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Experiences of Foreign Doctoral Students in Librarianship: Navigating Professional Identities and Self-Presentation

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Title: Experiences of Foreign Doctoral Students in Librarianship: Navigating Professional Identities and Self-Presentation
Language: English
Authors: Joseph Marmol Yap, Ragnar Andreas Audunson
Source: Journal of Education for Library and Information Science. 2026 67(2):172-190.
Availability: Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Foreign Students, Professional Identity, Peer Relationship, Interpersonal Relationship, Foreign Countries, Library Science, Library Education, Information Science Education, Self Concept, Student Experience, Student Attitudes
Geographic Terms: Hungary
DOI: 10.3138/jelis-2025-0018
ISSN: 0748-5786
2328-2967
Abstract: This study examines the professional and student identity of foreign PhD LIS students in Central Europe. The article explores how doctoral students navigate professional identities through social interactions with and self-presentation to peers. The research design of this study is descriptive. Responses are organized by themes and followed by a discussion of the content of the interviews. The selection of participants is purposive, and current non-graduating foreign doctoral LIS scholars physically present in Hungary are included. A total of five participants agreed to be part of the study. Four themes emerged for professional interactions before becoming an LIS doctoral student, three themes for the relationship with their professional colleagues or peers while at the doctoral program, and two themes for professional interactions of a full-time LIS PhD student among peers in the doctoral school.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506165
Database: ERIC
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  Value: <anid>AN0193089221;lii01apr.26;2026Apr22.02:57;v2.2.500</anid> <title id="AN0193089221-1">Experiences of Foreign Doctoral Students in Librarianship: Navigating Professional Identities and Self-Presentation </title> <p>This study examines the professional and student identity of foreign PhD LIS students in Central Europe. The article explores how doctoral students navigate professional identities through social interactions with and self-presentation to peers. The research design of this study is descriptive. Responses are organized by themes and followed by a discussion of the content of the interviews. The selection of participants is purposive, and current non-graduating foreign doctoral LIS scholars physically present in Hungary are included. A total of five participants agreed to be part of the study. Four themes emerged for professional interactions before becoming an LIS doctoral student, three themes for the relationship with their professional colleagues or peers while at the doctoral program, and two themes for professional interactions of a full-time LIS PhD student among peers in the doctoral school.</p> <p>Keywords: doctoral students; librarians; professional identity; self-presentation</p> <hd id="AN0193089221-2">Key Points:</hd> <p></p> <ulist> <item> This research investigated how advanced degrees change a librarian's professional identity.</item> <p></p> <item> This study introduces Goffman's concept of self-presentation, projecting an image of credibility, authority, and trustworthiness. This observation is reflected in LIS students' professional interactions before and during their PhD program.</item> <p></p> <item> This paper highlights that librarians continue to prioritize maintaining their professional identity and self-presentation despite holding advanced degrees with a focus on the delivery of high-quality service.</item> </ulist> <p>Developing competence and enhancing the knowledge practices of librarians is an old struggle but an ongoing one because of the changes brought about by society and technology ([<reflink idref="bib21" id="ref1">21</reflink>]; [<reflink idref="bib28" id="ref2">28</reflink>]; [<reflink idref="bib56" id="ref3">56</reflink>]). Upskilling of librarians is inevitable as library practices and theory advance; reality tells us that patrons become more digitally and technologically savvy researchers ([<reflink idref="bib24" id="ref4">24</reflink>]; [<reflink idref="bib53" id="ref5">53</reflink>]). While continuing professional education is an important aspect of keeping up with professional practice, applying for higher learning studies such as programs at the graduate level will enhance the librarian's understanding of the field and contribute to advancing librarianship ([<reflink idref="bib7" id="ref6">7</reflink>]; [<reflink idref="bib19" id="ref7">19</reflink>]). Dealing with professional advancement communicates the value and identity of librarians and also promotes success by presenting oneself to the public ([<reflink idref="bib32" id="ref8">32</reflink>]; [<reflink idref="bib38" id="ref9">38</reflink>]).</p> <p>A professional transition from practice to being a PhD student imposes new challenges, such as status transition and the student–supervisor relationship ([<reflink idref="bib50" id="ref10">50</reflink>]). [<reflink idref="bib22" id="ref11">22</reflink>] highlight an example of deference behavior as part of the interaction between a student and the teacher. Regardless of who the student is, in this case, the professional librarian becomes the student, and this behavior translates into polite submission. This challenging scenario is experienced by foreign international students embarking upon study abroad. Pursuing a doctoral degree in librarianship entails navigating unfamiliar academic or social situations. Having an established professional role in their home countries make them examine who they are when they professionally interact with fellow doctoral students; their presentation of self when interacting with their doctoral supervisors also evolves as they go back to being students.</p> <hd id="AN0193089221-3">Background of the study</hd> <p>As librarians put effort into closing the gap between practice and theory, a way to keep up with research and development is to undergo professional development through doctoral studies ([<reflink idref="bib21" id="ref12">21</reflink>]). However, achieving a doctoral degree is difficult in some countries as there are limited offerings. Globally, LIS postgraduate studies are scarce ([<reflink idref="bib31" id="ref13">31</reflink>]). The first US doctoral program in librarianship started in 1928 ([<reflink idref="bib7" id="ref14">7</reflink>]), while in Europe, countries such as Spain only started offering a PhD in LIS in 1993 ([<reflink idref="bib31" id="ref15">31</reflink>]) and Greece started its doctoral program in the same year ([<reflink idref="bib18" id="ref16">18</reflink>]). The encouragement of opening doctoral schools paved the way for LIS experts to shape the powers of higher critical thinking ([<reflink idref="bib35" id="ref17">35</reflink>]).</p> <p>To gain insight into the motivations that drive professionals to pursue doctoral studies, it is worthwhile to investigate the experiences of foreign librarians from diverse nations as they transition from professional life back to academic pursuits. While foreign doctoral students find their way in adapting to the new academic environment, these industry experts have to build new relationships with their peers, faculty, and the broader academic community.