Academic literature on the topic 'Doctoral students in fiction'
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Journal articles on the topic "Doctoral students in fiction"
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Babina, Agata. "Flash Fiction Story, an Authentic Text for Literacy Development in Spanish as a Foreign Language." Sustainable Multilingualism 21, no. 1 (December 1, 2022): 197–226. http://dx.doi.org/10.2478/sm-2022-0018.
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Summary The present study is based on flash fiction texts as a tool for literacy. Literacy has been highlighted as one of the main ideas in the new Educational Standard of Latvia (in force since September 2020). This fact, followed by Solvita Berra’s recent research on original texts in foreign language teaching, leads to the exploration of flash fiction stories (sp. microrrelatos) as an authentic text and a perfect tool for promoting literacy in the Spanish as a foreign language (ELE) classroom, since it blends perfectly with a variety of creative writing exercises. The flash fiction is a narrative genre that has had a great impact on the Spanish academic field in recent decades. The introduction of flash fiction in the ELE classroom has so far been proposed in several master’s dissertations, but its research at a scientific level is still very scarce. The benefits of the introduction of this literary genre in didactics have been treated at the doctoral thesis level by Belén Mateos Blanco (University of Valladolid) and later published in the manual “The flash fiction as a didactic tool in the teaching of ELE”, and few others. However, flash fiction stories are good socio-cultural references and serve both, for the teaching of different literary, linguistic and sociocultural aspects, as well as for the promotion of literacy. In addition, they represent a great variety of Spanish, since they have been written by authors from almost all Spanish-speaking countries. The empirical part of the article presents two didactic Units developed based on the use of flash fiction stories for the A1–A2 and B1 Spanish acquisition level. These two units form part of a 20-unit didactic material created as a result of a doctoral thesis. Here published proposal has been proved in the classwork with University of Liepaja students of the 1st and 2nd year of Spanish studies.
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Wildemuth, Barbara M. "The Types of Publications Read by Finnish Scholars Vary with Their Purposes for Reading." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 229–32. http://dx.doi.org/10.18438/eblip29667.
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A Review of:
Late, E., Tenopir, C., Talja, S., & Christian, L. (2019). Reading practices in scholarly work: From articles and books to blogs. Journal of Documentation, 75(3), 478-499. https://doi.org/10.1108/JD-11-2018-0178
Abstract
Objective – To closely examine the role of reading in scholarly work, with particular attention to the relationships between reading practices and characteristics of the scholars, the types of publications they read, and the context of reading.
Design – Survey.
Setting – Universities in Finland.
Subjects – 528 academics (research directors/managers, professors, post doctoral researchers, doctoral students, lecturers, and researchers).
Methods – An online survey was distributed in Finland, October-December 2016. The first part of the survey asked about scholars’ general reading practices; the second part asked about their most recent reading of two particular publications, one a journal article and the other a different publication type. In relation to these two readings, the scholars provided information about the documents read, the reading process and context, how the document was identified and obtained, and the effect of the reading on their work.
Main Results – On average, the scholars read 59 publications per month: 20 journal articles, 3 books, 5 conference proceedings or research reports, 17 newspaper articles, 9 magazine articles, 4 blogs, and 2 non-fiction/fiction books. There was no statistically significant difference in the number of journal articles read across disciplines, but the number of books read was highest in the humanities and social sciences and lowest in the sciences and medical sciences. Frequency of reading of particular publication types also varied by work focus (research vs. teaching/administrative) and by the nature of the scholar’s research (basic vs. applied).
The scholars were also asked about the importance of reading different publication types. Overall, scholarly journals and article compilations were rated as most important for scholarly reading. Differences in these ratings were found across disciplines, work focus, nature of the research, and scholar rank/status.
Part 2 of the survey focused on the most recent items read by the scholars. Their reading of journal articles, scholarly books, and conference proceedings/research reports was mainly for the purpose of research and writing. Their reading of newspaper articles, magazine articles, and blogs was mainly for current awareness and continuing education. Their reading of non-fiction/fiction books was mainly for their personal interest or pleasure. None of these publication types was specifically focused on supporting the scholars’ teaching.
Over 70 percent of the recent readings were new, rather than re-readings. Across all publication types, the scholars read at least parts of the item “with great care”. Almost half of the journal articles recently read have been or will be cited in the future; this proportion was also high for scholarly books and conference proceedings/research reports, but not for the other publication types.
The most recently read journal articles were brought to the scholar’s attention primarily through searching; they became aware of scholarly books and conference proceedings/research reports through both searching and because another person told them about the item. Scholars mainly obtained journal articles and scholarly books from their libraries, but they also obtained articles on the Internet and scholarly books from another person.
Forty percent of the scholars read journal articles by printing a downloaded copy, but over half read them on a computer, mobile phone, or e-reader. Over half of the scholarly books were read from published/printed copy, but 18% read the book in an electronic version. Most reading occured in the scholar’s office or lab.
Over half the journal articles and conference proceedings/research reports read were published within the last year; just under half the scholarly books read were published within the last year. While these scholars worked in Finland, 91% of the journal articles and 73% of the scholarly books they read were published in English.
