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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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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
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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.
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Lepp, Liina, Marvi Remmik, Äli Leijen, and Djuddah A. J. Leijen. "Doctoral Students’ Research Stall." SAGE Open 6, no. 3 (July 14, 2016): 215824401665911. http://dx.doi.org/10.1177/2158244016659116.
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Coutinho, Isabel Ribau. "Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view." Advances in Social Sciences Research Journal 6, no. 12 (January 2, 2020): 206–23. http://dx.doi.org/10.14738/assrj.612.7573.
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Doctoral education has been subject to research and analysis by researchers in the last fifty years. Nevertheless, doctoral supervision still a private issue among supervisor and PhD student; if the relationship between them goes wrong, a shadow undermines the doctoral research, hindering student support of others, which may result in attrition and dropout. Breaking this situation, transforming the “private place” in a “public matter”, requires a profound reflection about the doctoral education aim, institutions goals, institution policy, but also a supervisor and PhD students’ perspectives (careers, goals, development, financial support). It is necessary to know, where we want to go, to outline a path to achieve the goals.
During the last three years, doctoral supervision has been studied at Universidade Nova de Lisboa (UNL). A qualitative case study method was used. This was the first study (a pilot study) that covered all the nine UNL schools, is intended to identify the supervision practices, but also captures a glimpse of doctoral students’ life in the academy, their difficulties, their thoughts and feelings related to doctoral education. The documentary analysis, concerning the institution rules related to doctoral education, was the study first step (already published). The second was the implementation of a survey with closed and open questions to allowed students to express their opinion regarding doctoral education, especially doctoral supervision. During three months, a survey, centred in doctoral supervision, applied online in all schools. This paper aims to describe what was found and what was unexpected in the context of a young university.
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Virtanen, Viivi, and Kirsi Pyhalto. "What Engages Doctoral Students in Biosciences in Doctoral Studies?" Psychology 03, no. 12 (2012): 1231–37. http://dx.doi.org/10.4236/psych.2012.312a182.
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Boyce, B. Ann, Gloria Napper-Owen, Jackie L. Lund, and Danielle Almarode. "Doctoral Students’ Perspectives on Their Doctoral Programs and Departments." Quest 71, no. 3 (June 21, 2019): 299–310. http://dx.doi.org/10.1080/00336297.2019.1618070.
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Bozkurt, Veysel, Elvan Yalçınkaya, Abdullah Karataş, Mustafa Talas, and Arzu Şahin. "Perceptions of Doctoral Students: Satisfaction, Difficulties, Gained Skills and Performance in Publishing in Academic Journals." Yuksekogretim Dergisi 11, no. 2Pt1 (August 1, 2021): 263–75. http://dx.doi.org/10.2399/yod.20.516442.
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The aim of this study was to examine the perceptions of doctoral students about the content of doctoral programs, faculty and doctoral field. It was also aimed at determining the indicators that affect doctoral students' performance in getting published in academic journals. For this purpose, 1367 doctoral students from 15 different universities were administered a "Doctoral Education Evaluation Survey" face-to-face and online. Principal component analysis revealed 4 factors. The majority of doctoral students at the course stage are satisfied with the content of the doctoral program, the faculty members and the doctoral field. As the students' awareness increases over time, their complaints increase. The dissatisfaction of doctoral students reaches the highest level, at the proficiency stage. Furthermore, from the second year on, there is a decline in the satisfaction of doctoral students with the content of the doctoral programs, with the faculty members and the opportunities offered by the doctoral field, to a statistically significant extent. Especially those working in the social sciences complain that research methods are not taught enough. Binary logistic regression was applied to determine the indicators affecting the publication performance of the doctoral students in academic journals. The participation of doctoral students in international academic symposiums emerged as the most important indicator. The other predictive variables are doctoral students' participation in a project, working as a research assistant at the university, and completion of the course stage. Encouraging the participation of doctoral students in academic congresses with their advisors or their colleagues will contribute to increasing their publication performance.
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Huang, Futao, and Wenqin Shen. "What Determinants Affect Doctoral Students’ Career Plans? Main Findings from a 2018 Survey of Chinese Doctoral Students." International Journal of Chinese Education 8, no. 2 (December 18, 2019): 99–116. http://dx.doi.org/10.1163/22125868-12340108.
