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1
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.
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Koole, Marguerite. "Identify positioning of doctoral students in networked learning environments." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/64294/.
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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.
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Walters, Gwendolyn Mae. "Perceived Caring of Instructors Among Online Doctoral Nursing Students." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372592935.
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Harbold, Emily Ann. "Perceived developmental issues of doctoral students in educational administration /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050228743.
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Gelles, Laura A. "Career Prospects and Resources of Domestic Engineering Doctoral Students." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7650.
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Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.
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Grigsby, Michelle Linn. "Personality, Coping, and Burnout in Online Doctoral Psychology Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/357.
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Completion times for doctoral psychology students are twice as long as those of other disciplines, and the attrition rate is over half of the matriculated students. Research indicates that (a) burnout plays an integral part in delayed completion and attrition for doctoral students and (b) personality and coping influence the development of burnout. In an effort to support prevention and intervention strategies, this study explored the gap in research regarding moderating effects of coping styles on the relationship between personality traits and burnout levels in online doctoral psychology students, as this population is growing at a significant rate and possesses additional risks for burnout due to physical isolation from faculty, academic peers, and support services. The NEO Five-Factor Inventory assessed the personality traits of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness; the Coping Inventory for Stressful Situations measured Task-, Emotion-, and Avoidant-Oriented coping styles; and the Maslach Burnout Inventory--Student Survey assessed the burnout dimensions of Exhaustion, Cynicism, and Efficacy. Results of multiple regression analysis indicated positive relationships between Neuroticism, Emotion-Oriented Coping, and Burnout, and negative relationships between Extraversion, Openness, Agreeableness, and Conscientiousness, Task-Oriented Coping, and Burnout. Avoidant-Oriented Coping was identified as a moderating variable on the predictive relationship between Conscientiousness and Professional Efficacy. This study contributes to social change by improving the understanding of burnout factors for online doctoral psychology students, which could enhance intervention strategies and improve timely program completion.
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Nolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.
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As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.
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Lainez, Gloria. "Assessing Cultural and Linguistic Competencies in Doctoral Clinical Psychology Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812228.
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With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training
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Friedrich-Nel, H., and JL Mackinnon. "EXPECTATIONS IN POSTGRADUATE SUPERVISION: PERSPECTIVES FROM SUPERVISORS AND DOCTORAL STUDENTS." Interim : Interdisciplinary Journal, Vol 12, Issue 1: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/292.
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Published ArticleThe relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.
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Dickens, Kristen N. "Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1789.
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The purpose of this phenomenological study was to explore the lived experiences of counselor education doctoral students who participated in multiple roles and relationships. Random purposeful sampling was used to conduct in-depth interviews with current doctoral students in CACREP-accredited counselor education programs who had completed at least one year of full-time enrollment as a doctoral student, participated in a minimum of two multiple roles that were provided in an a priori list, and had access to videoconferencing software in order to participate in the study.
The participants in this study reported and described perceptions of their lived experiences as counselor education doctoral students. The primary research question for the study was “How do counselor education doctoral students experience the phenomenon of multiple roles and relationships?” A review of the literature that examined types of multiple roles and relationships between counselor educators and students, ethical standards, and models for ethical management provided the foundation for the study. Semi-structured phenomenological interviews comprised of open-ended questions were used to collect data via videoconferencing software. Audio taped interviews were transcribed and analyzed for key words and descriptive terms. The data were coded into categories, categories were clustered into themes and themes were cross-analyzed to create super-ordinate themes. Super-ordinate themes were used to address the primary and secondary research questions.
Three super-ordinate themes emerged: awareness and education, multiple roles and relationships as transformative, and experiential learning. Implications for counselor education doctoral students and programs are presented along with recommendations for further research. Personal reflections of the researcher were provided.
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Farrell, Rebecca L. "Personal experiences of mentoring among doctoral students in counselor education." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26037.
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The call for mentorship in the counseling profession has recently become more prominent even though a comprehensive understanding of mentoring practices remains obscure. Researchers postulated that mentoring enhances students" professional development. Yet the frequency to which mentoring occurs and thus influences development is unknown due to the lack of empirical data. The purpose of this study was to examine mentorship, at the doctoral-level, in counselor education programs by identifying the following areas of mentoring: (a) structural components, (b) potential impact, and (c) important aspects. Personal experiences of 66 participants (sample of convenience) who were mentored as doctoral students were utilized.