Conclusion – The results from this study confirmed and extended findings from previous studies (e.g., Tenopir et al., 2010, 2015). They demonstrated that scholars read a variety of types of publications for a variety of purposes. However, journal articles still dominated the reading and the perceptions of importance among the various publication types, particularly for the purposes of research and writing. This paper provides a first look at scholars’ uses of the other publication types and the influence of work tasks on reading practices; further research is needed to understand these relationships more fully. In general, the disciplinary differences in reading practices found in this study mirror the different publishing practices of the disciplines and so may be affected by future evolution toward open access and social media use for scholarly communication.
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Sultangaliyeva, Rita. "CHRONOTOPIC FUNCTION OF LITERARY INTERIOR IN KAZAKH PROSE OF THE INDEPENDENCE PERIOD." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 1 (March 15, 2024): 213–23. http://dx.doi.org/10.55808/1999-4214.2024-1.16.
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The purpose of the study is to study how important the literary interior plays in the text of a work of art, to analyze this narrative unity in the context of artistic unity, which plays an important role in understanding the poetics of works, in transmitting their aesthetic value to the reader. This article discusses the concept of "interior", which has entered the circulation of the Kazakh literary science and the problems of artistic poetics and the functioning of the literary interior. The activity of the literary interior is comprehensively analyzed and confirmed by examples. The review of the research works considered around the formation of the artistic space of the literary interior is given. The features of the application of the subject detail underlying the idea and theme of the work are determined. The relevance of the research lies in the fact that the Kazakh literary science still analyzes the issues of poetics and activity in modern Kazakh prose as an actual topic on the way to the formation of a literary theoretical concept. The analysis of the structural features of the literary interior in a literary text reveals its main and other functions. Activity in cognition of space, inner world, character, being in which the hero lives is analyzed in continuity with the problems of aesthetics in fiction. The identification of modern Kazakh works of art and the manifestations of literary interior in them, taken on the object of research, increases the scientific value of the study. Examples are given from works about the place that the aestheticization of objects, details of the objective world occupies in a person's life. The concept of interior in literature is analyzed in connection with such broad aspects of the work as plot, composition, symbolic system. Practical significance of the research work: it can be used in lectures on literary studies, for students and undergraduates, doctoral students dealing with literary studies. In the process of interpreting a work of art on the theater stage, scriptwriters and production directors have a lot to do. The following methods were used in the study: theoretical analysis, generalization, systematization and comparative analysis.
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Pransky, Joanne. "The Pransky interview: Professor Robin R. Murphy, Co-founder of the Field of Disaster Robotics and Founder of Roboticists Without Borders." Industrial Robot: An International Journal 45, no. 5 (August 20, 2018): 591–96. http://dx.doi.org/10.1108/ir-07-2018-0136.
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Purpose This paper is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry engineer-turned successful innovator and leader regarding the challenges of bringing technological discoveries to fruition. This paper aims to discuss these issues. Design/methodology/approach The interviewee is Dr Robin R. Murphy, Raytheon Professor of Computer Science and Engineering, Texas A&M University; Co-lead, Emergency Informatics EDGE Innovation Network Center, Texas A&M, Director of the Humanitarian Robotics and AI Laboratory and Vice President of the Center for Robot-Assisted Search and Rescue (CRASAR) http://crasar.org. In this interview, Dr Murphy provides answers to questions regarding her pioneering experiences in rescue robotics. Findings As a child, Dr Murphy knew she wanted to be a mechanical engineer and obtained her BME degree from Georgia Institute of Technology (Georgia Tech). While working in industry after her BME, she fell in love with computer science and received an MS and PhD in Computer Science at Georgia Tech where she was a Rockwell International Doctoral Fellow. In the mid-1990s, while teaching at the Colorado School of Mines, she pioneered rescue robots after one of her graduate students returned from the Oklahoma City bombing and suggested that small rescue robots should be developed for future disasters. The National Science Foundation awarded Murphy and her students the first grant for search-and-rescue robots. She has since assisted in responses at more than 20 worldwide disasters, including Hurricane Katrina, the Crandall Canyon Mine collapse, the Tohoku Tsunami and the Fukushima Daiichi nuclear accident. Originality/value The response to the World Trade Center attacks after September 11, 2001 by Dr Murphy’s team from the University of South Florida (the only academic institution), along with four other teams brought together by CRASAR, marked the first recorded use of a rescue robot at a disaster site. In addition to being a founder in the field of rescue robots, she is also a founder in the field of human–robot interaction and the Roboticists Without Borders. She has written over 100 publications and three books: the best-selling textbook, Introduction to AI Robotics, Disaster Robotics and Robotics-Through-Science-Fiction: Artificial Intelligence Explained Six Classic Robot Short Stories. Dr Murphy has received approximately 20 national awards and honors including: the AUVSI’s Al Aube Outstanding Contributor Award, the Eugene L. Lawler Award for Humanitarian Contributions within Computer Science and Informatics, CMU Field Robotics Institute “Pioneer in Field Robotics” and TIME Magazine, Innovators in Artificial Intelligence. She is an IEEE Fellow.
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Seaver, Earl J. "Recruiting Doctoral Students." Perspectives on Issues in Higher Education 1, no. 1 (June 1997): 4–6. http://dx.doi.org/10.1044/ihe1.1.4.