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Abstract The purpose of this study is to analyze Chinese doctoral students’ career expectations and determinants or factors influencing their career plans based on main findings from the national survey of doctoral students in 2017. Main findings include: firstly, the Chinese case indicates that becoming academics is still attractive to most doctoral graduates; secondly, female doctoral students are more likely to choose to work in universities than male doctoral students; thirdly, the social background of doctoral students did not have a significant impact on their academic orientation scores, but doctoral students with richer family culture capital (parents with college degrees) are even more reluctant to choose to work in the universities; finally, significant disciplinary differences and the correlation between their socialization experience and their academic orientation could be confirmed.
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González-Ocampo, Gabriela, and Montserrat Castelló. "Supervisors were first students: Analysing supervisors’ perceptions as doctoral students versus doctoral supervisors." Innovations in Education and Teaching International 56, no. 6 (October 12, 2018): 711–25. http://dx.doi.org/10.1080/14703297.2018.1531775.
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Holligan, Chris. "Fact and fiction: a case history of doctoral supervision." Educational Research 47, no. 3 (November 2005): 267–78. http://dx.doi.org/10.1080/00131880500287179.
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Craft, Christy Moran, Donna Augustine-Shaw, Amanda Fairbanks, and Gayla Adams-Wright. "Advising Doctoral Students in Education Programs." NACADA Journal 36, no. 1 (June 1, 2016): 54–65. http://dx.doi.org/10.12930/nacada-15-013.
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Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor–advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student advising. The findings lead to important implications for clarifying roles of advisors and expectations for graduate student advising.
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Richards, K. Andrew R., Gabriella M. McLoughlin, Victoria Nicole Ivy, and Karen Lux Gaudreault. "Understanding Physical Education Doctoral Students’ Perspectives of Socialization." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 510–20. http://dx.doi.org/10.1123/jtpe.2016-0165.
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Purpose:Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.Method:Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.Results:Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process.Discussion/Conclusions:Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.
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Prendergast, Alison, Ruth Usher, and Eithne Hunt. "“A Constant Juggling Act”—The Daily Life Experiences and Well-Being of Doctoral Students." Education Sciences 13, no. 9 (September 8, 2023): 916. http://dx.doi.org/10.3390/educsci13090916.
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(1) Background: There are increasing numbers of doctoral students globally. Poor mental health and well-being among university students, including doctoral students, is a growing concern globally, not least in this post-pandemic era. Engaging in a range of activities every day and maintaining balance between necessary and desired activities is believed to improve health and increase well-being. However, little is currently known about the daily life, activity balance and well-being of doctoral students. This study explored and described the daily life experiences of doctoral students and how pursuing their degree impacted their activity balance and well-being. (2) Method: Purposive sampling methods were used in this qualitative interpretive descriptive study to recruit 10 doctoral students in an Irish university. The data were generated through individual semi-structured interviews and thematically analysed. (3) Findings: Doctoral students have a range of roles, responsibilities and activities that they need to and want to engage in daily. For many, balancing their daily activities and roles alongside their doctoral degree is challenging. Undertaking a doctoral degree can have both a positive and negative impact on well-being. (4) Conclusions: Obtaining an insight into the perspectives and daily life experiences of doctoral students allows for a better understanding of the students’ journey. Supporting the well-being of doctoral students is essential to enhance their doctoral education and assist them in successfully completing their degree.
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Fakunle, Omolabake, Mollie Dollinger, Joyceline Alla-Mensah, and Blair Izard. "Academic Conferences as Learning Sites: A Multinational Comparison of Doctoral Students’ Perspectives and Institutional Policy." International Journal of Doctoral Studies 14 (2019): 479–97. http://dx.doi.org/10.28945/4383.
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Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background: There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology: Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution: There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings: Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future networking. Recommendations for Practitioners: Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment. Recommendation for Researchers: Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes. Impact on Society: This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century. Future Research: Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.
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Bahtilla, Marinette. "Research Supervision of International Doctoral Students: Perspectives of International Students in Two Comprehensive Universities in China." International Journal of Doctoral Studies 17 (2022): 181–99. http://dx.doi.org/10.28945/4970.