</p> <hd id="AN0193089221-4">Review of related literature</hd> <p></p> <hd id="AN0193089221-5">Professional identity of librarians</hd> <p>A relevant amount of literature dealing with reflections on a librarian's professional identity has emerged over recent years. A study by [<reflink idref="bib23" id="ref18">23</reflink>] explored the role of public librarians and other cultural workers in five European countries. Their study discovered that public librarians promote communication and advocate for the dissemination of knowledge, leading them to call themselves agents of enlightenment. Traditional roles in libraries continue to prevail, yet in a study by [<reflink idref="bib2" id="ref19">2</reflink>], some countries like Germany, Denmark, Norway, Sweden, and Hungary are very open to exploring new and modern roles such as promoting democracy as an arena for public debate.</p> <p>[<reflink idref="bib33" id="ref20">33</reflink>] theorized a librarian's professional identity and introduced the notion of relational states. The author states that public librarians negotiate their identity and are influenced by how they view their profession and the meaning they attach to it. Additionally, this is shaped by the work environment or organization they are part of.</p> <p>While the profession of librarianship is gaining increasing global recognition, shared challenges from librarians across the world are not strange ([<reflink idref="bib36" id="ref21">36</reflink>]) and the effective implementation of librarians' roles and responsibilities is encountering more obstacles such as the issue of reliability and credible content and information ([<reflink idref="bib55" id="ref22">55</reflink>]). The profession is becoming more complex, and librarians must continuously learn, adapt, and refine their professional identities to effectively address the evolving needs of their users and the changing landscape of information and technology ([<reflink idref="bib13" id="ref23">13</reflink>]).</p> <hd id="AN0193089221-6">Pursuing doctoral studies abroad</hd> <p>Embarking on a doctoral program is a deeply personal journey ([<reflink idref="bib17" id="ref24">17</reflink>]). Early work by [<reflink idref="bib7" id="ref25">7</reflink>] studied the contributions of doctoral dissertations to the profession, noting that most concentrated on the history of books and publishing, as well as the management of libraries. Recent research shows that personal issues such as previous undergraduate research, alongside the topic's nature, which can affect its originality, and the practical consideration of available information resources, are key determinants in the process of selecting a dissertation topic ([<reflink idref="bib22" id="ref26">22</reflink>]). While the shortage of LIS faculty is a reason cited for the absence of some graduate programs ([<reflink idref="bib42" id="ref27">42</reflink>]), it paradoxically serves as another motivation for pursuing doctoral studies abroad. The scarcity of research exploring LIS doctoral motivation and the career paths of LIS doctoral graduates further exacerbates the low volume of LIS publications ([<reflink idref="bib16" id="ref28">16</reflink>]).</p> <p>In Hungary, reports indicate that five institutions offer postgraduate LIS education ([<reflink idref="bib5" id="ref29">5</reflink>]). This number is low compared to France, with 25 postgraduate programs, and Italy, with 22. While it is relatively low, and with only one university offering an English-language postgraduate LIS education in Hungary, the availability of scholarships and free tuition fees is an enticing prospect. Hungary offers scholarships to international students through the Stipendium Hungaricum (SH) program, established by the government in 2013. This program fosters international relations among its bilateral partners and supports the country's internationalization agenda ([<reflink idref="bib43" id="ref30">43</reflink>]). The first batch of LIS doctoral graduates supported by the SH program and the Tempus Public Foundation successfully defended their dissertations in December 2024 and January 2025 ([<reflink idref="bib11" id="ref31">11</reflink>]).</p> <hd id="AN0193089221-7">Academic mobility of LIS doctoral students</hd> <p>International students in academic mobility invest in transforming themselves socially and professionally ([<reflink idref="bib48" id="ref32">48</reflink>]). Students prepare themselves for wider dynamic interaction and for professional identity development. They challenge themselves by traveling away from their homeland to try academic mobility, which can be a daunting experience. While it is common for students to celebrate their acceptance into a program, the reality is that there are numerous factors to consider before fully committing to their studies abroad. Transitioning back into academia, particularly outside of one's comfort zone, requires a comprehensive evaluation of various aspects of life. This includes assessing potential working conditions, career trajectory, financial stability, and social security arrangements. Students must also navigate the administrative requirements of their host institution, consider family obligations, and address their own mental health and well-being. As highlighted by [<reflink idref="bib8" id="ref33">8</reflink>] and [<reflink idref="bib41" id="ref34">41</reflink>], these factors can significantly impact the overall experience of academic mobility and must be carefully managed to ensure a smooth and successful transition.</p> <p>Doctoral students in Hungary comprised approximately 7% of the total of 42,000 active students during the 2021–22 academic year, according to data from the [<reflink idref="bib47" id="ref35">47</reflink>]. This translates to roughly 2,940 doctoral students scattered across various universities in Hungary. Interactions between foreign doctoral students and their peers serve as the foundation for building new relationships, which are essential for enhancing both their personal and professional identities. These connections not only foster a sense of belonging but also contribute significantly to their academic and career development, helping them navigate the complexities of their new environment and establish meaningful networks ([<reflink idref="bib41" id="ref36">41</reflink>]).</p> <hd id="AN0193089221-8">Professional identity of doctoral students</hd> <p>In embracing the role of a doctoral student, one must both understand the degree's connection to one's personal identity and cultivate a strong commitment to its professional pursuit ([<reflink idref="bib51" id="ref37">51</reflink>]). The shared professional identity within established communities performing the same tasks creates a cohesive bond among their members ([<reflink idref="bib14" id="ref38">14</reflink>]). Individuals including doctoral students develop relationships that enhance their professional identity ([<reflink idref="bib46" id="ref39">46</reflink>]). In a study by [<reflink idref="bib46" id="ref40">46</reflink>], doctoral students start developing their professional identity during their first year of studies with the support coming from peers and faculty members. The success of doctoral students is significantly influenced by the social support they receive from various sources, including their academic mentors, peers, and personal relationships ([<reflink idref="bib25" id="ref41">25</reflink>]).