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Boyce, B. Ann, Casey Hollibaugh, Jackie L. Lund, Gloria Napper-Owen, and Danielle Almarode. "Doctoral Students’ Perspectives on Their Doctoral Dissertations." Quest 71, no. 3 (June 24, 2019): 311–20. http://dx.doi.org/10.1080/00336297.2019.1618073.
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Ryś, Krystian. "Social Insurance for Doctoral Students of Doctoral Schools." Białostockie Studia Prawnicze 25, no. 4 (December 1, 2020): 125–35. http://dx.doi.org/10.15290/bsp.2020.25.04.09.
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Abstract The reform of the doctoral student education system, resulting in a departure from conducting third degree studies in favour of doctoral schools, resulted in changes in the field of social security law. The status of a doctoral student receiving a doctoral scholarship has become independent grounds for compulsory retirement, disability and accident insurance. At the same time, it is the basis for voluntary sickness insurance. The author criticises the granting of doctoral students the right to acquire cover under this type of insurance. Their actual situation when receiving a doctoral scholarship is far different from the situation of other persons (grounds) covered by sickness insurance. The author also discusses the issue of coincidences of grounds for social insurance of doctoral students. The legislator categorised the collection of a doctoral scholarship in the group of absolute grounds for insurance. Unfortunately, it omitted in the regulation of Art. 9 sec. 1a of the Act on Social Insurance System a reference to the basis of the contributions on the received scholarship, which in extreme cases may lead to a significant extension of the doctoral student’s social insurance obligation.
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Boyce, B. Ann, Jacalyn Lund, and Kason O'Neil. "PETE Doctoral Institutions: Programs, Faculty, and Doctoral Students." Research Quarterly for Exercise and Sport 86, no. 3 (June 26, 2015): 311–18. http://dx.doi.org/10.1080/02701367.2015.1041634.
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Miller, Emma, and Georgianna Duarte. "Mentoring Diverse Doctoral Students." International Journal of Diversity in Education 12, no. 1 (2013): 27–34. http://dx.doi.org/10.18848/2327-0020/cgp/v12i01/40100.
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Benjamin, Ludy T., Maureen Durkin, Michelle Link, Marilyn Vestal, and Jill Acord. "Wundt's American doctoral students." American Psychologist 47, no. 2 (1992): 123–31. http://dx.doi.org/10.1037/0003-066x.47.2.123.
Full textDissertations / Theses on the topic "Doctoral students in fiction"
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Kirkland, Margot Anne. "Professional doctoral students and the doctoral supervision relationship : negotiating difficulties." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27852.
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This research considers the experiences and difficulties that professional doctoral students face and the supervision relationship. Winnicott’s psychoanalytical ideas are used to understand and make sense of the less visible dynamics that shape the professional doctoral students’ narratives. Semi-structured interviews are used to sensitively explore in-depth the nature of difficult experiences. The method of analysis was both compatible with the psychoanalytical theoretical perspective and with the qualitative interview method. The analysis provided an opportunity to listen to and make sense of the professional doctoral students’ narratives in four different ways. The thesis begins with a review of the wider doctoral education research context. Changes, taking place in that context, are considered, looking particularly at the impact of the knowledge economy on doctoral educational research in general and, more specifically, on professional doctoral educational research. Literature within doctoral education highlights supervision models and psychoanalytical supervision models designed for doctoral supervision practice and doctoral student support. Key findings relate to the professional doctoral students’ expectations and the perceptions that shape their difficult experiences. Firstly, professional doctoral students have little knowledge of doctoral supervision before beginning their first doctoral supervision relationship. The professional doctoral students’ expectations and perceptions influence their supervision relationships. When the professional doctoral students negotiate their expectations, they experience a productive working supervision relationship. However, when professional doctoral students exclude difficult experiences from their supervision relationships they do not get an opportunity to make sense of their experiences. Informal pastoral support, such as cohorts, peer groups and families, provide additional space for the professional doctoral students to talk about their difficult experiences. However, this thesis shows that informal support does not provide an academic framework for the professional doctoral student to understand their difficult experience within a doctoral research context. In contrast, this research suggests that the supervision relationship between the professional doctoral student and the supervisor can offer a supervision space informed by Winnicott’s psychoanalytical ideas. In this space supervisors and supervisees can explore difficult professional doctoral student experiences in a creative, playful and academic environment. The thesis concludes by considering the implications for doctoral supervisors and for professional doctoral students. In doing so, I offer recommendations that include points to consider for Higher Education policy, professional doctoral education and supervision training.
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Hsiang, Ying Ying Nikko. "Overseas doctoral students' identity evolution." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22089.