The quantitative and qualitative results of this study were obtained through the utilization of the General Mentoring Questions, Mentoring Function Scale, and a short answer (one-shot) question. Participants, representing 28 CACREP accredited programs, identified aspects in the psychosocial and career domains of mentoring. Statistically significant differences (p<.05) in the psychosocial domain (M = 4.30) indicated that more intense mentoring occurred when compared to the career domain (M = 3.97). Statistically significant differences were not found across variables of age, gender, and race.
Participants qualitatively based responses to the most important aspect of their mentoring experiences assumed a more psychosocial orientation even when career-related functions were addressed. They were often encouraged, supported, respected, and protected while developing and/or enhancing teaching, research, service, and/or counseling based skills. Sentiments regarding the impact of the mentoring experiences on self-growth, self-confidence, and personal change were also expressed. Essentially, the participants" mentoring experiences seemed to reflect the counseling principles of relationship development and promotion of well-being and empowerment as well as adherence to professional ethics.
It is important to note that these results, which provide a small glimpse to mentoring, cannot be generalized. Implications, however, can be drawn. Mentorship could potentially impact retention and graduation rates and promote professional continuity and identity. Obtaining a richer comprehension of mentorship is required and will most likely enable the profession to maximize practices in an effective and ethical manner, address acclimation, and ensure its longevity.Ph. D.
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Hurley, Meredith Graupner. "Remediating the Professionalization of Doctoral Students in Rhetoric and Composition." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1285888664.
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Bushey-Miller, Becky A. "Assets, Strengths and Educational Pathways of First-generation Doctoral Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1466614502.
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Fuerth, Katherine M. "Resiliency in Academically Successful Latina Doctoral Students: Implications for Advocacy." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002763.
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Weaver, Kelli L. "Burnout, stress and social support among doctoral students in psychology." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1591.
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Thesis (Ph. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains v, 172 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 140-151).
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Hall, Nicola Jane. "An Exploration of Military Doctoral Students' Journey to Degree Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7227.
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Little is known about the experiences of doctoral students who are active duty military or veterans seeking a degree in counselor education and supervision (CES). The purpose of this research was to positively impact the counseling profession by ensuring adequate representation of military-competent counselors through an exploration of the academic journey of military students. This research sought to highlight military students' perceptions of barriers and contributors to degree completion. Selection criteria for participants involved any United States military personnel classified as active or inactive. These military personnel had to have earned within the past 12 months or were currently enrolled in a counselor education and supervision PhD program at an institution accredited by the Council for Accreditation of Counseling and Related Educational Programs. This research adopted a phenomenological hermeneutic theoretical approach to explore the lived experiences of 6 military students on their journey to degree completion in a CES doctoral program. The central research question focused on the lived experiences of military CES students related to their journey towards degree completion. Key results emerged in the form of themes that contributed to degree completion such as helping other veterans/giving back and programmatic fit. Themes that showed prevalent barriers to degree completion included professional identity development, military students and degree completion, environmental factors, and access to military counselors. The implications of this study for social change include supporting academic institutions in reducing the attrition rates of military CES students.
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Herndon-Stallings, Monica. "Online Doctoral Students and the Importance of Social Network Connections." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5346.
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University personnel offering online doctoral degrees struggle to address high attrition of students in the dissertation phase; these students can feel isolated, disconnected, and unmotivated. The purpose of this study was to explore ways online doctoral students in the dissertation phase used social networking sites (SNS) to overcome isolation and to increase persistence. The conceptual framework was situated in communities of practice (CoP) and the theory on self-determination. Research questions explored participants' experiences with using SNS to remain connected and persistent. Data were collected from in-depth interviews with 7 online doctoral students, who met the criteria of being in the dissertation phase for a minimum of 2 quarters and using at least 1 social networking site; the participants were from 4 online institutions in the United States. An interpretative phenomenological analysis was used to examine themes and interpret the lived experiences of participants. Findings revealed that online doctoral students in the dissertation phase valued working with peers and with doctoral graduates from other institutions as a strategy to remain persistent in completing their dissertations. They focused on learning and on sharing with others for social and emotional support in a safe environment. Other elements included being held accountable and being challenged to keep moving. The results could influence instructional design for online doctoral candidates emphasizing the use of SNS for support from a CoP. Implications for positive social change include higher education personnel supporting unmonitored SNS interactions and increasing trust within school-created SNS spaces for students in the dissertation phase.