</p> <p>To build the identity of LIS doctoral students, having exceptional mentors creates positive student development and career success ([<reflink idref="bib44" id="ref42">44</reflink>]). Even in a fully online learning environment, LIS learners' professional identity consistently develops if there is peer and faculty connectedness and interactions ([<reflink idref="bib6" id="ref43">6</reflink>]). In addition, having an international student status has an influence in building peer relationships that foster trust and encouragement (J. [<reflink idref="bib27" id="ref44">27</reflink>]).</p> <hd id="AN0193089221-9">Social interactions of doctoral students</hd> <p>Students embarking on doctoral studies socially interact with peers in a scholarly and professional manner. [<reflink idref="bib52" id="ref45">52</reflink>] found that students engage in social and intellectual conversation and discuss more topics in the field with peers rather than with faculty. This might be a result of established close relationships with peers that increases social and academic interests (J. [<reflink idref="bib27" id="ref46">27</reflink>]). Once relationships are built, different types of information can be exchanged like basic information (e.g., housing and health), professional information (e.g., research and coursework), administrative information (e.g., enrollment and visas), social information (e.g., small talk), and personal information (e.g., travel and family). As [<reflink idref="bib12" id="ref47">12</reflink>] explain, doctoral students learn the norms of their field as they socially interact with their peers and cohorts. Experiencing the same path provides them with a sense emotional support.</p> <p>Doctoral students learn not only from their supervisors but also through interacting with their peers. Peers in a common department exhibit trust among themselves, creating a shared environment full of opportunities and positive feedback ([<reflink idref="bib12" id="ref48">12</reflink>]). When a strong bond among peers or cohorts ignites, they share information with each other more comfortably, making their social interaction fruitful and productive (J. [<reflink idref="bib27" id="ref49">27</reflink>]). How exactly do doctoral students present themselves to their peers? Let us take a look at the Goffmanian perspective in the next section.</p> <hd id="AN0193089221-10">The Goffmanian perspective in LIS</hd> <p>In 1956, Erving Goffman, a sociologist, published the <emph>The Presentation of Self in Everyday Life</emph>, where he emphasized how people manage the impressions they convey to others ([<reflink idref="bib30" id="ref50">30</reflink>]). [<reflink idref="bib15" id="ref51">15</reflink>] wrote about the presentation of self and compared it to how humans perform to create a character in their social lives. This kind of behavior is described as theatrical, and it involves creating roles and norms and socializing with the people around you ([<reflink idref="bib37" id="ref52">37</reflink>]). Through Goffman's work and its interpretation, we can investigate how individuals portray their social or professional identities ([<reflink idref="bib3" id="ref53">3</reflink>]). In LIS, these performances can be attributed during face-to-face encounters in libraries and in classrooms. Any performer (e.g., librarian or LIS faculty) may influence their users and students. Librarians project an image that will make them credible and trustworthy. It is the librarian's self-presentation that will ensure that their actions are full of confidence, thus making it convincing. [<reflink idref="bib34" id="ref54">34</reflink>] studied how academic librarians described their professional identities as educators teaching information literacy and how their perceptions of self-image were viewed by the teaching faculty. This is how a theatrical performance is dealt with and executed by librarians. Is this also expected from LIS doctoral students? If doctoral studies strengthen a student's professional identity, can doctoral students project this kind of image to their supervisors after transitioning from the role of professional practitioner to that of student?</p> <p>Not all PhD students come from academia. There are professional doctoral students who undertake research for specific and practice-oriented application ([<reflink idref="bib10" id="ref55">10</reflink>]). The practitioners from the field have established their identities as experts and have a deep understanding of the daily operations of their work. When practitioners embark on doctoral research, they position themselves as researchers and are expected to apply knowledge practices focusing on theories and methodology to improve their work, shape their identity, and contribute to the academic field (A. [<reflink idref="bib26" id="ref56">26</reflink>]). PhD students who are now in academia will experience a sudden change due to differing institutional structures—from being a practitioner with experience following their own rules and values to being identified as a student following the norms and structures of a university.</p> <hd id="AN0193089221-11">Statement of the problem</hd> <p>Starting a PhD journey can be an exciting step toward achieving your professional goals ([<reflink idref="bib9" id="ref57">9</reflink>]; [<reflink idref="bib39" id="ref58">39</reflink>]). However, it can also feel disheartening if you discover that people around you do not take your doctoral program seriously in comparison with other fields of study ([<reflink idref="bib1" id="ref59">1</reflink>]), or if others perceive you as regressing to an apprentice level since you are becoming a follower to your supervisor ([<reflink idref="bib29" id="ref60">29</reflink>]).</p> <p>Librarians from countries without or with few PhD programs in LIS and few scholarship possibilities often seek PhD programs in librarianship abroad. Studying abroad not only provides access to advanced training and research opportunities but also allows students to experience a diverse international environment, enriching their education with various perspectives. An important aspect of gaining a PhD abroad is social interaction, what is sometimes called doctoral socialization. If socialization is a challenging task to achieve in your home country, it is also difficult to build a relationship when different cultural perspectives and barriers are present. This is a hard challenge to undertake when you need to focus on your new academic environment ([<reflink idref="bib54" id="ref61">54</reflink>]). While several studies discuss the role and benefits of a PhD in LIS for librarians, the literature review reveals that no study examines the experiences of foreign LIS students pursuing PhDs overseas. However, some research exists on foreign PhD scholars in other disciplines, such as science and engineering ([<reflink idref="bib4" id="ref62">4</reflink>]).</p> <p>The present study explores how PhD students who transitioned from being professionals to students perform different roles in different social settings, adapting their behavior to fit the specific audience ([<reflink idref="bib15" id="ref63">15</reflink>]; [<reflink idref="bib23" id="ref64">23</reflink>]). It investigates how advanced degrees change a librarian's professional identity.</p> <p>Using Goffman's idea of verbal self-presentation, this research examines the following research questions:</p> <p></p> <ulist> <item> Given the situation that LIS doctoral students may face while abroad, how do international PhD students engage professionally and interact with others before starting and during their doctoral programs?