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This qualitative research follows narrative enquiry principles and explores the implications of studying abroad for overseas doctoral students’ identity evolution. The research argues for the legitimacy of the concept that views identity as a state that evolves over time and across space as it undergoes ambivalence and emancipation (Bhabha 2004; Hall, 1990; Rutherford, 1990). The inquiry was informed by the data collected from in-depth interviews of eight overseas doctoral students from seven nationalities, three academic disciplines, and at different stages in their Ph.D. research. They were individually interviewed four times with an interval of three months in between from 2011 to 2012. The narratives concerning their learning and living experience, interpreted in the light of academic, personal, social, and cultural and national aspects of life, contextualise the participants and reveal their identity evolution and hybrid identities. Findings address dynamics of the Ph.D. journey, supervisory issues, socio-economic factors, national and cultural identities developed overseas, change over time and across space, and impact of being involved in this study. These findings reveal that the overseas doctoral students’ doctoral journey is extraordinary in that it reflects a period of time that is dynamic and destabilizing; it can pose the risk of a loss of cultural identity; it can be transactional; it reveals the family as a strong support system; it illustrates that global awareness is fluid that the social life can undergo ambivalence and emancipation from social codes and cultural norms, and that hybrid identities have various forms. The implications of this study are that there is no linear progression in identity evolution, that being empowering is not always the result of hybrid identities, that a past-present-future dynamic emerges to facilitate identity evolution, and that an overseas doctoral education is part of a personal life spectrum. My study underscores the value of the role of a holistic supervisor that unifies the roles of a mentor and an advisor; indicates that Ph.D. host institution is advised to see overseas doctoral students as more than ‘students’ but as whole persons developing under different circumstances; and, problematises the notion of objectivity in conducting a research study such as this one in which the advantage of empathy outweighs the risks of subjectivity. I distinguished between what I found to be particular to overseas students as compared to observations that I found to be applicable to all doctoral students. While Ph.D. phases, student-Ph.D. relationship, additional requirements and work during the Ph.D. process, supervisor issues, and identity presentation, shifts, and management were indicative of the general doctoral students’ learning and living experiences, writing concerns, socio-economic factors that involved home country situations, friendship sought in a different context, socio-cultural adjustment, and cultural and national identities were signposts of the doctoral student with overseas status. Most importantly, my study suggests that overseas doctoral students are distinct and worth studying and their identities were responsible for a myriad of situations for them to evolve.
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Farris, Terry Richard. "First-Generation Doctoral Male Students' Experiences of Doctoral-level Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2085.
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Recent research suggests a lack of information about the experiences of first-generation doctoral men who have moved from ground-based education to online education, which can negatively impact program completion for this group. This collective case study investigated the experiences of a group of first-generation doctoral male students attempting doctoral-level online education for the first time, in particular, to identify and develop a deep understanding of their experiences in interacting, participating, communicating, and relating with colleagues and instructors. The conceptual frameworks of the study were connectivism, experiential learning, symbolic interactionism, and constructionism. Data were collected through participant questionnaires, Skype interviews, and blogs, and analyzed using Microsoft Excel, Quicktime software, and NVivo to develop themes and codes that were intuitively constructed by the researcher. The study results provided evidence of limited interaction, participation, communication, group work or collaboration, and personal relationships with colleagues and instructors in online education at the university. Study findings suggest needed areas of improvement for universities, especially as they relate to students feeling more connected to their colleagues and instructors. The study findings can inform the design of practice that impacts retention and degree completion of first-generation doctoral male students who have transitioned from ground-based education to online education.
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Ucker, Perotto Lilian. "De ida y vuelta: Una investigación biográfica-narrativa en torno a las experiencias de ser estudiante en la universidad." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/298723.
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A pesar de que la internacionalización no es un concepto nuevo en la educación superior, en los últimos 20 años su impacto viene provocando discusiones sobre el papel que asume en la actualidad la universidad en la economía mundial, y las consecuencias de pensar la internacionalización como un objetivo significativo para el sistema educativo de enseñanza superior. Sin embargo, muchos investigadores vienen demostrando cierta preocupación cuando, el capitalismo académico comienza a inducir los proyectos de internacionalización según los intereses del mercado, en lugar de considerar las experiencias de los que más sufren sus consecuencias, los estudiantes internacionales. Me pregunto, ¿cómo podemos entonces tratar y abordar el tema de "la internacionalización de la educación superior" teniendo en cuenta el relato de los estudiantes extranjeros? Frente a este contexto y a partir de mi experiencia como estudiante internacional, definí como objeto de estudio ¿cómo se constituye el sentido de ser estudiante de doctorado de Brasil en Barcelona?, trayendo así como pregunta de la investigación: ¿por qué es importante y necesario pensar en las pedagogías y prácticas que tengan en cuenta el contexto internacional? Desde una perspectiva narrativa de investigación, propongo conocer para comprender lo que dicen nueve estudiantes brasileños sobre sus experiencias como estudiantes en la Universidad en Barcelona. En un primer momento, al entrevistarlos, mi objetivo fue conocer la historia de cada estudiante para comprender más tarde qué dicen los relatos sobre la experiencia de ser un estudiante en Barcelona. Además de las entrevistas, los sujetos han compartido imágenes y canciones que, para ellos, también representaban sus experiencias. Como estrategia narrativa de investigación, esta tesis está organizada a través de siete cartas. Además de funcionar como un recurso ficcional, las cartas son espacios de diálogo e interlocución en el que el investigador se relaciona con otros personajes, los destinatarios de las cartas (tribunal de la tesis doctoral, amigas, Meeri Hellsten, colaboradores de la investigación, los futuros estudiantes internacionales y el director la tesis doctoral), enseñándoles escenas y acontecimientos que se configuran importantes para el