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Lopez, Gilda Guadalupe. "A Phenomenological Inquiry of Seventeen Mexican American Women Doctoral Students' Perceptions of Their Doctoral Program as a Socialization Process /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114112626.
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Vandenbergh, Stefanie Josepha Emilie. "Towards explaining doctoral success at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85561.
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Thesis (MPhil)-- Stellenbosch University, 2013.ENGLISH ABSTRACT: Limited research in South Africa has been conducted on factors contributing to doctoral success, particularly on how doctoral candidates and graduates experience their studies and the transformation of candidates that can be associated with doctoral studies. This lack of information pertains to the successful completion of a doctoral study within a minimum period of time. It is difficult to predict who will eventually successfully complete their doctoral studies if the prediction is merely based on the results of previous qualifications. Such previous achievements are often insufficient and inadequate to ensure the successful completion of a doctoral study. Knowledge institutions such as universities seem not to pay adequate attention to the transformation of the person of the doctoral candidate and his or her becoming an independent researcher. Often, a narrow concept of the intellect of doctoral candidates is over-emphasised. Knowing, although limited, is transformative as it can often change who candidates are (or become) as graduates. Such transformation and the idea of a doctoral identity has rarely been the focus in doctoral education, as epistemological gain is regarded as being more important. The aim of this study was to establish a basic understanding of doctoral success at Stellenbosch University, mainly directed at exploring the challenges faced by doctoral candidates and thereby possibly contributing to the future support of doctoral candidates at the institution. By using an interpretive reseach paradigm and narrative analysis, a number of characteristics were identified as being useful by contributing to a clearer theoretical and conceptual understanding of doctoral success at Stellenbosch University. In the study a number of factors that facilitated doctoral success were also identified, and factors contributing to such success as indicated by participants themselves were defined. A conceptual framework of understanding that may underscore and justify strategies and actions promoting doctoral success are suggested in the study.
AFRIKAANSE OPSOMMING: Daar bestaan tans beperkte navorsing in Suid-Afrika oor faktore wat tot die sukses van doktorale studies bydra, veral ten opsigte van hoe doktorale kandidate en gegradueerdes hulle studies ervaar en die transformasie van kandidate wat deur doktorale studies meegebring word. Hierdie gebrek aan inligting het ʼn impak op die suksesvolle voltooiing al dan nie van ʼn doktorale studie binne ʼn minimum tydperk. Dit is moeilik om te voorspel wie uiteindelik hulle doktorale studies suksesvol sal voltooi as die voorspelling bloot op die resultate van vorige kwalifikasies gegrond is. Sodanige vorige prestasies is dikwels onvoldoende en ontoereikend om te verseker dat ʼn doktorale studie suksesvol voltooi sal word. Kennisinstellings soos universiteite gee skynbaar nie voldoende aandag aan die transformasie van die doktorale kandidaat as persoon of aan die proses waardeur hy of sy gaan om ʼn onafhanklike navorser te word nie. Dikwels word ʼn eng konsep van die intelligensie van doktorale kandidate oorbeklemtoon. Kennis, selfs al is dit beperk, is transformerend van aard omdat dit dikwels kan verander wie die kandidate as gegradueerdes is (of word). Sodanige transformasie en die konsep van ʼn doktorale identiteit was nog selde die fokuspunt in doktorale studie omdat epistemologiese voordele as belangriker beskou word. Die doel van hierdie studie, wat hoofsaaklik gerig was op ʼn ondersoek van die uitdagings wat doktorale kandidate moet aanspreek, was om ʼn basiese begrip van doktorale sukses aan die Universiteit Stellenbosch te vestig. Dit was dus ʼn poging om by te dra tot die toekomstige ondersteuning van doktorale kandidate aan hierdie instelling. Deur ʼn interpretatiewe navorsingsparadigma en narratiewe ontleding te gebruik, is ʼn aantal waardevolle eienskappe geïdentifiseer wat tot ʼn duideliker teoretiese en konsepsuele begrip van doktorale sukses aan die Universiteit Stellenbosch kan bydra. In die studie is ʼn aantal faktore geïdentifiseer wat doktorale sukses vergemaklik, terwyl ʼn oorsig ook gegee word van faktore wat volgens die deelnemers aan die studie tot sukses sal bydra. Hierdie studie stel ʼn konsepsuele begripsraamwerk voor wat strategieë en optrede wat doktorale sukses sal verhoog, ondersteun en regverdig.