</item> <p></p> <item> In what ways do their social interactions evolve throughout their doctoral experience?</item> <p></p> <item> What identity do these professionals activate and how do they present themselves to their peers and the greater public?</item> </ulist> <hd id="AN0193089221-12">Methodology</hd> <p>The research design of this study is primarily descriptive, aiming to provide a detailed exploration of the identities of foreign doctoral students in LIS. Through this approach, we seek to capture and understand the unique experiences, challenges, and perspectives these students face as they navigate both academic and cultural landscapes. The data collected from interviews are organized into key themes, which help highlight common patterns and individual variations in their experiences. Following this, the study delves into a thoughtful discussion that analyzes the content of these interviews, providing deeper insights into how these students shape and redefine their identities throughout their doctoral journey.</p> <p>The selection of participants for this study was purposive, meaning that participants were intentionally chosen to provide insights specific to the research goals. The study focuses on current non-graduating foreign doctoral students in LIS who are physically present in Hungary. A total of five participants (Table 1) kindly agreed to share their experiences and perspectives as part of the research. To facilitate meaningful dialogue, a focus group discussion (FGD) was organized, allowing participants to engage in an open and dynamic conversation. Due to the infrequent in-person availability of participants, and considering the possibility of online interviews, the research chose an FGD as a preliminary step to identify key themes, anticipating a more in-depth exploration at a later stage. The entire discussion was recorded using Zoom, with automatic transcription enabled to ensure the accuracy and reliability of the responses. This method not only captured every detail of the conversation but also provided a solid foundation for later analysis, ensuring that no important nuance was overlooked.</p> <p>Table 1: Demographic profile of participants</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Code</th><th align="center" rowspan="1" colspan="1">Gender</th><th align="center" rowspan="1" colspan="1">Ethnicity</th><th align="center" rowspan="1" colspan="1">Level</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">D1</td><td align="center" rowspan="1" colspan="1">F</td><td align="center" rowspan="1" colspan="1">Asian</td><td align="center" rowspan="1" colspan="1">1</td></tr><tr><td align="left" rowspan="1" colspan="1">D2</td><td align="center" rowspan="1" colspan="1">M</td><td align="center" rowspan="1" colspan="1">Asian</td><td align="center" rowspan="1" colspan="1">3</td></tr><tr><td align="left" rowspan="1" colspan="1">D3</td><td align="center" rowspan="1" colspan="1">F</td><td align="center" rowspan="1" colspan="1">Asian</td><td align="center" rowspan="1" colspan="1">Undefined</td></tr><tr><td align="left" rowspan="1" colspan="1">D4</td><td align="center" rowspan="1" colspan="1">M</td><td align="center" rowspan="1" colspan="1">Persian</td><td align="center" rowspan="1" colspan="1">2</td></tr><tr><td align="left" rowspan="1" colspan="1">D5</td><td align="center" rowspan="1" colspan="1">F</td><td align="center" rowspan="1" colspan="1">African</td><td align="center" rowspan="1" colspan="1">1</td></tr></tbody></table> </ephtml> </p> <p>Table 1 presents the basic profiles of the participants. Five participants were involved in the study, comprising two males and three females. Among them, one student has successfully passed the comprehensive exam and is currently in the research module of their doctoral program. Three others are still in the training module, working toward completing the required coursework. One participant chose not to disclose their current course level, leaving that information unknown. This diversity in course progression provides a broad perspective on the various stages of the doctoral journey, contributing to a more comprehensive understanding of the participants' experiences.</p> <p>The qualitative data analysis (QDA) software NVivo 14 (1.7.1) was utilized to analyze the interview data, providing a robust platform for organizing and processing the information. NVivo offers powerful tools for qualitative coding, allowing the researcher to break down the interview transcripts into meaningful segments. It also provides text analysis query capabilities, which help identify patterns and connections within the data.</p> <p>A careful and systematic coding process was applied to each transcript to ensure a thorough understanding of the participants' responses. By assigning specific codes to key segments of the text, we were able to highlight and track recurring ideas, words, and concepts. From these codes, we then identified the dominant themes that emerged across the interviews, ensuring that each theme was clearly aligned with the core research questions. This process helped shape a deeper, more nuanced understanding of the participants' experiences, while also ensuring that the analysis remained rigorous and rooted in the data themselves. Only major themes appear in the next section of the study.</p> <hd id="AN0193089221-13">Findings</hd> <p>This section presents the major themes addressing the three research questions. The first research question addresses the professional interactions before becoming an LIS doctoral student. This produced four themes: experience as a measure of professionalization, thinks of oneself as a professional, recognizing that a librarian does not know all the tasks, and formal education as criterion for being a professional. The second research question addresses the relationship with professional colleagues or peers while at the doctoral program, which produced three themes: building relationships, preparation for the future, and leisure activities. Finally, the third research question addresses the professional interactions of a full-time LIS PhD student among peers in the doctoral school. This question produced two themes: academic and researcher roles, and student identity.</p> <hd id="AN0193089221-14">Professional interactions before becoming an LIS doctoral student</hd> <p>Findings show that participants D1 and D2 acknowledge that prior experience makes an individual a better professional. However, D1 and D4 recognize that a professional librarian does not know everything and may experience knowledge gaps in one specific area of librarianship.</p> <p>Table 2 summarizes the themes describing the professional interactions of participants before becoming an LIS doctoral student. These themes are experience as a measure of professionalization, thinks of oneself as a professional, recognizing that a librarian does not know all the tasks, and formal education as criterion for being a professional.</p> <p>Table 2: Major themes related to professional interactions before becoming an LIS doctoral student</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Themes</th><th align="left" rowspan="1" colspan="1">Description</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Experience as a measure of professionalization</td><td align="left" rowspan="1" colspan="1">Suggests that an individual's level of professionalism is directly correlated with the amount and quality of their practical experience within a specific field.