problema de la tesis, y que promueven así un espacio-tiempo singular de construcción de la subjetividad de los colaboradores de la investigación.Apesar de a internacionalização não ser um conceito novo para o Ensino Superior, é nos últimos vinte anos que seu impacto tem provocado discussões a respeito do papel que assume hoje a universidade na economia mundial e as consequências de se pensar e tomar a internacionalização como meta para o sistema educativo. No entanto, muitos pesquisadores têm demonstrado certa preocupação quando o capitalismo acadêmico passa a induzir e direcionar os projetos de internacionalização segundo os interesses do mercado, ao invés de considerar o relato e a experiência daqueles que mais sofrem seu impacto, o dos estudantes internacionais. Pergunto-me como podemos, então, abordar e aproximar o tema ‘internacionalização do Ensino Superior’ levando em consideração o relato dos estudantes estrangeiros. Foi frente a este contexto e a partir das minhas inquietações como estudante internacional que defini como foco de estudo para esta investigação o modo como é constituído/construído o sentido de ser estudante brasileiro de doutorado em Barcelona, trazendo, assim, como pergunta da pesquisa: por que é importante e necessário pensarmos em pedagogias ou práticas que levem em conta o seu contexto internacional? Desde uma perspectiva narrativa de investigação, me propus, nesta tese, a conhecer, para então compreender, o que dizem nove estudantes brasileiros sobre suas experiências como estudantes na universidade em Barcelona. Em um primeiro momento, ao entrevistá-los, meu objetivo era conhecer a história de cada um deles, para mais tarde compreender o que tais relatos ‘diziam’ sobre a experiência de ser estudante em Barcelona. Além das entrevistas, os sujeitos compartilharam imagens e músicas que, conforme eles próprios, também representavam suas experiências. Como estratégia narrativa de investigação, esta tese está organizada através de sete cartas. Além de servir como recurso ficcional, as cartas são espaços de diálogo e interlocução onde a investigadora se relaciona com outros personagens, os destinatários das cartas, o tribunal da tese de doutorado, algumas amigas, Meeri Hellstén, os colaboradores da pesquisa, os futuros estudantes internacionais e o diretor da tese de doutorado; trazendo a tona fatos e acontecimentos importantes para a discussão da problemática da tese e promovendo assim um espaço-tempo singular de construção da subjetividade dos colaboradores da pesquisa.
Despite the fact that the internationalization is not a new concept for the Higher Education, it is from the last twenty years that its impact has provoking discussions concerning the role which the university assumes, nowadays, in the international economy and the consequences of thinking and taking internationalization as a goal of the educational system. However, many researchers has demonstrating some concern when the academic capitalism starts to induce and to direct the internationalization projects in accordance with the market interests, instead of considering the report and the experience of those who are the most affected with its impact, the international students. I ask myself how can we approach the theme ‘Internationalization of Higher Education’ considering the international students’ reports. Considering this context and from my own unrests as an international student, I have defined as the focus of this study the way how it is constituted/constructed the meaning of being a Brazilian doctoral student in Barcelona, bringing, thus, as the research question: ‘Why is it important and necessary to think about pedagogies or practices which consider its international context?’. From a narrative perspective of investigation, I have proposed myself, in this thesis, to know; in order to, then, comprehend; what do the nine Brazilian students say about their experiences as students in the University of Barcelona. In a first moment, by interviewing them, my goal was to know each one’s history, in order to, later, comprehend what did such reports were saying about the experience of being a student in Barcelona. Beyond the interviews, the subjects shared images and songs which, according to their reports, were also representing their experiences. As a narrative strategy of investigation, this thesis is organized through seven letters. Beyond of serving as a fictional resource, the letters are spaces of dialogue and interlocution where the researcher relates to other personas: the letters’ addressees, the examiner of the doctoral thesis, some friends, Meeri Hellstén, those who collaborated with the research, the next international students and the thesis director; bringing, thus, some facts and happenings which are important for the discussion of this thesis’ issue and promoting a singular time-space for the construction of the subjectivity of the research collaborators.
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Lampley, James, Donald W. Good, and S. Abraham. "Expectations and Experiences of Online Doctoral Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/253.
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Boyce, B. Ann, Jacalyn Lund, and Kason M. O’Neil. "PETE Doctoral Institutions: Programs, Faculty and Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4053.
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Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011–2012 academic years and selected summary data from 1996–1997 through 2011–2012. Results/Conclusion: As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.
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Patterson, Dana Murray. "Divorcing the doctor black women doctoral students and their intimate relationships during the doctoral process /." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/d%5Fpatterson%5F030606.pdf.
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Herbert, Elanna, and n/a. "Hannah�s Place: a neo historical fiction (Exegesis component of a creative doctoral thesis in Communication)." University of Canberra. Communication Media & Culture Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20070122.150626.
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The creative component of my doctoral thesis articulates narratives of female
experience in Colonial Australia. The work re-contextualises and re-narrativises
accounts of events which occurred in particular women�s lives, and which were
reported in nineteenth century newspapers. The female characters within my novel are
illiterate and from the lower classes. Unlike middle-class women who wrote letters
and kept journals, women such as these did not and could not leave us their stories.
The newspaper accounts in which their stories initially appeared reflected patriarchal
(and) class ideologies, and represented the women as the �other�. However, it is by
these same textual artefacts that we come to know of their existence.
The multi-layered novel I have written juxtaposes archival pre-texts (or intertexts)
against fictional re-narrativisations of the same events. One reason for the use of this
style is in order to challenge the past positioning of silenced women. My female
characters� first textual iterations, those documents which now form our archival
records, were written from a position of hegemonic patriarchy. Their first textual
iteration were the record of female existence recorded by others. The original voices
of the fictionalised female characters of my novel are heard as an absence and the
intertext, as well as the fiction, now stands as a trace of what once existed as women�s
lived, performative experience.
