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Journal articles on the topic 'Doctoral Education Research'
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Dominic U, Ngwoke, Eskay Micheal, and Numonde Davidson. "Doctoral Research in Education and Quality Assurance Mechanisms." International Journal of Scientific Research 2, no. 9 (2012): 17–21. http://dx.doi.org/10.15373/22778179/sep2013/163.
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Evans, Terry. "Flexible doctoral research: emerging issues in professional doctorate programs." Studies in Continuing Education 19, no. 2 (1997): 174–82. http://dx.doi.org/10.1080/0158037970190207.
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Angervall, Petra, and Eva Silfver. "Assembling lines in research education." Studies in Graduate and Postdoctoral Education 10, no. 2 (2019): 142–54. http://dx.doi.org/10.1108/sgpe-03-2019-0028.
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Purpose The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education. Design/methodology/approach The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education. Findings The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related. Social implications The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities. Originality/value In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.
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Nutov, Liora, and Orit Hazzan. "Feeling the Doctorate: Is Doctoral Research that Studies the Emotional Labor of Doctoral Students Possible?" International Journal of Doctoral Studies 6 (2011): 019–32. http://dx.doi.org/10.28945/1354.
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Sala-Bubaré, Anna, Jouni A Peltonen, Kirsi Pyhältö, and Montserrat Castelló. "Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study." International Journal of Doctoral Studies 13 (2018): 327–45. http://dx.doi.org/10.28945/4103.
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Aim/Purpose: This study aimed to explore individual variation in doctoral candidates’ perceptions about research writing and themselves as writers (research writing perceptions) across three countries (Spain, Finland, and the UK) and the relationship with doctoral candidates’ research conditions and social support. Background: The present study employed a person-centered approach to identify profiles among doctoral candidates’ in relation to their research writing perceptions and the association between these profiles and research conditions and experiences (e.g., thesis format, thesis language, enrollment modality, phase of the doctorate, number of publications, and drop-out intentions) and perceived social support from supervisors and research community. Methodology: 1,463 doctoral candidates responded to the Doctoral Experience survey. EFA and CFA were used to corroborate the factor structure of the research writing scale. Research writing profiles were identified by employing cluster analysis and compared regarding research conditions and experience and both types of social support. Contribution: This study contributes to the literature on doctoral development by providing evidence on the social nature of doctoral candidates’ writing development. It is argued that doctoral candidates’ perceptions of writing are related to transversal factors, such as doctoral candidates’ researcher identity and genre knowledge. It also shows that most candidates still lack opportunities to write and learn to write with and from other researchers. Findings: Three writing profiles were identified: Productive, Reduced productivity, and Struggler profiles. Participants in the Productive profile experienced more researcher community and supervisory support and had more publications, Struggler writers reported drop-out intentions more often than participants in the other profiles, and Reduced productivity writers were more likely to not know the format of the thesis. The three profiles presented similar distribution in relation to participants’ country, the language in which they were writing their dissertation, and whether they were participating in a research team. Recommendations for Practitioners: Supervisors and doctoral schools need to be aware of difficulties involved in writing at the PhD level for all doctoral candidates, not only for those writing in a second language, and support them in developing transformative research writing perceptions and establishing collaboration with other researchers. Research teams need to reflect on the writing support and opportunities they offer to doctoral candidates in promoting their writing development. Recommendation for Researchers: Further studies should take into account that the development of research writing perceptions is a complex process that might be affected by many and diverse factors and vary along the doctoral trajectory]. Future Research: Future research could explore the influence of factors such as engagement or research interest on doctoral candidates’ research writing perceptions. The field could also benefit from longitudinal studies exploring changes in doctoral candidates’ research writing perceptions.
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Geffen, Larry. "Recent doctoral dissertation research." Roeper Review 8, no. 4 (1986): 276–77. http://dx.doi.org/10.1080/02783198609552989.
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Geffen, Larry. "Recent doctoral dissertation research." Roeper Review 12, no. 3 (1990): 234–35. http://dx.doi.org/10.1080/02783199009553278.
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Geffen, Larry. "Recent doctoral dissertation research." Roeper Review 12, no. 4 (1990): 276–77. http://dx.doi.org/10.1080/02783199009553292.