</td></tr><tr><td align="left" rowspan="1" colspan="1">Thinks of oneself as a professional</td><td align="left" rowspan="1" colspan="1">Suggests an individual's internalized beliefs, values, and attitudes about their role and responsibilities within their profession. This includes tasks such as supervision or management of colleagues.</td></tr><tr><td align="left" rowspan="1" colspan="1">Recognizing that a librarian does not know all the tasks</td><td align="left" rowspan="1" colspan="1">Openly acknowledging that professionals don't know everything. Continuous learning and growth of skills and knowledge in LIS through professional development.</td></tr><tr><td align="left" rowspan="1" colspan="1">Formal education as criterion for being a professional</td><td align="left" rowspan="1" colspan="1">A university degree or a professional certification that serves as a crucial criterion for being considered a professional in LIS.</td></tr></tbody></table> </ephtml> </p> <p>Table 3 provides examples of responses that reflect the themes listed in Table 2. The table provides an interpretation of their responses.</p> <p>Table 3: Professional interactions of participants before becoming an LIS doctoral student</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Theme</th><th align="center" rowspan="1" colspan="1">Participant</th><th align="left" rowspan="1" colspan="1">Response</th><th align="left" rowspan="1" colspan="1">Translation/Interpretation</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Experience as measure of professionalization</td><td align="center" rowspan="1" colspan="1">D1</td><td align="left" rowspan="1" colspan="1">"Long years of experience as a librarian. I consider myself as a professional"</td><td align="left" rowspan="1" colspan="1">This response informs us that prior experience makes an individual a professional.</td></tr><tr><td align="left" rowspan="1" colspan="1">Experience as measure of professionalization</td><td align="center" rowspan="1" colspan="1">D2</td><td align="left" rowspan="1" colspan="1">"Continuous learning to be a professional to deliver ... professionalism is not about different. It's about learning to new stuff which is ongoing or futuristic which I don't think, and nobody is a professional in anything"</td><td align="left" rowspan="1" colspan="1">This response informs us that learning is a lifelong process, yet D2 also acknowledges that being a professional may be difficult.</td></tr><tr><td align="left" rowspan="1" colspan="1">Thinks of oneself as a professional</td><td align="center" rowspan="1" colspan="1">D5</td><td align="left" rowspan="1" colspan="1">"I'm strongly focused being a library professional"</td><td align="left" rowspan="1" colspan="1">This response informs us that participant D5 has a high level of dedication and is passionate about their career.</td></tr><tr><td align="left" rowspan="1" colspan="1">Recognizing that a librarian does not know all the tasks</td><td align="center" rowspan="1" colspan="1">D1</td><td align="left" rowspan="1" colspan="1">"I think I need to learn more, librarian, I don't do cataloging"</td><td align="left" rowspan="1" colspan="1">This response informs us that D1 recognizes knowledge gaps and may lack experience in one area of librarianship.</td></tr><tr><td align="left" rowspan="1" colspan="1">Recognizing that a librarian does not know all the tasks</td><td align="center" rowspan="1" colspan="1">D4</td><td align="left" rowspan="1" colspan="1">"I think we have to improve ourselves"</td><td align="left" rowspan="1" colspan="1">Participant D4 demonstrates willingness to grow and learn.</td></tr><tr><td align="left" rowspan="1" colspan="1">Formal education as criterion for being a professional</td><td align="center" rowspan="1" colspan="1">D2</td><td align="left" rowspan="1" colspan="1">"Formal education allows to become a professional to practice a professional librarian issue"</td><td align="left" rowspan="1" colspan="1">Participant D2 believes that being a librarian requires specialized and theoretical knowledge.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0193089221-15">Relationship with professional colleagues or peers while in the doctoral program</hd> <p>Findings show that participant D4 builds relationships among peers and develops professional competencies during the doctoral program. Participant D1 enjoys having leisure activities with peers to maintain emotional well-being. Some participants had no response during the FGD.</p> <p>Table 4 summarizes the themes describing the relationship of participants with their professional colleagues or peers while in the doctoral program. These themes are building relationships, preparation for the future, and leisure activities.</p> <p>Table 4: Major themes related to relationship with professional colleagues or peers while in the doctoral program</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Themes</th><th align="left" rowspan="1" colspan="1">Description</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Building relationships</td><td align="left" rowspan="1" colspan="1">Involves mentorship, collaboration, and support through communication, mutual respect, and active engagement</td></tr><tr><td align="left" rowspan="1" colspan="1">Preparation for the future</td><td align="left" rowspan="1" colspan="1">Preparing for a successful career path by pursuing academic excellence, contributing to society through research and innovation, and developing essential personal and professional competencies</td></tr><tr><td align="left" rowspan="1" colspan="1">Leisure activities</td><td align="left" rowspan="1" colspan="1">Activities that are crucial for maintaining mental and emotional well-being, preventing burnout, and fostering creativity</td></tr></tbody></table> </ephtml> </p> <p>Table 5 provides examples of responses that reflect the three themes. The table also provides interpretation of their responses. This area revealed few answers from the participants.</p> <p>Table 5: Relationship of participants with their professional colleagues or peers while in the doctoral program</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Theme</th><th align="center" rowspan="1" colspan="1">Participant</th><th align="left" rowspan="1" colspan="1">Response</th><th align="left" rowspan="1" colspan="1">Translation/Interpretation</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Building relationships</td><td align="center" rowspan="1" colspan="1">D4</td><td align="left" rowspan="1" colspan="1">"I like to socialize and communicate more with faculty members."</td><td align="left" rowspan="1" colspan="1">Participant D4 shows a desire to build a rapport with faculty members and foster stronger relationships.</td></tr><tr><td align="left" rowspan="1" colspan="1">Preparation for the future</td><td align="center" rowspan="1" colspan="1">D4</td><td align="left" rowspan="1" colspan="1">"I really like to have some position and teaching assistantship or research assistantship which are not possible in our department."</td><td align="left" rowspan="1" colspan="1">Participant D4 expresses a strong interest in pursuing teaching or research to contribute to professional development.</td></tr><tr><td align="left" rowspan="1" colspan="1">Leisure activities</td><td align="center" rowspan="1" colspan="1">D1</td><td align="left" rowspan="1" colspan="1">"I even wanted to travel with you guys."