My contention is that by making use of concepts such as historiographic metafiction,
transworld identities, and sideshadowing; along with narrative structures such as
juxtaposition, collage and the use of intertext and footnotes, a richer, multidimensional
and non-linear view of female colonial experience can be achieved. And
it will be one which departs from that hegemonically imposed by patriarchy. It is the
reader who becomes the meaning maker of �truth� within historical narration.
My novel sits within the theoretical framework of postmodern literature as a variant
on a new form of the genre that has been termed �historical fiction�. However, it
departs from traditional historical fiction in that it foregrounds not only an imagined
fictional past world created when the novel is read, but also the actual archival
documents, the pieces of text from the past which in other instances and perhaps put
together to form a larger whole, might be used to make traditional history. These
pieces of text were the initial finds from the historical research undertaken for my
novel. These fragments of text are used within the work as intertextual elements
which frame, narratively interrupt, add to or act as footnotes and in turn, are
themselves framed by my female characters� self narrated stories. These introduced
textual elements, here foregrounded, are those things most often hidden from view
within the mimetic and hermeneutic worlds of traditional historical fiction. It is also
with these intertextual elements that the fictional women engage in dialogue. At the
same time, my transworld characters� existence as fiction are reinforced by their
existence as �objects� (of narration) within the archival texts. Both the archival texts
and the fiction are now seen as having the potential to be unreliable.
My thesis suggests that in seeking to gain a clearer understanding of these events and
the narrative of these particular marginalised colonial women�s lives, a new way of
engaging with history and writing historical fiction is called for. I have undertaken this
through creative fiction which makes use of concepts such as transworld identity, as
defined by Umberto Eco and also by Brian McHale, historiographic metafiction, as
defined by Linda Hutcheon and the concept of sideshadowing which, as suggested by
Gary Saul Morson and Michael Andr� Bernstein, opens a space for multiple historical
narratives.
The novel plays with the idea of both historical facts and historical fiction. By giving
textual equality to the two the border between what can be considered as historical
fact and historical fiction becomes blurred. This is one way in which a type of textual
agency can be brought to those silenced groups from Australia�s past. By juxtaposing
parts of the initial textual account of these events alongside, or footnoted below, the
fiction which originated from them, I create a female narrative of �new writing�
through which parts of the old texts, voiced from a male perspective, can still be read.
The resulting, multi-layered narrative becomes a collage of text, voice and meaning
thus enacting Mikhail Bakhtin�s idea of heteroglossia.
A reading of my novel insists upon questioning the truthfulness or degree of reliability
of past textual facts as accurate historic records of real women�s life events.
It is this which is at the core of my novel�an historiographic metafictional
challenging by the fictional voices of female transworld identities of what had been
written as an historical, legitimate account of the past. This self-reflexive style of
historical fiction makes for a better construct of a multi-dimensional, non-linear view
of female colonial experience.
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Phelps, Jennifer Marie. "Otherwise, elsewhere : international doctoral students in globalized transnational spaces." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44158.
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This study asked broad questions about how and why talented individuals from around the world imagine and choose to pursue doctoral education in a particular location (the University of British Columbia in Vancouver, Canada), their experiences as international doctoral students in constructing and navigating their lives and studies in place and space, and their imagined careers, accomplishments, responsibilities and locations as they emerge from formal education with its apex of achievement. These trajectories into, through and beyond doctoral education were viewed through the lens of globalization theory and theories of capital with the purpose of understanding further how the phenomena associated with globalizing and networked social fields (including higher education, research, policy, work and migration) are reflected in student purposes, imaginations, choices and experiences. A case-study design focusing on a single institution and a multiple, embedded case research method which analyzed personal narratives were used.
The study found that international doctoral students pursue PhDs with many purposes in mind, some of which reflect dominant policy and institutional discourses of purpose for doctoral education (such as human capital development, career preparation and knowledge production). However, students were also found to utilize doctoral education abroad as a mechanism for building less theorized forms of capital, for contributing to social good, and for pursuing sometimes surprising private purposes. Their experiences in first becoming and then navigating life as international graduate students demonstrated immersion and engagement in the attributes of deeply globalized societies, including networked technologies, high levels of mobility, globalized fields of education, research and work, and transnational spaces in which borders and identities become more fluid. The growing global embrace of neoliberal, market-based ideologies infiltrated student experience and imagined careers in nuanced ways. However, while large-scale forces of globalization clearly shape international doctoral student trajectories, these forces are not homogenizing nor fully controlling of student experiences. Students navigate these forces with agency and strategy within their personal ranges of motion, and offer a multiplicity of narratives and trajectories that counter any singular notion of the “international doctoral student”. Implications for doctoral education, public policy, and further research are advanced.
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Koole, Marguerite. "Identity positioning of doctoral students in networked learning environments." Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663243.