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Geffen, Larry. "Recent doctoral dissertation research." Roeper Review 13, no. 1 (1990): 52. http://dx.doi.org/10.1080/02783199009553304.
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Geffen, Larry. "Recent doctoral dissertation research." Roeper Review 13, no. 2 (1991): 110–11. http://dx.doi.org/10.1080/02783199109553328.
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Zogla, Irena, and Velta Lubkina. "DOCTORAL STUDENT’S RESEARCH COMPETENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 42. http://dx.doi.org/10.17770/er2020.1.5317.
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Uncertainties in conceptualizations of research skills and competences draw heavily on the changing process of the development of these qualities in education and the relative importance of employment at different education levels that follow the completed by students programs; these also have to meet the uncertainties in competence structure and development. While the shift to competence approach in education is thus more complex than many accounts suggest, it does have major implications for important aspects of studies and teacher and educator work. These include: skill and competence definitions, structure, developmental dynamic and kinds of activities that ensure a stage-by-stage enhancement of these qualities. Research is among the most complicated activities at universities that students and educators have to cover; doctoral studies and the acquired competences are of a special concern. The aim of this article is to trace different approaches and classifications of the 21st Century competences, define research skills and researcher competence, as well as to provide a structure and development of a doctoral student’s competence in the area of education inquiry.
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M Goff, Wendy, and Seyum Getenet. "Design Based Research in Doctoral Studies: Adding a New Dimension to Doctoral Research." International Journal of Doctoral Studies 12 (2017): 107–21. http://dx.doi.org/10.28945/3761.
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Aim/Purpose: We show a new dimension to the process of using design-based research approach in doctoral dissertations. Background: Design-based research is a long-term and concentrated approach to educational inquiry. It is often a recommendation that doctoral students should not attempt to adopt this approach for their doctoral dissertations. In this paper, we document two doctoral dissertations that used a design-based research approach in two different contexts. Methodology : The study draws on a qualitative analysis of the methodological approaches of two doctoral dissertations through the lenses of Herrington, McKenney, Reeves and Oliver principles of design-based research approach. Contribution: The findings of this study add a new dimension to using design-based research approach in doctoral dissertations in shorter-term and less intensive contexts. Findings: The results of this study indicate that design-based research is not only an effective methodological approach in doctoral dissertations, but it also has the potential to guide future research direction beyond examination. Recommendations for Practitioners : The findings of this study demonstrate that the design based research approach could bring researchers and practitioners together regarding a common purpose to design context-based solutions to educational problems. Impact on Society: We show an alternative view and application of design-based research in doctoral dissertations. Also, we identify the benefits of this type of research for doctoral students after completing their dissertations.
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J Catalano, Amy, and Susan T Radin. "Parents Pursuing a Doctorate of Education: A Mixed Methods Examination of How Parents Manage the Roles of Student and Parent." International Journal of Doctoral Studies 16 (2021): 253–72. http://dx.doi.org/10.28945/4741.
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Aim/Purpose: Doctoral students who are parents are increasingly more common, particularly in female-dominated disciplines, such as education. This study aims to examine the experiences of parents pursuing an education doctorate Background: This study examines the experiences of doctoral students who are parents and their perceptions of support in order to determine how programs and faculty can better serve students. Methodology: This mixed methods study examines the experiences of 52 doctoral students who were parents or became parents during their doctoral program. Methods includes surveys and interviews. Contribution: Very little published literature focuses on the experiences of both mothers and fathers who are doctoral students. This study is unique in that education doctoral students are generally established professionals with families and career success. Findings: Among participants, 37% were women who became pregnant during the program. While most parents persisted in the program to graduate with a doctorate, several participants, including fathers, discussed their decisions to leave the doctoral program due to family responsibilities. Recommendations for Practitioners: In order to uphold standards for a high-quality doctoral education, while also supporting student-parents, recommendations are presented for both doctoral programs and students. Recommendation for Researchers: Further research is needed on LGBTQ families and single-parent families of lower incomes. Impact on Society: Differences between workloads and barriers to advancement still persist for mothers in comparison to fathers. Future Research: Future research should examine the experiences of fathers more fully.
