishing.+C&ots=GPvQ9N1kqY&sig=otHJ-weD0kOYY8jIAQmQy0FNhZA&redir_esc=y#v=onepage&q&f=false

Papastamou, S. (1990). Διομαδικές σχέσεις [Intergroup relations]. Athens: Odysseas.

Paraskevopoulou-Kollia, E.-A. (2006). The social estimation of pre-school teachers (Doctoral dissertation). University of Crete, Rethimno.

Phipps, A., Parker, J. and Chambers, E. (2007). ‘Editorial: Knowledge transfer in the Arts and Humanities’, Arts and Humanities in Higher Education 6(3), pp. 235–6.

Pyhalto, K., Stubb, J. and Lonka, K. (2009). Developing scholarly communities as learning environments for doctoral students. International Journal for Academic Developmet, 14 (3), pp. 221-232.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Street, B.V. (1994) ‘Cross-cultural Perspectives on Literacy’, in J. Maybin (ed.) Language and

Literacy in Social Practice. Clevedon: Multilingual Matters and Open University Press., Aronowitz , Selwyn and Robson, 1998 , Storer, N.W. , Blanchot, M. (1989). The Space of Literature (trans.). London: University of Nebraska Press.


  • There are currently no refbacks.

Copyright © 2015 - 2018. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).