Becoming Scholars or Settlers? Scholarly Identity Development Among International Doctoral Students in Canadian U-15 Universities

• In Event: The Academic Journey: Perspectives and Trends

Proposal

Rationale

This study examines the scholarly identity development of international doctoral students enrolled in Canada's U15 research-intensive universities. While international students are often viewed as future academics or knowledge producers, many arrive with a dual agenda: pursuing doctoral education and securing long-term residency. This study investigates how these intersecting aspirations shape—or impede—the development of a scholarly identity. Preliminary findings suggest that immigration-driven motivations may shift students' focus from academic growth to employment in any sector, limiting engagement with scholarly communities and practices.
The study is conceptually framed by McAlpine's (2012) developmental trajectory theory of scholarly identity, which emphasizes identity as an evolving, temporal, and situated process shaped by interactions between personal aspirations, institutional contexts, and relational experiences. McAlpine argues that scholarly identity is not a fixed endpoint but a dynamic trajectory that unfolds over time, influenced by opportunities for intellectual engagement, mentorship, and socialization within academic communities. This framework is especially pertinent for international doctoral students, who often navigate complex, sometimes conflicting pathways: aspiring to become researchers, adapting to new academic cultures, and managing migration-related uncertainties.
Complementing McAlpine's framework, other scholarship emphasizes doctoral socialization as the process by which students internalize academic norms and roles (Weidman & Stein, 2003). Similarly, Douglas (2022) highlights the significance of "fit" between students' values and program expectations in fostering academic identity. Together, these perspectives provide a robust foundation for exploring how international doctoral students develop scholarly identities amidst multiple demands.
Comparative research in other national contexts underscores the complexity of international students' scholarly identity journeys. Li et al. (2023) describe an identity trajectory marked by self-exploration, self-positioning, and self-determination among international doctoral students in Australia. In China, Zhang et al. (2024) identify psychological factors such as "academic meaning" and "efficacy" as critical to students' academic identity formation—ranging from motivated pursuit to feelings of alienation. Such studies illustrate that scholarly identity formation among international doctoral students is shaped not only by academic practices but also by structural and personal uncertainties linked to migration status and career futures.
In the Canadian context, doctoral education frequently serves as both academic training and a potential immigration pathway—a dual function that complicates identity development. Canada actively promotes permanent migration pathways for international graduates through programs like the Canadian Experience Class and Provincial Nominee Programs (Scott et al., 2015). For many doctoral students—particularly from the Global South—the PhD is not just a scholarly endeavor but also a strategic step toward settlement.

Methods

Methodologically, the study uses a qualitative interpretive approach. Data are collected via semi-structured interviews with 25 international doctoral students across disciplines and institutions within the U15 group. A maximal variation sampling strategy ensures representation across disciplines (e.g., engineering, humanities, education, health sciences) and regions of origin (Asia, Africa, Latin America, Europe). Interviews explore students' motivations, academic development, supervision experiences, institutional support, and future aspirations. Thematic analysis, supported by NVivo, is guided by McAlpine's developmental trajectory framework alongside theories of doctoral socialization.

Findings

Preliminary findings suggest three key themes:
1. Diverging motivations: Many students describe a growing gap between initial academic aspirations and the pragmatic need to secure permanent residency, shifting focus away from scholarly engagement toward broader job markets.
2. Lack of institutional support: Participants report minimal mentoring or facilitation in integrating into scholarly communities, exacerbating feelings of isolation and marginalization. This aligns with broader findings on the importance of academic networks in identity formation (Weidman & Stein, 2003; Douglas, 2022).
3. Identity conflict: Students express difficulty reconciling identities as researchers and temporary residents. For many, scholarly identity remains aspirational but secondary to economic and legal stability.
This study contributes to comparative and international education by revealing how doctoral education in host countries like Canada becomes a site where knowledge production and migration aspirations intersect—and sometimes collide. These insights challenge dominant narratives portraying international students as purely academic actors, exposing how policy contexts and survival strategies shape identity work. The findings call policymakers and institutions to reimagine doctoral education—not just as intellectual training, but as spaces where academic and migratory trajectories must be negotiated.
In relation to the CIES 2026 theme, "Re-examining Education and Peace in a Divided World," this study highlights how global student mobility generates divided priorities between scholarly belonging and the structural demands of immigration. It urges comparative educators and policymakers to consider how doctoral programs can better support international students in becoming scholars—without forcing a choice between intellectual development and settlement.

Author

• Aliya Kuzhabekova, University of Calgary