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Aim/Purpose: This study aimed to explore the challenges faced by international doctoral students in Chinese universities and find out what international doctoral students perceive to be effective supervision. Background: As higher education internationalization is proliferating, there is a need for adjustment in every educational system. Despite the rise in the internationalization of higher education in China, very little research has been carried out on internalization at the doctoral level. Since research forms an essential part of doctoral programs, it is necessary to examine the challenges international students face as far as research supervision is concerned. Methodology: This study employed the exploratory case study research design adopting the qualitative research methodology. The study participants were 68 doctoral students from two comprehensive universities in China. A comprehensive university consists of diverse programs and students: for example, master’s programs, doctoral programs, undergraduate programs, and professional programs. Data were collected using a semi-structured interview guide. The qualitative data collected was analyzed thematically. Contribution: This study offers new insights into the research supervision of international doctoral students. This study suggests that every university hosting international students should pay attention to doctoral students’ research supervision and implement appropriate strategies such as those proposed in this study to allow international students to acquire new knowledge and skills as far as research is concerned. This study also proposed some strategies based on what doctoral students perceive to be effective supervision that universities can implement to improve research supervision. Findings: The study found that international doctoral students faced many challenges regarding research supervision. These challenges are language barriers, ineffective communication with supervisors, insufficient time to discuss with supervisors, cultural differences and adapting to a new environment, depression, and forcing students to change research topics. Moreover, this study found that the following strategies can be implemented to improve research supervision of international students: considering student’s research interests when assigning them to supervisors, the need for a specific time to meet with supervisors, providing or directing students where to get research materials, in-service training for research supervisors, and evaluating and modifying criteria for selecting supervisors. Recommendations for Practitioners: University administrators can establish informal research supervision learning communities that can enable supervisors from different universities to share cross-cultural supervision ideas and learn from one another. Moreover, it is necessary for supervisors to guide and direct students both in academics and social life to help them overcome depression; isolation, and adapt to a new environment. Recommendation for Researchers: This study was limited to two universities, and the participants were international doctoral students in English-taught programs. However, the situation may differ with international doctoral students in Chinese-taught programs. As a result, the researchers suggest that another study should be carried out focusing on international doctoral students in Chinese taught programs; their experiences may differ. Impact on Society: Doctoral students are significant contributors to the research productivity of an institution. It is, therefore, necessary to ensure that they acquire sustainable research skills to solve the complex problems affecting the education sector and society at large. Future Research: It is vital to explore international doctoral supervision in other disciplines as well as universities.
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Tauginienė, Loreta, and Rima Kalinauskaitė. "Participation of doctoral students in online social networks." Studies in Graduate and Postdoctoral Education 9, no. 2 (November 16, 2018): 144–64. http://dx.doi.org/10.1108/sgpe-d-18-00002.
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Purpose This paper aims to examine the use of online social networks by doctoral students. Design/methodology/approach A quantitative online survey was conducted – 448 doctoral students from 15 universities and 11 research institutes in Lithuania were asked about their participation in both academic and non-academic online social networks. Findings The results show that despite efforts to link academics to society, doctoral students are not supported by universities/research institutes nor are doctoral students trained for this purpose, including regarding such threats as offensive posts. Additionally, more comprehensive information is disclosed in academic social networks, but these networks are less common and less frequently used. Research limitations/implications International doctoral students in Lithuania cover about 4.4 per cent of the total population of doctoral students. They were not invited to participate in the survey. Furthermore, doctoral students consider any online social network as their professional (academic) network, as was found from our results. This resulted in the confusion of our definition of academic online social networks. Practical implications Learning about the diverse online roles doctoral students may take could be facilitated were doctoral students to receive clear and consistent awareness-raising and develop self-awareness in the importance of the roles, the most central online social networks and potential threats, and related institutional support to address them. Originality/value This study provides results on how engagement of doctoral students in online social networks might affect their links with society and what academic institutions should promote in doctoral education.
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Gube, Jan, Seyum Getenet, Adnan Satariyan, and Yaar Muhammad. "Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise." International Journal of Doctoral Studies 12 (2017): 001–16. http://dx.doi.org/10.28945/3641.
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Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective. Background: Doctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors. Methodology : The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students. Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress. Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research. Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students overcome intellectual barriers by imparting their discipline knowledge as well as balancing satisfactory doctoral completion rate and high quality student experience. Impact on Society : Doctoral supervision equips doctoral students with the right arsenal to be able to competently operate within their field and prepares them for their future research or professional career that demands a high level of discipline expertise. Future Research: The scope of the findings leaves open a discussion about the experiences of doctoral students matched with non-discipline expert supervisory teams; for example, the extent of the mismatch and its ramifications.
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Martin, Lisa D. "Doctoral Students in Music Education." Journal of Music Teacher Education 26, no. 1 (July 24, 2016): 13–27. http://dx.doi.org/10.1177/1057083715602123.