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Masterman, Ann Katherine. "Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3826.
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Thesis advisor: Heather Rowan-KenyonThis study's purpose was to compare the lived experiences of doctoral women studying Education, a prototypically female field, with women studying Engineering, a prototypically male field to illustrate the phenomenon of doctoral degree progress in the two fields. Using critical feminist theory and Valian's (1999) concept of gender schemas, this study examined doctoral education culture in Education and Engineering and how these cultures influence women's doctoral student experiences and in turn their degree progress (Tong, 2009). Although women represent over 50% of doctoral student enrollment and degrees earned, gender disparities exist in Education and Engineering. Once enrolled, women are proportionally more likely to complete Education doctorates and less likely to complete Engineering doctorates (Council of Graduate Schools, 2008; Gonzales, Allum, and Sowell, 2013; Nettles and Millett, 2006). This trend is important because it implies there is something about Education and Engineering doctoral environments that make them more and less conducive for women's success, respectively (Gardner and Mendoza, 2010). This study used a qualitative interpretive phenomenological analysis (IPA) approach to capture the essence of women's doctoral degree progress by interpreting the lived experiences of 10 Education and 11 Engineering doctoral women (Smith, Flowers, and Larkin, 2009). After 63 in-depth interviews and two focus groups, four themes emerged. Overall, the Education women reported fewer positive doctoral experiences and more barriers to degree progress than the Engineering women due to the funding and research assistantship structure, the faculty advisor relationship, and the department environment. Both groups of women described doctoral education culture as proactive, independent, and competitive - characteristics more consistent with masculine gender schemas. Doctoral education culture also reflected the feminine gender schemas of flexibility and collegiality/collaboration, which were more apparent in the prototypically masculine Engineering field than in the prototypically feminine Education field. Implications for how doctoral education can be re-conceptualized, delivered, and researched are provided, calling for the incorporation of more feminine gender schemas into doctoral education culture in order to promote and achieve gender equity
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Cronshaw, Suzanne. "Mothers undertaking part-time doctoral study : experiences, perceptions and implications." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620456.
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This thesis explores the lived experience of women with children, i.e. ‘mothers’ undertaking part-time doctoral study and considers the challenges and conflicts that arise from what Brown & Watson (2010) describe as ‘dual lives’, managing the doctoral student role with the roles of mother and worker. The research aimed to consider extant conceptualisations and understandings so that alternative discourses could emerge, viewing the part-time doctoral experience through the lens of mothers. This was undertaken through the analysis and application of conceptual frameworks that fuse Communities of Practice (Wenger 2008), Self-Determination Theory (Deci & Ryan 1985), Self-Categorization Theory (Turner 1987) and Lived Experience (Manen 1990). The marginalized voices of ‘Mothers doing doctorates’ provide a new perspective on the ‘non-traditional’ PhD student experience, allowing a deeper understanding of the challenges facing this ‘community’ by identifying and analysing key themes of identity, motivation, feelings and beliefs within a framework of communities of practice. Identifying Wenger’s Communities of Practice as a framework for discussion, a model was developed in relation to the field data to understand the women’s experiences of part-time PhD study. This model focused on four key areas: learning as belonging, learning as becoming, learning as doing and learning as experience. Each area related to a major theme in the women’s experience, that of identity, motivation, the student experience and their own feelings and perceptions about themselves and the process. The findings determine the process of studying for a PhD provided the women with a means of identity expression that had previously been stifled through the adoption of the role of being a ‘mum’. Through part-time doctoral study, this sense of re-awakening both intellectually and personally provided women with a renewed sense of positivity and confidence, demonstrating a resistance against the dominant ideology that dictates women’s ‘natural’ place is in full-time motherhood (Hughes 2002). It provided them intellectual stimulus and allowed them a voice, that the mother role had smothered as it was not in-keeping with the in-group identities highlighted by the women as central to their public and private domain. The academic development of the women helped them to ii see themselves as ‘worthy’, strengthening their own identity as they developed a redefined sense of self. In securing data from thirty-five women, this research provides an original insight into the experiences of an obscured and marginalised group. The combination of narrative and autoethnographic methods has surfaced original data that highlights the experiences and impact of part-time PhD study on women with children. The contribution to current thinking around part-time PhDs is the critique of extant normative practice, this research illustrates and exemplifies how these existing processes marginalise mothers doing part-time doctorates and points to new approaches in practice.