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Campbell, Steven P., Angela K. Fuller, and David AG Patrick. "Looking beyond research in doctoral education." Frontiers in Ecology and the Environment 3, no. 3 (2005): 153–60. http://dx.doi.org/10.1890/1540-9295(2005)003[0153:lbride]2.0.co;2.
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Abell, Neil, and David Wolf. "Implementing Intervention Research in Doctoral Education." Journal of Teaching in Social Work 23, no. 1-2 (2003): 3–19. http://dx.doi.org/10.1300/j067v23n01_02.
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Clear, Tony. "Doctoral work in computing education research." ACM Inroads 4, no. 2 (2013): 28–30. http://dx.doi.org/10.1145/2465085.2465092.
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Mari, Carlo. "Doctoral Education and Transformative Consumer Research." Journal of Marketing Education 30, no. 1 (2008): 5–11. http://dx.doi.org/10.1177/0273475307312194.
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Malmi, Lauri. "Doctoral studies in computing education research." ACM Inroads 4, no. 4 (2013): 18–19. http://dx.doi.org/10.1145/2537753.2537760.
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Barnacle *, Robyn. "Research education ontologies: exploring doctoral becoming." Higher Education Research & Development 24, no. 2 (2005): 179–88. http://dx.doi.org/10.1080/07294360500062995.
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Katz, Reuven. "Challenges in Doctoral Research Project Management: A Comparative Study." International Journal of Doctoral Studies 11 (2016): 105–25. http://dx.doi.org/10.28945/3419.
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This paper presents quantitative results of a comparative study evaluating the management skills of doctoral candidates working toward a PhD and additional information related to their lifestyles. We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. 1013 Israeli candidates and 457 Western European candidates replied to our survey. In our analysis, we compared the answers of Israeli Science and Engineering candidates to those of Social Sciences and Humanities candidates; in addition, we compared the answers of Israeli Science and Engineering students to their Western European peers. Our analysis focused on finding significant patterns by comparing these groups of students. In order to identify such patterns, we analyzed each question using the Pearson chi-square test. The current study’s main finding is that the majority of candidates, regardless of their chosen academic field or the region where they study, have no training or expertise in managing a doctoral research project. Based on these findings, we suggest that all doctoral candidates be taught basic research-project management. We believe that such training will provide them with a powerful tool for better managing their research as they advance towards successful completion of their doctorate.
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Elvira Galbán-Lozano, Sara, and Ligia Garcia-Bejar. "Experiences of University Professors Studying for a Doctoral Degree in the Mexican Context." International Journal of Doctoral Studies 17 (2022): 459–77. http://dx.doi.org/10.28945/5028.
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Aim/Purpose: To understand the experiences of full-time university professors at a Mexican university who are pursuing a doctoral degree, this study seeks to describe the experiences of doctoral students who are also university professors. The study focuses on the intentions, experiences, and prospects regarding the decision to study for a doctorate as a university professor. Background: This research has a dual background. On the one hand, there is the institutional interest in establishing an academic and professional profile of university professors studying for a doctorate in decision-making. On the other hand, the researchers who conducted this study maintain an interest in deepening knowledge of the doctoral process and researcher training. In the field of educational research, this article seeks to strengthen the almost nil research carried out specifically in Mexico on university professors who study for a doctorate, particularly in private institutions. Methodology: The research design is based on the interpretive paradigm, with a qualitative approach and a phenomenological perspective. A semi-structured interview was used to explore the individual experiences of 17 university professors who are studying for a doctorate. Contribution: This study is unique in that it explores the personal and professional views of university professors studying for a doctoral degree, providing further insight into academic and professional profiles. Findings: Studying for a doctorate while already belonging to a research ecosystem makes the challenges and difficulties of this process easier to cope with, favoring more positive results. Recommendations for Practitioners: To foster more assertive decision-making among university management, the recommendations are addressed to human talent managers, research managers, academic directors, university professors, and doctoral students. Recommendation for Researchers: To strengthen this line of research, it would be necessary to deepen the academic and professional profiles of university professors who are doctoral students and the materialization of an academic trajectory, to have more theoretical and practical elements for the training of researchers in the different fields of science. Impact on Society: Understanding the dynamics of doctoral training processes in the case of university professors in a Mexican context facilitates the formation of research ecosystems, labor insertion, and the consolidation of a professional career. Future Research: Future research should explore other university contexts and the consolidation of the academic career path for university professors.