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Muirhead, Brent. "Literature Reviews: Advising Doctoral Students." i-manager's Journal of Educational Technology 3, no. 4 (March 15, 2007): 42–47. http://dx.doi.org/10.26634/jet.3.4.659.
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Malinski, Violet M. "Doctoral Students and Nursing Research." Nursing Science Quarterly 18, no. 1 (December 2004): 13. http://dx.doi.org/10.1177/0894318404272099.
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McDaniels, Melissa. "The Development of Doctoral Students." Journal of College Student Development 51, no. 5 (2010): 603–4. http://dx.doi.org/10.1353/csd.2010.0006.
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Wheeler, Rebecca M. "Supporting Doctoral Students and Faculty." Nursing Education Perspectives 38, no. 5 (2017): E23—E25. http://dx.doi.org/10.1097/01.nep.0000000000000201.
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Golding, Jennie. "Supporting Doctoral Students in Crisis." Encyclopedia 3, no. 4 (September 28, 2023): 1197–207. http://dx.doi.org/10.3390/encyclopedia3040087.
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A doctoral student is one undertaking the highest level of university study, leading to a doctoral qualification (of which the traditional and most common form is the PhD), that typically requires they demonstrate a significant contribution to knowledge and their own preparedness to undertake independent research. Crisis in this entry is taken to be a time of great difficulty or a time when a difficult or important decision must be made. In the context of doctoral students, a crisis often brings a threat to the completion of the doctorate.
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Riby, Deborah M., and Simon Rees. "Personal Development of Doctoral Students." Encyclopedia 4, no. 2 (April 29, 2024): 743–52. http://dx.doi.org/10.3390/encyclopedia4020047.
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Personal development refers to the process of increasing one’s self-awareness, associated increases of self-esteem, increasing skills, and fulfilling one’s aspirations. The current paper reflects on these elements within the doctoral journey, for PhD students within the UK Higher Education system. The paper makes particular reference to frameworks to encourage and capture personal development needs and supervision or coaching styles that may be used to encourage a continual reflection of personal development throughout the doctorate.
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Lee, Jieun, and Yonsuk Song. "A survey of translation and interpreting studies doctoral students’ experiences." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 20, no. 1 (June 15, 2022): 65–90. http://dx.doi.org/10.1075/forum.21031.lee.
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Abstract Despite a remarkable growth of translation and interpreting studies (TS), little attention has been paid to doctoral students and their experiences of doctoral studies. This paper investigates TS doctoral experiences based on a survey of 73 doctoral students and graduates from the two largest and oldest TS doctoral programmes in South Korea. The survey includes questions about their personal backgrounds, overall doctoral experiences, research competencies, regrets and suggestions for the doctoral programmes. The analysis reveals the challenges they encountered and examines their assessments of TS research competencies. Research competence and time management were the greatest challenges in their doctoral studies. The paper also highlights the factors for successful doctorate completion by statistically analysing the participants’ variables, including their age, marital status, years of practice and personal motives for undertaking doctoral studies. The paper concludes by discussing its implications for TS doctoral programmes and research.
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Pyhältö, Kirsi, Jouni Peltonen, Montserrat Castelló, and Lynn McAlpine. "What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions." Compare: A Journal of Comparative and International Education 50, no. 5 (March 18, 2019): 726–41. http://dx.doi.org/10.1080/03057925.2019.1585229.
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Gopaul, Bryan. "Applying cultural capital and field to doctoral student socialization." International Journal for Researcher Development 7, no. 1 (May 9, 2016): 46–62. http://dx.doi.org/10.1108/ijrd-03-2015-0009.
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Purpose Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field. Design/methodology/approach This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe. Findings Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences. Originality/value Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.
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Tarvid, Alexander. "Attracting doctoral students: case of Baltic universities." International Journal of Educational Management 31, no. 7 (September 11, 2017): 1017–41. http://dx.doi.org/10.1108/ijem-07-2015-0093.
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Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.
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Cardoso, Sónia, and Teresa Carvalho. "‘Men are from Mars, and Women are from Venus’? Doctoral Students’ Perspectives on Doctoral Education." International Conference on Gender Research 6, no. 1 (April 5, 2023): 74–81. http://dx.doi.org/10.34190/icgr.6.1.988.