</td><td align="left" rowspan="1" colspan="1">Participant D1 wanted to create lasting memories. The individual wants to go beyond typical work interactions and engage in social activities with their colleagues, such as traveling together. The use of "you guys" suggests a sense of belonging to a group.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0193089221-16">Professional interactions of a full-time LIS PhD student among peers in the doctoral school</hd> <p>Findings show that participants D4 and D5 are willing to develop strong academic writing skills to secure a lecturer job after the doctoral program. Participant D1 identifies a strong student identity because being in the program involves huge expectations.</p> <p>Table 6 summarizes the themes describing the professional interactions of a full-time LIS PhD student among peers in the doctoral school. These themes are academic and researcher roles and student identity.</p> <p>Table 6: Major themes related to professional interactions of a full-time LIS PhD student among peers in the doctoral school</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Themes</th><th align="left" rowspan="1" colspan="1">Description</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Academic and researcher roles</td><td align="left" rowspan="1" colspan="1">Conducting independent research, developing strong academic writing skills, and collaborating with other researchers</td></tr><tr><td align="left" rowspan="1" colspan="1">Student identity</td><td align="left" rowspan="1" colspan="1">Explores the evolving sense of self that students develop throughout their academic journey</td></tr></tbody></table> </ephtml> </p> <p>Table 7 provides examples of responses that reflect the two themes. The table also provides interpretation of their responses. This area revealed an adequate number of answers from the participants.</p> <p>Table 7: Professional interactions of a full-time LIS PhD student among peers in the doctoral school</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Theme</th><th align="center" rowspan="1" colspan="1">Participant</th><th align="left" rowspan="1" colspan="1">Response</th><th align="left" rowspan="1" colspan="1">Translation/Interpretation</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Academic and researcher roles</td><td align="center" rowspan="1" colspan="1">D4</td><td align="left" rowspan="1" colspan="1">"This PhD will help me to be a lecturer later"</td><td align="left" rowspan="1" colspan="1">Participant D4 recognizes that a PhD is a valuable credential for a career in academia, particularly as a lecturer.</td></tr><tr><td align="left" rowspan="1" colspan="1">Academic and researcher roles</td><td align="center" rowspan="1" colspan="1">D5</td><td align="left" rowspan="1" colspan="1">"Absolutely. I'll be a better librarian. Personally, I like teaching"</td><td align="left" rowspan="1" colspan="1">Participant D5 has a strong belief in the value of professional development and a personal interest in teaching.</td></tr><tr><td align="left" rowspan="1" colspan="1">Student identity</td><td align="center" rowspan="1" colspan="1">D1</td><td align="left" rowspan="1" colspan="1">"Of course, I have to do this, no matter what I have to graduate. whatever it is. because my direct supervisor back home expected so much from me"</td><td align="left" rowspan="1" colspan="1">D1 reflects a strong sense of responsibility and a desire to fulfill expectations.</td></tr><tr><td align="left" rowspan="1" colspan="1">Student identity</td><td align="center" rowspan="1" colspan="1">D1</td><td align="left" rowspan="1" colspan="1">"Being a PhD student is another perspective of being a librarian doing research"</td><td align="left" rowspan="1" colspan="1">D1 also thinks that being a PhD student is another perspective of being a librarian doing research.</td></tr></tbody></table> </ephtml> </p> <p>Figure 1 illustrates how two participants (D1 and D2) responded to three research questions. It shows that one participant might provide more responses, leading to a greater number of codes. When these codes are clustered and analyzed, they can be used to identify key themes. The figure provides an illustration of the major responses of each participant for all research questions. In this example between participants D1 and D2, when participants were asked about their professional interactions prior to becoming a PhD student, themes such as "thinks of oneself as professional," "recognizing that a librarian does not know all tasks," and "supervision of colleagues or management" are more prominent and discussed extensively by participant D1. In the same way, participant D2 indicates that themes such as "formal education as criteria of being a professional" and "library staff issues" appear to be of relative importance during their time as librarians before the doctoral program. Both D1 and D2 pointed out that their "experience" is a measure of their professionalization and is an equally important factor when they start their doctoral programs.</p> <p>MAP: Figure 1: Concept map of D1 vs. D2</p> <p>Figure 2 provides an illustration of the number of responses of each participant for research question 1. Participant D4 provided seven coding references with five themes, the highest among the group. These coding references are "experience as measure of professionalization" (<emph>n</emph> = 1), "formal education as criteria of being a professional" (<emph>n</emph> = 2), "not considering oneself as professional" (<emph>n</emph> = 2), "professional development" (<emph>n</emph> = 1), and "recognizing that a librarian does not know all tasks" (<emph>n</emph> = 1).</p> <p>Graph: Figure 2: Number of coding references for RQ1</p> <p>Figure 3 provides an illustration of the number of responses of each participant for research question 2. Participant D4 provided four coding references, the highest among the group, while participant D3 had no contribution. Participant D4 thinks that these themes are important during their PhD program: "building relationships" (<emph>n</emph> = 2) and "focus on studies" with an opportunity to teach (<emph>n</emph> = 2).</p> <p>Graph: Figure 3: Number of coding references for RQ2</p> <p>Figure 4 provides an illustration of the number of responses of each participant for research question 3. Participants D1 and D5 provided two coding references, the highest among the group, while participant D3 had no contribution. D1 and D5 believe that professional identities are seen as "becoming an academic" by doing library research (<emph>n</emph> = 5), and D5 suggests that professional identities appear when they become responsible students.</p> <p>Graph: Figure 4: Number of coding references for RQ3</p> <p>Participant D3 contributed less frequently, which, based on observations and in-person class discussions, appears to be linked to a limited English vocabulary despite their eagerness to share insights. The participant has also acknowledged experiencing a linguistic barrier in regular conversation.