How Italian PhD students reap the benefits of institutional resources and digital services in the open Web

The topic of the impact of Web 2.0 ecologies on the learning contexts of PhD candidates is of particular interest for innovation in higher education teaching and learning. However, this theme results so far underesearched in literature, in particular in the Italian higher education setting. The present paper reports selected findings from an exploratory study investigating how individual doctoral researchers cope with competing institution-led and self-organized, analogue and digital opportunities for learning. This article is based on preliminary results of an online questionnaire which was delivered between September and October 2012 across three Italian universities. The questionnaire aimed to describe the components (people, resources, tools, people and related interactions) of the emerging learner-centered “ecology of resources” [1], characterizing individual doctoral students variously dealing with their needs of support and striving to achieve their being ‘independent researcher’. The surveyed Italian doctoral students seem to be usual adopters of social media in their everyday life, but there are also signs that they are currently adopting tools and services available in the open Web to undertake activities usually required in their doctoral programs. The research participants show a pragmatic attitude towards the Web 2.0 services and state to be prompted to use such tools mainly by ‘occasional, practical needs’ related to their research activity. Although very few respondents actually curate an ‘academic’ presence in social media, they generally credit the social Web with a wider, still unexploited potential to improve some research tasks. Finally, it is worth noting that the provision or lack of specific research training on these emergent tools plays a key role in the indicated motivations. This early portrait of the emerging learning ecologies of current doctoral researchers sparks cues for reflecting on the extent to which the design of formation of future scholars should take into account changes occurring in learning spaces, also in the light of new forms of networked scholarship being pioneered in the social Web.