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Seegmiller, Jeff G., David H. Perrin, Kellie C. Huxel Bliven, and Russell T. Baker. "Part I: Doctoral Education in Athletic Training. The Post-Professional Education Committee Doctoral Education Workgroup Report." Athletic Training Education Journal 13, no. 3 (2018): 196–204. http://dx.doi.org/10.4085/1303196.
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Context:The academic environment for athletic training is changing following the degree recommendations for professional education programs.Objective:To provide historical context by presenting definitions and information on doctoral degree programs in other health professions.Background:The National Athletic Trainers' Association called for a detailed analysis on doctoral education, and a workgroup was appointed by the Post-Professional Education Committee to fulfill this charge.Synthesis:Expert panel consensus. Data were extracted from a search of 38 databases in the University of Washington library, limiting results to full-text articles published in English between the years 2006 and 2016. Various supporting sources, including professional organizations, accrediting-body Web sites, and the US Department of Labor database, were used for regulatory and professional practice data. Two historical references were used to clarify definitions and provide context.Results:Many health professions began with apprenticeship or certificate models, professional growth led to progressive degree designations such that the majority have now adopted a professional doctorate educational model wherein the professional degree is the terminal degree for professional advancement. Some health professions use residency training as the graduate education equivalent for advanced-practice education, whereas others do not. Only nursing continues to offer professional education at the baccalaureate level.Recommendation(s):There is a growing need for research to further understand best practices in doctoral education and the educational routes athletic trainers pursue. Collection and analysis of new data and examination of past and present doctoral education programs will facilitate recommendations for the future of doctoral education in athletic training.Conclusion(s):Various postprofessional educational models exist among health professions, with different impacts on professional roles, clinical opportunities, student interest, research productivity, and faculty recruitment and retention. The recently created doctor of athletic training programs may be considered a hybrid model providing advanced training in both clinical and research skills.
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Bednyi, B. I., A. A. Mironos, and N. V. Rybakov. "Doctoral Education as an Institutional Resource for Training Research and Higher Education Personnel (Article 1)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 8-9 (2019): 44–54. http://dx.doi.org/10.31992/0869-3617-2019-28-8-9-44-54.
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The diversification of professional trajectories of academic degree holders is now becoming a global trend, and it prompts us to take a fresh look at the problem of evaluating the effectiveness of existing institutions for the training of academic and research personnel – the systems of doctoral education in Russia and abroad – in terms of the training of academic researchers and higher education teaching staff. Our two articles which share the scope of problems and have a single general concept, consecutively address the following issues: the collection and analysis of empirical data on training in doctoral programs; the dynamics of dissertation defense by graduates after the completion of doctoral programs; the actual timeframe of doctoral students’ advancement to their degree; the proportion of graduates who continue their scientific career after graduating from the doctoral program. The first article analyzes the organizational and methodological aspects of information and analytical support of institutions responsible for doctoral education in the countries of the European Union, the United States and Russia. It provides information about the organization of the systems for monitoring doctoral education and doctoral program graduates’ professional careers in foreign countries. The authors note the insufficient information support for the programs aiming to develop doctoral education in Russia, as well as the lack of empirical data necessary to assess the effectiveness of Russian doctoral education in the reproduction of human resources for the research and education sector. The results of the authors’ scientometric research concerning doctoral program graduates’ retention in the field of research and higher education are announced. The second article will present the details of the method and the results of these studies.
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Rockinson-Szapkiw, Amanda. "The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs." Journal of Applied Research in Higher Education 10, no. 4 (2018): 478–92. http://dx.doi.org/10.1108/jarhe-01-2018-0011.
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Purpose The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs. Practical implications The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources. Social implications Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society. Originality/value There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.
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Coutinho, Isabel Ribau. "Let’s talk about doctoral education. A reflection regarding the changes on it." Advances in Social Sciences Research Journal 8, no. 12 (2021): 35–63. http://dx.doi.org/10.14738/assrj.812.11302.
