Abstract

Purpose: This conceptual paper explores identity formation and competency development of doctoral scholar-practitioners navigating liminal spaces between academic scholarship and professional practice. It moves beyond dismissive identity development and liminality concepts as solitary to explore socially constructed discourses in discursive environments.
Design: The paper adopts a reflexive and theoretical approach, drawing upon the concepts of community socialisation and interrogates identity formation of doctoral scholar-practitioners. Focusing on Early Career Academics (ECAs), it explores the
dynamic interplay of being and becoming within academic communities. Findings: The exploration highlights how becoming a scholar-practitioner is marked by iterative transitions and recursive competency development. These transitions are framed by intellectual and emotional challenges, promoting reflexivity and integration of theoretical and practical knowledge. The findings suggest liminality promotes nuanced identity reconstruction, bridging disciplinary divides.
Research Limitations/Implications: The proposed framework serves as a directional model for ECAs, supporting their sense of self, career development, and professional practice application while shaping identity (re)formation within an academic community. However, empirical validation is required to confirm its pertinency and effectiveness.
Practical Implications: The findings highlight the necessity for educational interventions to help scholars navigate academic and professional domains. They also inform the design of programmes that support reflexive identity formation, preparing graduates for diverse roles to enrich dynamic scholarly communities. Subsequently leading to increased transparency among doctoral researchers and enhancing understanding of knowledge co-creation.
Originality/Value: Centring the doctoral scholar-practitioner in a liminal context offers narrative insights into identity evolution and professional competency development. It advances understanding of how doctoral education serves as crucibles for interdisciplinary integration, reflexivity, and growth.