The study reported here, one part of a larger study on doctoral education, describes a pilot study that used Activity Theory to shape a methodological tool for better understanding the tensions inherent in the doctoral experience. As doctoral students may function within a range of activity systems, we designed data collection protocols based on Activity Theory to examine their experience. This paper describes these protocols, the results of a piloting of these protocols, and discusses the strengths and limitations of using Activity Theory in this way.
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Beauchamp et al. (2009) studied this question.
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