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As the highest degree awarded, successful completion of a doctorate demands that learners work at a conceptual level. The demands of independent, original research intended to extend knowledge in a field can lead to oscillating feelings of confidence, acceptance, and belonging—intellectually and socially. Exposure to new ideas, norms, and ethics can cause learners to question their position within their various social contexts. The descriptions of doctoral experiences of identity positioning in networked learning environments is the focus of this thesis. I set out to examine to what extent doctoral students in two NL programs experience identity positioning; how they describe this process; and whether or not positioning might be described differently by students in different fields. This investigation took place at a distance university in Canada in which the learners used networking technologies to exchange information and discuss ideas. Participants were solicited from doctoral courses offered via networked learning in education and business. The main method of data collection was semi-structured interviews. The interviews were transcribed and coded through qualitative open coding in which I sought themes indicative of social positioning. Discourse analysis was also used to aid in the analysis of interview transcripts, allowing deeper interrogation of the meanings of and relationships between specific utterances appearing within the transcripts. The results indicate that doctoral students experience identity positioning across multiple aspects of their lives including, but not limited to their social, intimate, professional, and academic contexts. The importance of this work is partially directed towards the concerns of governments and funding agencies that may pass over the intangible benefits of doctoral studies in search of direct and measureable economic and social outcomes. More importantly, this work is intended to draw attention to the variety of social contexts that may impact doctoral students’ experiences, and how these influences might influence learners’ persistence, completion, and enjoyment of doctoral studies.
Books on the topic "Doctoral students in fiction"
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Harrison, Liz. Paperheads: Living doctoral study, developing doctoral identity. New York: Peter Lang, 2012.
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McAlpine, Lynn, and Cheryl Amundsen, eds. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0507-4.
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Ryan, Thomas G. The doctoral journey: Perseverance. Champaign, Illinois, USA: Common Ground, 2013.
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Andrews, Donna. Stork raving mad: A Meg Langslow mystery. New York: Minotaur Books, 2010.
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1948-, Thomson Pat, ed. Helping doctoral students write: Pedagogies for supervision. Abingdon, Oxon ; New York: Routledge, 2006.
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Gérard, Laetitia. Le doctorat: Un rite de passage : analyse du parcours doctoral et post-doctoral. Paris: Téraèdre, 2014.
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Burek, Amy. Never finish grad school: Excerpts from my livejournal 2004-2006. [Alameda, California]: Awkward Ladies Club, 2012.
Find full textBook chapters on the topic "Doctoral students in fiction"
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Dodd, Leanne. "Instituting Self-care Strategies for Doctoral Students." In The Doctoral Experience, 107–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18199-4_10.
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Mac Lane, Saunders, and Dirk Siefkes. "J. Richard Büchi’s Doctoral Students." In The Collected Works of J. Richard Büchi, 23. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-8928-6_5.
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Short, Andrew. "Teaching Qualification for Doctoral Students." In Critical Issues in Higher Education, 15–21. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-046-0_2.
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Kasworm, Carol, and Tuere Bowles. "Doctoral Students as Adult Learners." In On Becoming a Scholar, 223–41. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-18.
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Gloria, Alberta M., and Jeanett Castellanos. "Sustaining Latina/o Doctoral Students." In The Latina/o Pathway to the Ph.D., 169–87. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-12.
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Muniroh, Siti. "Maintaining Emotional Wellbeing for Doctoral Students: Indonesian Students’ Mechanism of Thinking Out Loud." In Wellbeing in Doctoral Education, 113–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9302-0_10.
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Lei, Jun. "Doctoral Students’ Dual Identities: Constraints and Affordances of Doctoral Publication." In Publishing during Doctoral Candidature, 79–99. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0988-9_5.
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Traina, Samuel J. "Advising Doctoral Students in Soil Science." In SSSA Special Publications, 67–73. Madison, WI, USA: Soil Science Society of America, 2015. http://dx.doi.org/10.2136/sssaspecpub37.c9.
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Gui, Jia, Shu-Wen Lan, and Luciana C. de Oliveira. "Writing for Publication as Doctoral Students." In Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics, 175–94. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003305934-15.
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Beltrán-Palanques, Vicent, and Edgar Bernad-Mechó. "Preparing doctoral students for conference presentations." In Current Trends in EMI and Multimodality in Higher Education, 184–201. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003205517-11.
Full textConference papers on the topic "Doctoral students in fiction"
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Dix, Jurgen. "Session details: Doctoral mentoring students." In AAMAS05: AAMAS '05 - Fourth International Joint Conference on Autonomous Agents and Multiagent Systems 2005. New York, NY, USA: ACM, 2005. http://dx.doi.org/10.1145/3246190.
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Jirsáková, Jitka, and Lukas Herout. "CAREER ANCHORS OF DOCTORAL STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1393.
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Kim, Heeyun. "Warning Signs of Doctoral Students' Attrition." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012107.
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Kotlyarova, Irina, Gennadii Serikov, Sergey Vaulin, and Igor Shchurov. "PREPARING DOCTORAL STUDENTS FOR PEDAGOGICAL DESIGN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0486.
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Maunula, Minna. "MULTIDIMENSIONAL EXPERTISE IN DOCTORAL STUDIES - DOCTORAL STUDENTS EXPERIENCES OF THEIR PERSONAL PROCESSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1041.
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Weng, Tsung-han. "The Doctoral Gaze: Transnational Doctoral Students' Language Socialization in the United States." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580468.
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Xu, Xingya. "Researcher Identity Development in the Doctoral Program: What Do Doctoral Students Say?" In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691435.