</p> <hd id="AN0193089221-17">Discussion</hd> <p>In describing the professional interactions of participants before becoming LIS doctoral students, it becomes clear that the professional identity of librarians is inherently complex. This complexity is reflected in their views on professionalism, which are shaped by practical experience, their self-identification as professionals, and an awareness of the dynamic and diverse aspects of library work. Furthermore, formal education plays a crucial role in establishing their professional status. As [<reflink idref="bib13" id="ref65">13</reflink>] notes, "the ability to embrace and incorporate new ideas and practices may also impact the LIS profession's ability to grow and thrive in a complex and rapidly changing world" (p. 124). Indeed, a librarian's willingness to grow, learn, and adapt is a vital characteristic, as demonstrated by participant D4, underscoring the importance of continuous professional development in the field. However, a doctoral student entering academia often experiences a feeling of diminished status because of the sudden shift from being a professional librarian to becoming a research apprentice ([<reflink idref="bib29" id="ref66">29</reflink>]). Nonetheless, in pursuing doctoral studies, participant D2 believes that being a librarian requires specialized and theoretical knowledge, thus justifying further study at a higher level. As emphasized by [<reflink idref="bib29" id="ref67">29</reflink>], pursuing a PhD brings you in-depth knowledge on "how to conduct original research" (p. 349). In addition to PhD studies strengthening a student's academic formation, they bring with them an enormous amount of professional experience to acquaint them with their doctoral journey, as experienced by participants D1 and D2. Students on a doctoral level share more professional experience that in turn benefits the doctoral program ([<reflink idref="bib19" id="ref68">19</reflink>]).</p> <p>In discussing the relationship with their professional colleagues or peers during the doctoral program, we can observe the multifaceted nature of individuals' motivations for social interaction. These motivations highlight a desire to connect with others, prepare for future experiences, and engage in enjoyable and enriching leisure activities. As noted by [<reflink idref="bib25" id="ref69">25</reflink>], the success of doctoral students is significantly influenced by the social support they receive from various sources, including academic mentors, peers, and personal relationships. This is evident in a response from D4, which reflects a desire to build rapport with faculty members and foster stronger relationships with peers. As confirmed by [<reflink idref="bib19" id="ref70">19</reflink>] and [<reflink idref="bib51" id="ref71">51</reflink>], doctoral socialization happens when relationships are established through mentorship, collaboration, and communication.</p> <p>Preparation for a successful future career also motivates Participant D4, who aims to contribute to society through research and innovation while strongly desiring to teach future students. [<reflink idref="bib17" id="ref72">17</reflink>] reports preparation for the future as one of the motivating factors of pursuing PhD studies. [<reflink idref="bib40" id="ref73">40</reflink>] notes that LIS PhD graduates often pursue careers in teaching or administrative roles. Throughout their doctoral programs, students typically manage to devote all their time to their studies. Given that international doctoral students experience new cultures, Participant D1 would like to engage in more social activities. Furthermore, because doctoral students often experience a high level of stress, their quality of life, health, and well-being should also be considered, especially since they are far from their families ([<reflink idref="bib45" id="ref74">45</reflink>]).</p> <p>In analyzing the professional relationship of a full-time LIS PhD student among peers in the doctoral school, it becomes evident that there is a strong commitment to pursuing academic and research roles, as well as a clear effort to strengthen their student identity. This process of identity development is not only about academic progression but also about establishing a solid foundation for future professional endeavors. As noted by [<reflink idref="bib46" id="ref75">46</reflink>], professional identity involves understanding how individuals build and sustain relationships within their workplace or academic environment. These relationships, particularly with peers and faculty, play a crucial role in shaping their professional self-image and identity. The connections formed during this time have a significant impact on various aspects of a PhD student's career, such as career progression, knowledge sharing, and the cultivation of a robust and cohesive professional identity. Through these interactions, students learn to navigate their roles more effectively, establishing a sense of belonging and confidence within their academic and professional communities.</p> <p>This study aligns with Goffman's concept of self-presentation, wherein librarians, either intentionally or unintentionally, project an image designed to enhance their credibility and trustworthiness. This form of "self-presentation" is not only about how they present themselves externally but also about demonstrating confidence in their actions, which helps them appear more persuasive and authoritative in their roles. In the context of this study, we observe this self-presentation in the professional interactions of full-time LIS PhD students with their colleagues, as well as in the relationships they cultivate with professional associates during their doctoral programs. These interactions often serve as opportunities for them to assert their professional identity and strengthen their standing within the academic and professional communities. The findings indicate extreme variations in interaction (e.g., between participants D3 and D4). While Participant D3 participated less frequently due to a language barrier, this did not equate to being less sociable. Her self-presentation, including manner of speaking, was less confident, yet she consistently tried her best to express herself. Outside of academic work, during doctoral student leisure activities, Participant D3 was present and fully engaged. Conversely, Participant D4 eagerly answered all interview questions during the FGD and demonstrated high sociability through his interactions with doctoral students both within and outside academia.</p> <p>Despite holding advanced degrees, librarians continue to prioritize maintaining their professional identity and self-presentation, focusing on delivering high-quality service. This commitment to service excellence is central to their role as librarians, as emphasized by [<reflink idref="bib49" id="ref76">49</reflink>], who argues that providing exceptional service is foundational to the profession's integrity and its ongoing evolution. By upholding this standard, librarians not only contribute to the success of their institutions but also reinforce their credibility within their field.</p> <hd id="AN0193089221-18">Conclusion</hd> <p>The professional interactions of librarians, particularly those pursuing doctoral studies, reveals a complex and multifaceted professional identity. Prior to doctoral education, librarians demonstrate a nuanced understanding of professionalism, shaped by practical experience, self-identification, awareness of evolving library landscapes, and the significance of formal education. This foundation influences their motivations for doctoral study, including a desire for professional growth, intellectual exploration, and the development of new skills and knowledge.