The complexities of the doctoral journey and the tensions doctoral students experience within complex and varied contexts have been well documented in the literature (e.g. Golde, 2000; Jazvac-Martek, Chen, & McAlpine, 2011; McAlpine, Jazvac-Martek, & Hopwood, 2009; Robinson, 2008). However, there is a lack of research that focuses particularly on doctoral students' experiences during the first year of their degree. In many Australian doctoral programs in Education, students are enrolled as probationary candidates during the first 12 months. They are required to present their work in progress to a review panel and submit a confirmation of candidature report by the end of their probationary period. If their candidature is confirmed, doctoral students are eligible to continue in the degree. These requirements implicate remarkable pressure on beginning doctoral students. In addition, doctoral researchers often have many difficulties adapting to new, complex contexts during this period. This case study aims to reconstruct the first year in the degree of two international doctoral students in Australia. To account for the complexities of the experiences, we looked to Activity Theory (Engeström, 1987) as a potential analytical framework. As narratives allow for construction and reconstruction of personal and professional identities (Clandinin & Connelly, 2000), this study used data from the subjects' personal narratives. Findings highlighted the various sociocultural factors inherent in this phase of the doctoral experience, the contradictions between these factors and how they shaped the doctoral students' academic experiences and identities. This study extends the research base on the first year of the doctoral experience. Its findings have potential implications for doctoral education in Australia. In particular, a better understanding of students' experiences may inform institutions' decision-making regarding doctoral education policy and practice, such as aid in retention, persistence and professional development. The findings may also help prospective and current doctoral students to plan realistically for and navigate effectively through their first year of doctoral study.
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