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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.
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Thesis (Ph.D.)--City University of Hong Kong, 2006."Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
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Cross, Theodore Martin. "Staying the course| Grit, academic success, and non-traditional doctoral students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587687.
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As higher education changes to reach larger numbers of students via online modalities, both at the undergraduate and graduate levels, the issue of student attrition and other measures of student success become increasingly important. While research has focused largely on undergraduate online students, less has been done in the area of online non-traditional doctoral student success, particularly from the student trait perspective. On the trait level, the concept of grit has been identified as an important element of the successful attainment of long-term goals. Earning a doctorate can be classified as a long-term goal; therefore the purpose of this study was to examine the influence of doctoral student grit scores on student success. Success was measured in three ways: (a) in terms of persistence as measured by longevity in the program (the number of courses a student had successfully completed), (b) by examining current student GPA, and (c) by studying whether or not students have reached the critical milestone of successfully defending their dissertation proposal. The results of the study found no significant differences in mean grit scores for first, second, or third year students, nor found differences in mean grit scores for students that had or had not successfully defended their dissertation proposals. However, significant relationships were found between grit and current student GPA, grit and the average number of hours students spent of their program of study weekly, and grit and age. The results of this research are important for informing how doctoral education is structured, which characteristics may help students succeed, as well as providing areas for future research.
Keywords: Higher education, grit, doctoral education, non-traditional students, online education, academic success, attrition
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Sandström, Karyn. "Peer Review Practices of L2 Doctoral Students in the Natural Sciences." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-117548.
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Writing research articles in English is a common requirement in doctoral studies in the natural sciences; however, learning to write the research article genre is challenging, particularly in a foreign language (L2). A potential resource for learning the RA genre is giving and receiving peer review. L2 writers at the undergraduate level have been found to benefit from PR, but less is known about the learning of L2 writers at the graduate level who are writing for specialized discourse communities. The aim of this dissertation is to describe how a group of L2 doctoral students in the natural sciences used online peer review in a research writing course. Inductive analysis was used to categorize the kinds of review comments that 11 course participants gave and received. In another study, three students’ revised texts were analyzed in detail to see how they used peer comments. To explore students’ perceptions of using the PR activity, pre and post course interviews were inductively analyzed. Findings were interpreted using Vygotskian constructs of learning in order to see where mediation likely occurs. The combined studies suggest that reviewers adopted roles that influenced what they noticed, analyzed and languaged. As a group, they focused on the lexical and syntactic precision of peers’ texts, as well as the organization, cohesion, voice, stance and research knowledge. Writers used the intent of the review comments approximately 40 percent of the time, but this usage reflected only a small portion of the writers’ revision activities that occurred in response to review. Other activities included composing, re-writing, investigating, interviewing outsiders, and re-ordering the texts. Writers found precision and organizational comments most useful. Findings from these combined studies indicate that peer review can be a potentially powerful tool for doctoral students to familiarize themselves with discipline-specific research articles.
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Falconer, Anique A. "Personality types and persistence in doctoral students| A mixed-methods study." Thesis, Keiser University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248594.
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In past studies regarding student retention researchers have focused primarily on the undergraduate student population, but high attrition rates exist in doctoral students. The purposes of the current mixed-methods sequential explanatory study were to examine the relationship between doctoral student personality types and persistence and to explore doctoral students’ perceptions of the impact of personality types on their persistence. Guided by the theoretical framework of retention and educational psychology theories, the current study was used to examine personality types in doctoral students. The overarching research questions were used to determine whether a significant correlation existed between doctoral students’ personality types and their persistence, and to determine how doctoral students’ perceptions of personality types influenced their academic persistence. A mixed methods sequential explanatory study was conducted, using the correlational and multiple case study designs. In the first phase, 47 participants completed the college persistence questionnaire and the 5-factor model. In the second phase, 11 participants were involved in semistructured interviews. The cross-tabulation with associated chi-square, independent samples t test, and analysis of variance were the statistical tests used. The thematic analysis was used to uncover themes from the interviews. Results indicated a statistically significant relationship between neuroticism and persistence. Within-case analysis showed themes of extraversion and conscientiousness. Cross-case analysis themes included cognitive load, finances, faculty, and support. Recommendation for future practice involves implementing courses that introduce the psychological concepts needed to be successful in doctoral programs.