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Doctoral education is the link between research and higher education, being a hybrid area. In this context, the doctoral research project must correspond to the demands of both areas. The PhD. supervisor must be a team leader and, at some time, a doctorate guide, and a teacher. The PhD students must learn how to be a part of the research team, and simultaneously develop their research skills and knowledge. But PhD continues to be an individual and solitary journey, being the justification for it, the originality of knowledge created during the PhD.
 In the last years, in Portugal, PhD students and PhD supervisors were auscultated. The supervisors’ rules were captured, doctorate experiences were collected, and supervision processes were analysed and deepened knowledge about doctoral education. But still, this vision is incomplete not only because few supervisors took part in the research (first because the sample population were limited to one Portuguese University (NOVA Lisbon University) and secondly, because most of the PhD supervisors didn´t respond to the surveys.
 The data presented in this paper is part of a larger study that started at UNL before the pandemic. It examines the supervisor’s opinion regarding the PhD curriculum, constraints faced in day-to-day supervisor life, changes that may improve doctoral education (completion rates, decrease in attrition, curriculum, team supervision). But he also captures the doctorate perceptions regarding the doctoral research monitorization activities and instruments, constraints, and positive aspects during the PhD journey and, changes to be made in the PhD curriculum.
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Taber, Keith S. "Doctoral education: research-based strategies for doctoral students, supervisors and administrators." Teacher Development 18, no. 2 (2014): 278–80. http://dx.doi.org/10.1080/13664530.2014.902251.
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Burton, Erika. "Factors Leading Educators to Pursue a Doctorate Degree to Meet Professional Development Needs." International Journal of Doctoral Studies 15 (2020): 075–87. http://dx.doi.org/10.28945/4476.
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Aim/Purpose: This study investigates the professional development needs of educators with a Master’s degree and seeking or having a doctoral degree in education. Background: Understanding the professional development needs of educators is important for meeting these needs. The literature focuses on post-bachelor education but does not address professional development and doctoral degree needs. Methodology: Educators with a Master’s degree in education seeking or having completed a doctoral degree participated in one 30 minute semi-structured interview. Contribution: This research can be used as a guide for how to support Master’s-level educators seeking doctoral degrees. Findings: Master’s level students earning a doctorate degree in education found professional development satisfied through their programs when experiential learning opportunities were provided and in-depth institutional support. Recommendations for Practitioners: Educators seeking a doctorate degree in education to meet their professional development needs should seek out higher education opportunities that include mentorships and experiential learning opportunities. Recommendation for Researchers: Further research is necessary to understand how additional professional development needs can be met in higher education and in the creation of successful professional development partnerships. Impact on Society: Required teacher professional development can increase classroom performance if necessary educator needs are met. Future Research: Additional research on professional development successes in schools partnering with higher education institutions potentially for a dual purpose of obtaining doctorate degrees may provide an invaluable increase in classroom performance.
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Kelley, Dave. "AP-S Pre-Doctoral and Doctoral Research Awards Announced [Education Column." IEEE Antennas and Propagation Magazine 52, no. 3 (2010): 154–56. http://dx.doi.org/10.1109/map.2010.5586610.
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Kumar, Swapna. "A systematic approach to the assessment of impact in a professional doctorate." Higher Education, Skills and Work-based Learning 4, no. 2 (2014): 171–83. http://dx.doi.org/10.1108/heswbl-10-2013-0020.
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Purpose – The purpose of this paper is to present one approach to the measurement of impact in a professional doctorate in education that encompasses discipline-based coursework and practice-embedded research. Design/methodology/approach – Quantitative and qualitative data on the impact of the doctoral program were collected at regular intervals, with a focus on students’ application of program content in their professional practice and on students’ professional growth. Findings – The research design and the findings are discussed in the context of the larger debate surrounding the measurement of doctoral impact and the value of online doctoral degrees for practitioners. Originality/value – This paper presents the systematic collection of data over four years in a newly developed professional doctorate in education.
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Burford, James. "Conceptualising Doctoral Writing as an Affective-political Practice." International Journal of Doctoral Studies 12 (2017): 017–32. http://dx.doi.org/10.28945/3689.
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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.
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Yusof, Ibnatul Jalilah. "Research Methodology Knowledge between Master and Doctoral Education Research Students." Revista Gestão Inovação e Tecnologias 11, no. 2 (2021): 1831–40. http://dx.doi.org/10.47059/revistageintec.v11i2.1801.