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Gender influences the lives of doctoral students, shaping both their doctoral experience and their views on doctoral education. Following this argument, the purpose of this paper is to investigate gender differences in students’ perspectives of what doctoral education entails. The emphasis is on how and to what extent male and female students’ perspectives differ in reflecting changes in doctoral education’s concept, which appears to be shifting from traditional to instrumental. A study was conducted to determine how Portuguese doctoral students perceive doctoral education in terms of its structuring dimensions. The study’s findings, gathered through 11 focus groups interviews with 31 doctoral students from three Portuguese public universities, five scientific fields and evenly distributed by gender, suggested that a hybrid concept of doctoral education is valued, combining elements of its traditional concept and an instrumental concept. This hybridity, and even a propensity toward a more instrumental perspective, appeared to be particularly prevalent among female doctoral students. The paper advances some explanatory hypotheses for these trends while highlighting clues for future research.
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Brown, Kathleen C., Carol Dashiff, Beverly M. Henry, and Phyllis N. Horns. "Faculty As Doctoral Students: Policies of Doctoral Programs in Nursing." Image: the Journal of Nursing Scholarship 17, no. 1 (December 1985): 27–31. http://dx.doi.org/10.1111/j.1547-5069.1985.tb01411.x.
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Lee, Anne. "How are doctoral students supervised? Concepts of doctoral research supervision." Studies in Higher Education 33, no. 3 (May 29, 2008): 267–81. http://dx.doi.org/10.1080/03075070802049202.
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Xu, Xingya, and Margret Hjalmarson. "Education Doctoral Students’ Self-Study of Their Identity Development: A Thematic Review." International Journal of Doctoral Studies 17 (2022): 201–25. http://dx.doi.org/10.28945/4965.
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Aim/Purpose: Doctoral students’ experiences in PhD programs could be a journey of identity evolution. Existing research on doctoral students’ identities has typically been conducted by faculties. As the main character in the identity evolution process, it is critical to understand doctoral students’ interpretation of their own identities and identity development in PhD programs. The purpose of this paper is to examine how and what education doctoral students discovered when they used self-study and relevant qualitative methodologies (e.g., auto-ethnography) to investigate their identities and identity development through their own practices in PhD programs. Background: This research began as part of a larger project to synthesize studies on doctoral students’ identities. A cluster of articles was identified in which students were examining their experiences as developing individuals from the perspective of identities and identity development. In contrast to most of the previous research on doctoral education, this collection of articles was written by doctoral students as part of their academic and professional practice. Methodology: The larger qualitative systematic review (i.e., qualitative evidence synthesis) of doctoral students’ identity development began with database searches that were not restricted by year (e.g., PsycINFO, Education Research Complete, and Education Resources Information Center). Thirteen articles written by doctoral students discussing their identities and identity development in PhD programs were further identified from selected articles ranging from 2009 to 2021. These articles and their implications were analyzed using a qualitative research synthesis approach. Contribution: Although scholars have looked at doctoral students’ identities and identity development from various viewpoints, the current investigation deepens the understanding of this focus from doctoral students’ own perspectives. Doctoral students are trained investigators with research skills and mindsets. As novice researchers and educators, their open and honest reflections about their challenges, opportunities, and development are worthwhile to identify significant aspects of their identities and identity development in PhD programs. Findings: There are two dimensions to the findings: the Approach Dimension and the Content Dimension. The Approach Dimension is concerned with how doctoral students investigated their identities and identity development, whereas the Content Dimension is concerned with what they found. Findings in the Approach Dimension show that doctoral students applied the self-study inquiry approach or used the notion of self-study inquiry to interpret their identity and identity development. The self-study inquiry encompasses five main features, including (1) Self-Initiated and Focused, (2) Improvement-Aimed, (3) Collaborative/Interactive, (4) Reflective Data Collection, and (5) Exemplar-Based Validation. Doctoral students examined the five self-study features both directly and indirectly in their studies. The investigation revealed four major themes in the Content Dimension, including (1) Identity Development as a Dynamic Process, (2) Multiple Identities, (3) Learning Contexts, and (4) Socialization. Recommendations for Practitioners: The findings suggest that practitioners in PhD programs should be aware of the existence, process, and dynamics of identity evolution in doctoral programs. The best possible way for PhD program administrators, faculties, and advisors to support doctoral students’ growth and identity development is to incorporate doctoral students’ own insights into practice. Given the unprecedented influence of the COVID-19 pandemic on the educational environment and the diversity of doctoral students, it is crucial to discover how doctoral students use structured research methods to reflect, learn, and self-support their identity development during their PhD programs. The self-study inquiry process would be a helpful and effective approach to support doctoral students’ advancement. For instance, PhD programs could create self-evaluation assignments or courses that incorporate both self-study and identity development concepts. Recommendation for Researchers: When studying doctoral students’ identity development, it is critical to emphasize the essence of identity, which is people’s perceptions of who they are. We recommend that researchers who study doctoral students could further integrate doctoral students’ insights about their own identity status (e.g., multiple identities) into research. Impact on Society: Successful completion of PhD programs is a critical foundation for doctoral students to serve society as expert researchers and educators. Support for the growth and development of doctoral students could facilitate the completion of their doctoral programs and strengthen their sense of agency through the lens of identity. Future Research: Future research could go beyond the field of education and expand to more disciplines to identify common and diverse factors influencing doctoral students’ identity and identity development across domains. Future research on the post-COVID-19 era and its implications for online programs must also be studied in connection with doctoral students’ identities and identity development.