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Litoiu, Nicoleta, and Gabriela carmen Oproiu. "PROFESSIONAL COUNSELLING ACTIVITIES FOR DOCTORAL AND POST-DOCTORAL STUDENTS IN TECHNICAL UNIVERSITIES." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-125.
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Life's changes and maturation will require continued growth, personally and professionally. In the last period of time this objective has became really hard to achieve, not only because of pandemic conditions around the world in terms of health protection and the volatility of work labor lately, but also because the social side of our personalities and the spiritual aspect of human identity have been severely tested. Nowadays, the majority of Romanian universities are coping to these challenges. In these trouble times, we all started looking for ways in which we could be more efficient or "work smarter" in order to maintain the feeling of normality in our lives. The need for counselling is constantly increasing for all participants to education (students and teachers) as well as for the employees, as general. Before any other reframing levels of analysis, the first step in someone's career counselling process begins from analyzing the self-perspective, in terms of personal qualities (strong points and weaknesses), personal needs, aspirations and professional interests. According to these issues, this paper is aimed to present the good experience of implementation a career counselling training program, included in the project "Scholarships for entrepreneurial education of doctoral students and post-doctoral researchers", financed through the European structural funds. The project has been implemented in University POLITEHNICA of Bucharest in partnership to University DUNAREA DE JOS from Galati. Despite the fact that the focus of project's activities has been on entrepreneurial competences' development, as the title of project emphasized, the career counselling activities represented one of the most important and appreciated project's activity. The target group's level of satisfaction regarding this project's activity has been analyzed in the research described in this paper, proving its authentic value in order to highly increase the awareness of participants for continuous need of reflection on their motivation and aspirations about career. The quantitative research-based is aimed to analyze the participants' perceptions and opinions referring to professional counselling program's implementation, in terms of topics approached, effect and impact on developing their key abilities, such as: communication, planning and evaluation, decision making, management of socio-emotional skills, information about labor market etc.
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Beloev, Hristo, Diana Antonova, Angel Smrikarov, Galina Ivanova, Pavel Zlatarov, and Desislava Baeva. "Innovations in Doctoral Students Education and Training." In CompSysTech '21: International Conference on Computer Systems and Technologies '21. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3472410.3472443.
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Marrs, Sarah. "Measuring Perceived Research Competence of Doctoral Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685576.
Full textReports on the topic "Doctoral students in fiction"
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Ehrenberg, Ronald, George Jakubson, Jeffrey Groen, Eric So, and Joseph Price. Inside the Black Box of Doctoral Education: What Program Characteristics Influence Doctoral Students' Attrition and Graduation Probabilities? Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12065.
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Eisele, G. U.S. Stay Rates of Foreign-Born Doctoral Students from Sensitive Countries. Office of Scientific and Technical Information (OSTI), June 2002. http://dx.doi.org/10.2172/796927.
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Appley, Becky. The effectiveness of fiction versus nonfiction in teaching reading to ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5639.
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Valencia Quecano, Lira Isis, and Alfredo Guzmán Rincón. Explanatory Variables of Dropout in Postgraduate Education: A Scope Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2023. http://dx.doi.org/10.37766/inplasy2023.6.0011.
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Review question / Objective: To identify the individual, academic, socioeconomic, and institutional variables that influence student dropout at the postgraduate level (master's and doctoral), through a scope review. The following guiding questions were established: • RQ 1: What has been the bibliometric behavior of dropout publications in postgraduate students (master's and doctoral)? • RQ 2: What variables explain the dropout of postgraduate students (master's and doctoral) based on their categorization in individual, socioeconomic, academic, and institutional determinants? • RQ 3: What are the future research directions that should be addressed by academia in the study of dropout at the postgraduate level (master's and doctoral)?
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Ehrenberg, Ronald, and Panagiotis Mavros. Do Doctoral Students' Financial Support Patterns Affect Their Times-to-Degree and Completion Probabilities. Cambridge, MA: National Bureau of Economic Research, May 1992. http://dx.doi.org/10.3386/w4070.
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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.
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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.
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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.
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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3864.
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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.
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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019
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Fearns, Joshua, and Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, June 2023. http://dx.doi.org/10.58248/pn697.
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This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans that are not readily detected by humans. • Evidence suggests that the availability of people with specialist data skills in the UK is not sufficient to meet demand. • A 2021 study estimated that the supply of data scientists from UK universities was unlikely to exceed 10,000 per year, yet there were potentially at least 178,000 data specialist roles vacant in the UK. • Research finds that certain groups (such as women, those from minority ethnic backgrounds and people with disabilities) are underrepresented in the data workforce. A lack of workforce diversity has the potential to amplify existing inequalities and prejudices. • Initiatives to increase the number of people with data skills include degree conversion courses, doctoral training centres for PhD students, online up-skilling platforms, apprenticeships, and visas to attract international talent. • Efforts to reduce the skills gap can be hindered by the inconsistent definition of data skills, organisational culture, the availability of specialist primary and secondary school teachers, and barriers to people moving between sectors. • A 2022 inquiry by the Lords Science and Technology Committee concluded that a mismatch exists between the scale of the UK’s STEM skills gap and the solutions proposed by the UK Government, “especially given the UK’s ambition to be a science and technology superpower”. It described the Government’s policies as “inadequate and piecemeal”.