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Knowledge of research methodology is important for those who are required to read research articles. With the knowledge of research methodology, students will be able to evaluate whether the methods employed by the author is appropriate for the study. However, the differences in research experience between master and doctoral students influence their expectation of research methodology course. This paper examined the level of research methodology knowledge of master and doctoral research students in education after attending a series of research methodology courses. Based on 39 respondents, this paper revealed that both groups are at Moderate Low level. Further analysis revealed that 44.4% of master students are at Low level compared to only 23.8% of doctoral students who are found at the Low level. It was also revealed that both groups have difficulties in quantitative research concepts specifically on research design, sampling, and data collection topics. The most common suggestions received from master students are to segregate the course between master and doctoral students and to have more specific content on the course. Future study should have more representatives of postgraduate students and larger samples for inferential statistics to compare mean between the groups and to examine the association between research experiences and research methodology knowledge.
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Seegmiller, Jeff G., Alan Nasypany, Leamor Kahanov, Jennifer A. Seegmiller, and Russell Baker. "Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review." Athletic Training Education Journal 10, no. 1 (2015): 47–56. http://dx.doi.org/10.4085/100147.
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ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.
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Paul Adekunle, Adesola, and Ezinwanyi Madukoma. "Information Literacy, Research Self-Efficacy, and Research Productivity of Doctoral Students in Universities in Ogun State, Nigeria." International Journal of Doctoral Studies 17 (2022): 479–511. http://dx.doi.org/10.28945/5030.
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Aim/Purpose: The main purpose of the study was to find out the influence of information literacy and research self-efficacy on the research productivity of doctoral students in universities in Ogun State, Nigeria. Background: The prosperity of any nation is inextricably tied to its research productivity in both quality and quantity. Hence, doctoral education, among others, is meant to sustain research productivity by training students that will possibly assume the role of researchers in the future. However, despite the importance of research productivity to the prosperity of a nation and the sustenance of scholarship, evidence from the literature has shown that doctoral students globally and in the study’s locale do experience low research productivity, manifested as low publication count, underdeveloped strategies for thesis writing, and unusually prolonged doctoral education. This study, therefore, examined the influence of information literacy and research self-efficacy on research productivity of doctoral students in universities in Ogun State, Nigeria. Methodology: The study used a survey research design. The population of the study was 1,418 doctoral students from six universities in Ogun State already undertaking doctoral programs out of nine licensed by the National Universities Commission (NUC). The Research Advisor’s table was used to select a sample size of 306. A structured and validated questionnaire was used for data collection. Cronbach’s alpha reliability coefficient for the constructs ranged from 0.72 to 0.98. The response rate was 92%. Data were analyzed using descriptive and inferential (simple and multiple regression) statistics. Contribution: To the best of the researcher’s knowledge, this is the only study that has combined information literacy with research self-efficacy as predictors of doctoral students’ research productivity. Therefore, it has added to the existing literature on information literacy, research self-efficacy, and research productivity by shedding light on the influence of information literacy and research self-efficacy on research productivity. Findings: The findings of this paper are the following. 1. Research productivity of doctoral students in universities in Ogun State, Nigeria was low as majority of the respondents scored below the criterion mean in all the measured items. 2. This low research productivity was notable in publication count, presentations at conferences and thesis writing, leading to unusually prolonged doctoral education for most of the respondents. 3. The study showed that doctoral students in universities in Ogun State, Nigeria possessed a high level of information literacy. 4. There was a positive and significant relationship between information literacy and research productivity (R2= 0.076, F(1,282) = 4.582, p <0.05) of doctoral students in universities in Ogun State, Nigeria. 5. There was a positive and significant relationship between research self-efficacy and research productivity (R2= 0.060, F (1, 282) = 17.218, p<0.05) of doctoral students in universities in Ogun State, Nigeria. 6. Findings revealed that the level of research self-efficacy of doctoral students in universities in Ogun State, Nigeria was high Recommendations for Practitioners: Faculty should ensure that every doctoral student have access to a faculty advisor or mentor who is approachable and accessible. This will provide doctoral students with a roadmap for practice and constructive feedback. By strengthening doctoral students-faculty relationships, more opportunities arise for aspiring researchers to learn the general practices and procedures for conducting and designing studies, collecting, and analyzing data, and writing a well-organized manuscript. Recommendation for Researchers: The resultant model could be adopted by researchers to undergird related studies. Moreover, subsequent research can build on the findings of the empirical study to broaden the scope of research productivity of scholars Impact on Society: The study has accentuated the primacy of research and its continued production to the growth and development of every stratum of the nation. Consequently, it has become incumbent for the government and other stakeholders to promote its continued productivity by creating an enabling environment for doctoral students in Nigeria. Future Research: To further broaden this area of research, the following are suggested for fur-ther studies. Qualitative/focus group investigation of information literacy, research self-efficacy and research productivity of doctoral students. This may reveal more in-depth data not captured in the current study. The study can also be replicated in other states of the nation and other parts of the world as research productivity and its predictors cut across nations. Further studies can investigate other combinations of research productivity predictors.