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Žiedelis, Arūnas. "Engaged, Exhausted or Indifferent? Study Environment Factors and Doctoral Students’ Well-being." Psichologija 66 (October 4, 2022): 64–78. http://dx.doi.org/10.15388/psichol.2022.52.
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Creating decent conditions for doctoral students is a challenge that higher education institutions do not always manage to cope with. This tendency is also indirectly seen in the indicators of the well-being of doctoral students. The purpose of this study was to distinguish different well-being groups of doctoral students and to identify predictors of belonging to them. 633 doctoral students from various fields of science participated in the study, and were asked to answer questions about their study engagement, exhaustion, and the main study environment characteristics (demands and resources). The applied cluster analysis revealed that according to study engagement and burnout, four groups of doctoral students’ well-being can be distinguished, i.e., successful, exhausted, burned-out and indifferent doctoral students. Regression analysis made it possible to distinguish four study environmental characteristics that differentiate different groups of doctoral students’ well-being. Fewer opportunities for development, lack of support from the dissertation supervisor, higher study load, and more frequent encounters with conflicting expectations were associated with a lower probability of belonging to the group of doctoral students of the highest well-being. The results show that the antecedents for the well-being of doctoral students should be sought in the institutional environment, which facilitates or complicates the implementation of the tasks. The article also discusses suggestions based on the research results to improve the process of training doctoral students.
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Devis-Rozental, Camila. "Developing the Socio-Emotional Intelligence of Doctoral Students." Encyclopedia 3, no. 4 (September 26, 2023): 1178–86. http://dx.doi.org/10.3390/encyclopedia3040085.
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Socio-emotional intelligence is the capacity to consider emotions, intuition, and cognition to identify, manage and express emotions and to respond to social situations with authenticity, openness and fairness. By doing so, individuals will achieve a sense of wellbeing and build meaningful relations whilst having a positive impact on the environment, others and themselves. The term doctoral student refers to a postgraduate researcher completing a doctoral degree. Supervisor is the term used in academia for an academic guiding and supporting the doctoral student. Doctoral supervisions usually include at least two academics as supervisors. A doctoral degree in the UK normally focuses on the in-depth study of a topic; these can be chosen by the doctoral student or sometimes be content-specific if a scholarship is attached.
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Yan Yang, Chun, and Li Bai. "Psychological Adjustment of Chinese PhD Students: A Narrative Study." International Journal of Doctoral Studies 15 (2020): 595–614. http://dx.doi.org/10.28945/4649.