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Jones, Amy. "The Research Self-Efficacy of Counselor Education and Supervision Doctoral Students." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333567952.
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Johnson, Cassandra Jean. "Perceptions of Pre-doctoral and Dental Hygiene Students Regarding Intraprofessional Education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492611975616089.
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Pychyl, Timothy A. (Timothy Alexander) Carleton University Dissertation Psychology. "Personal projects, subjective well-being and the lives of doctoral students." Ottawa, 1995.
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Burkholder, David U. "Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246849820.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed March 3, 2010). Advisor: Martin Jencius. Keywords: Retention; Counselor Education; Phenomenology; Attrition; Doctoral Students. Includes bibliographical references (p. 168-174).
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Riga, Fryni. "Students' ideas in astronomy : science or fiction?" Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708755.
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Hyun, Jung H. "An exploration of the coping strategies in female counseling doctoral students' marriages." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/cps_diss/37/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title from title page (Digital Archive@GSU, viewed June 28,2010) Catherine Y. Chang, committee chair; Henry G. McMahon, Catherine J. Brack, Gregory L. Brack, committee members. Includes bibliographical references.
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Li, Ping 1965. "Doctoral students’ mental models of a web search engine : an exploratory study." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94181.
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This exploratory research investigates the factors that might influence a specific group of users’ mental models of a Web search engine, Google, as measured in the dimension of completeness. A modified mental model completeness scale (MMCS) was developed based on Borgman’s, Dimitroff s, and Saxon’s models, encompassing the perception of (1) the nature of the Web search engine, (2) searching features of the Web search engine, and (3) the interaction between the searcher and the Web search engine. With this scale, a participant’s mental model completeness level was determined by how many components of the first two parts of the scale were described and which level of interaction between the participant and Google was revealed during the searches. The choice of the factors was based on the previous studies on individual differences among information seekers, including user’s search experience, cognitive style, learning style, technical aptitudes, training received, discipline, and gender. Sixteen Ph.D. students whose first language is English participated in the research. Individual semi-structured interviews were conducted to determine the students’ mental model completeness level (MMCL) as well as their search experience, training received, discipline and gender. Direct observation technique was employed to observe students’ actual interactions with Google. Standard tests were administered to determine the students’ cognitive styles, learning styles and technical aptitudes.Cette recherche préliminaire examine les facteurs qui peuvent influencer les modèles mentaux d’un groupe spécifique d’utilisateurs d’un moteur de recherche sur le Web: Google, mesurés selon l’étendue de leur réussite.Une échelle de cette réussite en suivant un modèle mental a été constituée en adaptant les modèles présentés par Borgman, Dimitroff et Saxon, incluant la perception (1) de la nature du moteur de recherche sur le Web, (2) des caractéristiques de la recherche propres à ce moteur, (3) de l’interaction entre le chercheur et le moteur de recherche. A l’aide de cette échelle, le niveau de réussite par un sujet donné utilisant un modèle mental a été déterminé en fonction du nombre de composantes des deux premières parties de l’échelle décrites et du niveau d’interaction entre le sujet et le moteur Google, tel que révélé par ses recherches. Le choix des facteurs a été fondé sur des études précédentes portant sur les différences individuelles entre les chercheurs d’information, comprenant le degré d’expérience d’une telle recherche par l’utilisateur, son style cognitif, son style d’apprentissage, ses aptitudes techniques, la formation reçue, la discipline et le sexe. Seize étudiants en doctorat ayant l’anglais comme première langue ont participé à cette étude. Des entretiens individuels semi-dirigés ont permis de déterminer le niveau de réussite des étudiants suivant leur modèle mental, ainsi que leur expérience de la recherche, la formation reçue, la discipline et le sexe. Une observation technique directe a été utilisée pour observer l’interaction réelle des étudiants avec Google. Des tests standardisés ont été administrés pour déterminer le style cognitif des étudiants, leur style d’apprentissage et leurs aptitudes techniques. fr
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Ye, Lily Lei. "An investigation of identity formation of Chinese doctoral students in the UK." Thesis, University of Reading, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659017.
