Doctors in the making: Overcoming the challenges of transition

The PhD journey is, for many students, formative training into the world of academia. It is here that scholars gain a deeper understanding of the technical
as well as the social aspects of their discipline, and where they gain the knowledge required to conduct sound research (Golde, 1998; Golde and Dore, 2001; Meschitti and Carassa, 2014). This pivotal educational phase is quite distinct from other stages in higher education. One of the main challenges at this level is the individualistic narrative of the PhD (McAlpine et al., 2012). Doctoral candidates often feel isolated as they navigate their new role as doctoral student and academic professional (Golde, 1998; Meschitti and Carassa, 2014). In order to promote successful socialisation, we advocate here for student-led transition support that is facilitated by the Higher Education Institution (HEI). Such an initiative should function not as formal induction, but as a peer-learning social space that fosters the development of Communities of Practice (Wenger, 1999, 2010).