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Boadu, Mark, and Mohamed Karim Sorour. "On Utilizing Grounded Theory in Business Doctoral Research: Guidance on the Research Design, Procedures, and Challenges." International Journal of Doctoral Studies 10 (2015): 143–66. http://dx.doi.org/10.28945/2251.
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Grounded theory is a powerful and rigorous theory building methodology that has attracted considerable interest in business research; however, it is a challenging endeavour especially for novice researchers and in particular at the doctoral level. Although several researchers have attempted to clarify the cannons of various grounded theory approaches, still there is a shortage in guidance for doctoral students who wish to apply grounded theory for their studies. Using an example from a grounded theory business doctoral thesis, this paper provides a guide on the research design and utilisation of the Straussian grounded theory at doctoral level. In doing so, the paper discusses the rationale, features, and benefits of grounded theory. Using an example from corporate governance research, the paper illustrates how the procedures of data analysis (coding), theoretical memoing, and theoretical sampling are applied to systematically generate a grounded theory. Finally, the paper discusses major challenges to utilising grounded theory and how these can be addressed by doctoral researchers. This paper provides a clear and pragmatic exposition that can be useful to guide doctoral researchers who are interested in utilizing the Straussian approach of grounded theory in their studies.
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L Conrey, Meredith, Gene Roberts, Jr., Melissa R Fadler, Matias M Garza, Clifford V Johnson, Jr., and Misty Rasmussen. "Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates." International Journal of Doctoral Studies 15 (2020): 305–27. http://dx.doi.org/10.28945/4572.
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Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.
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ian der Vleuten, Cees. "Research in medical education: Doctoral dissertation reports." Medical Teacher 32, no. 4 (2010): 288–89. http://dx.doi.org/10.3109/01421591003604982.
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Robins, Anthony, and R. Benjamin Shapiro. "The growth of computing education doctoral research." ACM SIGCSE Bulletin 48, no. 4 (2016): 3. http://dx.doi.org/10.1145/3015259.3015261.
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Whipple, Ellen E., Susan E. Grettenberger, and Marilyn S. Flynn. "Doctoral Research Education in a Social Context." Journal of Teaching in Social Work 14, no. 1-2 (1996): 3–26. http://dx.doi.org/10.1300/j067v14n01_02.
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Okech, Jane E. Atieno, Randall L. Astramovich, Megan M. Johnson, Wendy J. Hoskins, and Deborah J. Rubel. "Doctoral Research Training of Counselor Education Faculty." Counselor Education and Supervision 46, no. 2 (2006): 131–45. http://dx.doi.org/10.1002/j.1556-6978.2006.tb00018.x.
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Kerlin, Scott P. "Pursuit of the Ph.D." education policy analysis archives 3 (November 8, 1995): 16. http://dx.doi.org/10.14507/epaa.v3n16.1995.
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he thesis is put forward that changes in public policy which originally promoted broad access to higher education are leading to the diminished likelihood that minorities, those from low-income backgrounds and females in underrepresented disciplines will pursue, or be able to complete, the doctorate. By reviewing a wide range of research literature and statistical reports on the status of doctoral education in the U.S. & Canada, a detailed sociological portrait of those who pursue the Ph.D. is presented. Recommendations are given for further research on doctoral education, particularly in areas of attrition,retention, student indebtedness, social stratification, and post-doctoral career plans.