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This project aims to investigate the identity formation of 11 Chinese doctoral students at two British universities in the context of studying abroad against the backdrop of late modernity. Through the participants' biographical narratives, this thesis explores the impact of intercultural experience on self-identity. It seeks to understand phenomena by applying Giddens (1991) theoretical framework on self-identity, reflexivity and agency, which is supplemented by using Bourdieu's theory of practice and his concepts of habitus and capital (Bourdieu, 1977). Identity is considered as a reflexively organised endeavour, which involves the maintaining of coherent, yet continuously revised, biographical narratives. The methodology of the study is broadly constructionist and interpretive. A narrative methodology was used to analyse and present qualitative primary data gathered from narratives through focus groups and semi-structured interviews on my participants' perceptions, experiences and themselves in relation to culture, language and identity. Both narrative and thematic analyses were adopted to interpret the raw data. Accounts of students' experience and perceptions were jointly constructed by the participants and the researcher. Issues of reflexivity were addressed throughout the study to enhance rigour of the research. Emergent themes were explored to understand how individuals reflexively create and maintain their self interpreted biographical narratives, in which their self-identity is constructed. Three main themes were identified from participants' comments, perceptions and narratives: lifestyle choices and life planning; intercultural adaptation (coping with new environment); and the impact of studying abroad. Each main theme was divided into several sub-themes. The findings suggest that participants built their identity around claims related to choice, agency, interculturality, reflexivity, resilience, personal growth and self-development.
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Najjar, Katherine M. "International doctoral students, their advising relationships and adaptation experiences| A qualitative study." Thesis, The University of Nebraska - Lincoln, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732886.
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Thirty four international doctoral students were interviewed to determine what types of advising and mentoring experiences were effective and beneficial, and what experiences had been difficult or unhelpful. The students reported a high level of satisfaction with their advisors and with their program of studies. However, during the interviews, students began to describe other factors that contributed to their well-being and their experiences.
Issues described included language difficulties and problems developing relationships with other students. Although most students developed close, personal relationships with advisors or departmental colleagues, few students reported having large numbers of friends and associates outside of their academic departments.
Topics that international doctoral students described as significant in their lives included specific obstacles encountered with immigration or visas, family and financial concerns. Several lived in poverty, and the precarious nature of their personal incomes and academic financing was frustrating and stressful. The students also spoke of the ways in which they had grown as scholars and as individuals. These experiences influenced how the students visualized their future positions as educators, global citizens, and community members. They were open to new ideas and experiences. The students frequently used language that was associated with high levels of self-efficacy and personal growth; in many ways they mentored themselves. Potential policy changes and additional areas of research are identified.
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Pierce, Latoya. "The Experience of Wellness for Counselor Education Doctoral Students Who are Mothers." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/308.
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This is a phenomenological study on the experience of wellness of counselor education students who are mothers. The study used seven participants in two rounds of interviews and one focus group. Participants were of varying stages of motherhood and at different points in their doctoral journey. Findings included participants' views of motherhood and womanhood, sacrifices and rewards, counselor education program support, wellness, and dissonance of multiple roles. Findings were compared within and across cases using themes and categories. Suggestions for further research are made as well as implications for this population and counselor education.
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Handforth, Rachel. "Exploring the career aspirations of women doctoral students : a longitudinal qualitative study." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/22420/.