</p> <p>During their doctoral journey, social interactions play a crucial role. Peer support, mentorship, and the cultivation of professional networks are vital for success. This aligns with existing research emphasizing the importance of social support in academic pursuits. Additionally, the analysis highlights the evolving nature of professional identity within the doctoral program, with a growing emphasis on academic and research roles alongside the traditional service-oriented aspects of librarianship.</p> <p>Furthermore, the findings support the concept of self-presentation in professional contexts. Librarians, even at the doctoral level, actively engage in self-presentation to establish credibility and build professional relationships. This involves demonstrating confidence, expertise, and a commitment to high-quality service, which remains central to their professional identity regardless of their academic achievements.</p> <ref id="AN0193089221-19"> <title> References </title> <blist> <bibl id="bib1" idref="ref59" type="bt">1</bibl> <bibtext> Annoyed Librarian. (2008). Chapter one—Dear Annoyed Librarian: A guide to the profession of librarianship.. 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Currently, he is a faculty member at the UP School of Library and Information Studies and the West Visayas State University. His research focuses on librarians' civic roles and responsibilities in the context of information crises and disorders.</p> <p>Ragnar Andreas Audunson is a Norwegian professor at Oslo Metropolitan University and a visiting faculty member at Eötvös Loránd University. His academic disciplines include information policy, library and information science, political science and organizational theory, documentation science, social sciences, and knowledge retrieval and organization.</p> </aug> <nolink nlid="nl1" bibid="bib21" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib28" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib56" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib53" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib32" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib38" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib50" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib22" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib31" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib18" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib35" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib23" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib33" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib36" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib55" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib13" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib17" firstref="ref24"></nolink> <nolink nlid="nl20" bibid="bib42" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib16" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib43" firstref="ref30"></nolink> <nolink nlid="nl23" bibid="bib11" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib48" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib41" firstref="ref34"></nolink> <nolink nlid="nl26" bibid="bib47" firstref="ref35"></nolink> <nolink nlid="nl27" bibid="bib51" firstref="ref37"></nolink> <nolink nlid="nl28" bibid="bib14" firstref="ref38"></nolink> <nolink nlid="nl29" bibid="bib46" firstref="ref39"></nolink> <nolink nlid="nl30" bibid="bib25" firstref="ref41"></nolink> <nolink nlid="nl31" bibid="bib44" firstref="ref42"></nolink> <nolink nlid="nl32" bibid="bib27" firstref="ref44"></nolink> <nolink nlid="nl33" bibid="bib52" firstref="ref45"></nolink> <nolink nlid="nl34" bibid="bib12" firstref="ref47"></nolink> <nolink nlid="nl35" bibid="bib30" firstref="ref50"></nolink> <nolink nlid="nl36" bibid="bib15" firstref="ref51"></nolink> <nolink nlid="nl37" bibid="bib37" firstref="ref52"></nolink> <nolink nlid="nl38" bibid="bib34" firstref="ref54"></nolink> <nolink nlid="nl39" bibid="bib10" firstref="ref55"></nolink> <nolink nlid="nl40" bibid="bib26" firstref="ref56"></nolink> <nolink nlid="nl41" bibid="bib39" firstref="ref58"></nolink> <nolink nlid="nl42" bibid="bib29" firstref="ref60"></nolink> <nolink nlid="nl43" bibid="bib54" firstref="ref61"></nolink> <nolink nlid="nl44" bibid="bib40" firstref="ref73"></nolink> <nolink nlid="nl45" bibid="bib45" firstref="ref74"></nolink> <nolink nlid="nl46" bibid="bib49" firstref="ref76"></nolink>
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  Data: Experiences of Foreign Doctoral Students in Librarianship: Navigating Professional Identities and Self-Presentation
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Joseph+Marmol+Yap%22">Joseph Marmol Yap</searchLink><br /><searchLink fieldCode="AR" term="%22Ragnar+Andreas+Audunson%22">Ragnar Andreas Audunson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Library+and+Information+Science%22"><i>Journal of Education for Library and Information Science</i></searchLink>. 2026 67(2):172-190.
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  Data: Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
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  Data: Y
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  Label: Page Count
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  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Science%22">Library Science</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Education%22">Library Education</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Science+Education%22">Information Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3138/jelis-2025-0018
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  Label: ISSN
  Group: ISSN
  Data: 0748-5786<br />2328-2967
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the professional and student identity of foreign PhD LIS students in Central Europe. The article explores how doctoral students navigate professional identities through social interactions with and self-presentation to peers. The research design of this study is descriptive. Responses are organized by themes and followed by a discussion of the content of the interviews. The selection of participants is purposive, and current non-graduating foreign doctoral LIS scholars physically present in Hungary are included. A total of five participants agreed to be part of the study. Four themes emerged for professional interactions before becoming an LIS doctoral student, three themes for the relationship with their professional colleagues or peers while at the doctoral program, and two themes for professional interactions of a full-time LIS PhD student among peers in the doctoral school.
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  Data: 2026
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  Data: EJ1506165
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        Value: 10.3138/jelis-2025-0018
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      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 172
    Subjects:
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Peer Relationship
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Library Science
        Type: general
      – SubjectFull: Library Education
        Type: general
      – SubjectFull: Information Science Education
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Hungary
        Type: general
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      – TitleFull: Experiences of Foreign Doctoral Students in Librarianship: Navigating Professional Identities and Self-Presentation
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