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Yang, Hongqing. "A Triple Helix Model of Doctoral Education: A Case Study of an Industrial Doctorate." Sustainability 14, no. 17 (2022): 10942. http://dx.doi.org/10.3390/su141710942.
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The knowledge economy requires a revolution in doctoral education. This article generalizes a triple helix model of doctoral education based on the existing literature. Further, it conducts a case study of a Center for Doctoral Training sponsored by the Engineering and Physical Sciences Research Council in the United Kingdom. This research adopts document and observation studies as instruments to examine the roles of university, industry, and government, and their interactions, in doctoral education. Through document and observation analyses, it finds that universities provide disciplinary, interdisciplinary, and professional training to doctoral students; industry offers research and training opportunities, research grants, and placements; and governments stimulate the cooperation between universities and industry through support policies and grants. Universities, industry, and governments benefit from these interactions, and these benefits reinforce their interactions. In the meantime, university autonomy is compromised by the involvement of industry and governments in doctoral education, although the rigor of the doctorates is not compromised because universities dominate the assessment. The curriculum, supervision, matching of research projects from industry with the research interests of doctoral students, and research outcomes, which are in the boundary spaces of the triple helix model of doctoral education, should be further developed for the development of industrial doctorates.
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Levin, Robert A., Michael Thomas, and John L. Wilson. "Engaging Doctoral Candidates in Action Research." Teaching Education 9, no. 2 (1998): 125–33. http://dx.doi.org/10.1080/10476210.1998.10335506.
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Cahusac de Caux, Basil. "Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis." International Journal of Doctoral Studies 16 (2021): 291–317. http://dx.doi.org/10.28945/4755.
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Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies. Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research. Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.
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Aguloye, Olajide. "Reexamining Doctoral Education: A framework for Leadership in the Context of Practice." Advances in Social Sciences Research Journal 8, no. 5 (2021): 449–56. http://dx.doi.org/10.14738/assrj.85.10150.
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Traditionally, doctorate in education is pitched on two platforms. The Doctor of Philosophy (Ph.D.) is pitched as belonging exclusively to the domain of research and scholarship, while the Doctor of Education (Ed.D.) is pitched as belonging to the domain of active professional practice. This distinction is dysfunctional to bridging the gap between research in the academe and research in professional practice. Research in the academe is often insular with theoretical intents and with outcomes that have limited utility for solving active problems of or in practice in education. This misguided distinction can be corrected through a new thinking of the educational purpose and outcome-expectations for Ph.D. and Ed.D. programs in education. Doctoral education, irrespective of nomenclature (Ph.D. or Ed.D.) should be envisioned as leadership platforms through which knowledge and practice is used seamlessly to continuously ignite innovation and transformation in education. This paper proposes a framework for reexamining doctoral education and their comparative relevance in solving problems of and in practice. The paper aims to position the two doctoral education pathways as platforms for developing leaders who promote the generation and application of knowledge on solutions to problems of and in practice. Author presents a conceptual model that explores the two doctoral pathways through the lens of application of knowledge, research, and practice. Further research is proposed on how doctoral education can enhance practice in educational leadership and foster continuous improvements in education.
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Geffen, Larry. "Recent doctoral dissertation research on gifted." Roeper Review 7, no. 3 (1985): 193. http://dx.doi.org/10.1080/02783198509552892.
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Geffen, Larry. "Recent doctoral dissertation research on gifted." Roeper Review 7, no. 4 (1985): 261–62. http://dx.doi.org/10.1080/02783198509552912.
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Geffen, Larry. "Recent doctoral dissertation research Larry Geffen." Roeper Review 8, no. 1 (1985): 57–58. http://dx.doi.org/10.1080/02783198509552932.
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Geffen, Larry. "Recent doctoral dissertation research on gifted." Roeper Review 8, no. 2 (1985): 124–25. http://dx.doi.org/10.1080/02783198509552952.
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Geffen, Larry. "Recent doctoral dissertation research on gifted." Roeper Review 8, no. 3 (1986): 204–6. http://dx.doi.org/10.1080/02783198609552973.
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Geffen, Larry. "Recent doctoral dissertation research on gifted." Roeper Review 9, no. 1 (1986): 63–64. http://dx.doi.org/10.1080/02783198609553009.
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