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This thesis explores how women doctoral students imagine their post-PhD futures, and how doctoral experiences shape career aspirations. Situated in literature highlighting the persistence of gender inequality in academia, and gendered post-PhD career choices, this research illuminates the factors which influence aspirations, and the role of the PhD in the 'leaky pipeline'. Using qualitative methods – interviews, research diaries, and letters to future selves – within a longitudinal framework, it explores how academic careers are perceived over time, and how shifting personal priorities shape imagined futures. Using possible selves theory and the concept of horizons for action as theoretical tools enables analysis of individual agency and academic structures. Adopting a three-dimensional narrative inquiry approach, underpinned by feminist research principles, places participants' stories at the centre of the thesis. These methodological and theoretical approaches make visible the structural barriers that participants perceived to pursuing academic careers, including the pressure to publish and the prevalence of insecure contracts. The research makes explicit how gendered issues pose barriers, including perceived incompatibilities between family and academic life. These issues hindered participants' sense of belonging to academic communities and their ability to develop academic identities. This research demonstrates how the doctorate acts as a litmus test for an academic career, allowing participants to observe what being an academic involves, and judge whether or not academia is ‘for’ them. It has implications for the higher education sector, current and future doctoral students, and those involved in doctoral education and support. This research makes four key contributions to knowledge. Firstly, it addresses the gap in knowledge about women's experiences of doctoral study, and their career aspirations. Secondly, its cross-disciplinary approach contributes to literature on academic cultures. Thirdly, it adds to knowledge about how PhD students develop feelings of belonging to academic communities. Finally, my introduction of the career savvy concept contributes to literature on doctoral students' career development. This research also makes methodological contributions through its longitudinal perspective and use of letters to future selves, and offers a theoretical contribution in combining possible selves theory from psychology with the sociological concept of horizons for action.
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Comfort, Juanita Rodgers. "Negotiating Identity in Academic Writing : Experiences of African American Women Doctoral Students." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287415909.
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Wiley, Jonathan D. "An Interpretative Phenomenological Analysis of Counselor Education Doctoral Students' Teaching Preparation Experiences." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97910.
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Teaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This interpretative phenomenological analysis explored the teaching preparation experiences of a purposeful sample of eight current or recently graduated counselor education doctoral students enrolled in Doctor of Philosophy (Ph.D.) programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through semi-structured interviews. Four superordinate themes, Experiential Integration, Contextual Development, Interactive Reflection, and Emergent Teaching Values, were identified to illustrate how counselor education doctoral students make sense of their teaching preparation experiences. These themes provide in-depth, nuanced, and narrative accounts of the multifaceted, experiential, relational, and contextual developmental teaching preparation experiences of counselor education doctoral students. The findings of this study revealed several important implications for counselor education doctoral students, counselor educations, counselor education doctoral programs, and CACREP to enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences, adding to a growing body of literature on doctoral teaching preparation in counselor education.Doctor of Philosophy
Teaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This qualitative study explored the teaching preparation experiences of eight current or recently graduated counselor education doctoral students enrolled in accredited counselor education Doctor of Philosophy (Ph.D.) programs. This study used in-depth interviews with counselor education doctoral students to understand how they make sense of their teaching preparation experiences. The analysis of the transcripts of the in-depth interviews revealed four themes that describe experiences, contexts, reflections, and values related to counselor education doctoral students' teaching preparation experiences. These themes provide detailed accounts of the many facets of counselor education doctoral students' teaching preparation experiences. These findings revealed implications for students, educators, degree programs, and accreditation organizations within counselor education that can enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences. Advancing our understanding of the teaching preparation experiences of counselor education doctoral students can improve the quality of the teaching, learning, and development facilitated through counselor training programs.
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Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.
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Thesis (Ph. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
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Price-Rhea, Kelly, Julia Price, and Deborah Hayes. "Online Doctoral Students at a Faith-Based University: Concerns of Online Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2756.
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Online doctoral education enrollment continues to rise, and the number of academic institutions who offer the degrees are increasing proportionately. Various types of institutions are involved in this growth, including those that are faith-based. Due to the competitive nature of all online doctoral degrees, including faith-based and secular programs, it is imperative to understand the needs and concerns of the students who enroll in such programs. Students enrolled in a faith-based university online doctoral program were surveyed regarding their concerns about online doctoral education. The results revealed three main themes of concerns/non-concerns, and these results could be beneficial to faith-based institutions who offer online doctoral education or plan to do so in the future.
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Moran, Renee Rice, Monica T. Billen, Colleen P. Gilrane, and Amy D. Broemme. "Mentoring Doctoral Students via Internship: Widening the Circle of Pre-Service Education." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3616.
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Two doctoral students and two faculty members will describe and evaluate their experiences using internship to mentor doctoral students into teaching preservice classes. Following discussion and critique by a literacy teacher educator who is also a department head, the audience will be invited to participate in co-constructing a model of an effective literacy teacher educator and a model of effective preparation for this role.