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Aim/Purpose: International PhD students suffer a lot of stress. However, many studies about international students focus on identifying the stressors these students experience rather than the stress-coping strategies, and those that explore international students’ coping behaviour often report maladjustments. Background: This study intended to fill the research gap by examining the strategies that Chinese students employed to psychologically adjust to their PhD study. Methodology: Narrative inquiry method was employed to give voice to the research participants. Six Chinese doctoral students in social sciences in Australian universities were purposefully sampled and interviewed three times during their candidature in order to gain an in-depth understanding of their lived experiences of stress-coping. Contribution: This paper provides positive stress-coping strategies used by six Chinese doctoral students, which can be used by international doctoral students or those who work with doctoral students from abroad to improve their psychological well-beings. Findings: These Chinese PhD students adopted positive stress-coping strategies of regulating their emotions and retaining their motivation. They adopted illusory and interpretive forms of secondary control by reframing realities to obtain psychological peace when faced with stress. The ways that Chinese PhD students handled stress suggest that the Chinese moral education and the characteristic motivation for learning attributed them with positive personal characteristics to battle the adverse conditions. Recommendations for Practitioners: Institutions/departments can initiate support groups for PhD students from the same disciplines where students can express their stress, seek assistance from senior doctoral students and exchange their strategies. Institutions/departments can also support international doctoral candidates by taking a more flexible approach to policies and procedures concerning doctoral students taking leave both in terms of when it is taken and the duration. Recommendation for Researchers: Researchers can focus on international doctoral students’ positive stress-coping experiences as well as negative experiences to present a balanced picture of the doctoral journey. Impact on Society: The findings from this research on doctoral students’ stress-coping can equip doctoral students with strategies to handle their psychological challenges, which in turn may enhance their overseas doctoral experiences, reduce the dropout rates, and raise awareness of supervisors and institutions about doctoral students’ psychological well-beings. Future Research: Future research can examine the stress-coping experiences of other international doctoral students, focusing not only from the individual psychological angle but from the academic and social perspectives.
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Zygouris-Coe, Vassiliki, and Sherron Killingsworth Roberts. "A Situated Framework for Socialising a Scholarship Mindset with Doctoral Students." International Journal of Doctoral Studies 14 (2019): 567–80. http://dx.doi.org/10.28945/4406.
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Aim/Purpose: The doctoral experience is a complex, challenging, and life-changing process. Cultivating a scholarship mindset is a requirement for success in early and later academic careers. This paper presents a situated framework for socializing doctoral students' scholarship mindset. Background: Faculty of doctoral education programmes prepare students for higher education and other scholarly positions. Methodology: In this situated framework, two doctoral faculty utilized their academic qualifications, programmatic experiences, and related academic literature to develop a framework that has been successful in a particular School of Teacher Education context. Contribution: The situatedThe situated framework, which includes steps to Develop, Nurture and Challenge, Apprentice, and Celebrate scholars, can serve as a guide to encourage review and evaluation of doctoral education programmes and the ways in which they develop doctoral students' scholarship mindset and preparation. framework can serve as a guide to encourage review and evaluation of doctoral education programs and the ways in which they develop doctoral students' scholarship mindset and preparation. Findings: Key findings included increased doctoral student participation in events and experiences that contributed to developing a scholarship mindset and strengthening their scholarly publication and research trajectory. Recommendations for Practitioners: Doctoral students need to engage in ongoing, strategic experiences that will positively impact their scholarship trajectory. Retention of doctoral students is not just a matter of successful completion of course work. Recommendation for Researchers: Research in the environmental learning contexts of doctoral education programmes and in the ways in which doctoral academic mentors engage students in scholarship may prove useful to programme developers. Impact on Society: Scholarship during doctoral studies and beyond will contribute to the development of quality education, knowledge, and research at all levels. Future Research: Future research should focus on empirical studies that explore the effectiveness of this situated framework through the perspectives of additional faculty and doctoral students at the particular university context.
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Smith, Greg. "Fiction in Goffman." Sociological Review 70, no. 4 (July 2022): 711–22. http://dx.doi.org/10.1177/00380261221109029.
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There are no references to creative fiction in Erving Goffman’s founding statement of his sociology of the interaction order, his 1953 Chicago doctoral dissertation ( Communication Conduct in an Island Community). Yet four pages into his first and best-known book, The Presentation of Self in Everyday Life (1959), Goffman cites a ‘novelistic incident’ describing the posturing of Preedy, a ‘vacationing Englishman’ on a Spanish beach. It is introduced in order to articulate the distinction between ‘expressions given’ and ‘expressions given off’ and to indicate their capacity for intentional or unintentional engineering. The page-long passage about Preedy, found in a 1956 collection of William Sansom’s short stories, is often mentioned in reviews and summaries of Goffman’s groundbreaking book. This article describes the types of fiction drawn upon by Goffman and examines the ‘work’ that fictional illustrations distinctively do in his writings. The discussion sheds light not only on why Goffman elected to include fictional illustrative materials in his sociology and why eventually he dropped their use, it also underscores some strengths and limits of the fictional for interactional analysis in sociology.
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Zhang, Shaoan, Chengcheng Li, Mark Carroll, and P. G. Schrader. "Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students." International Journal of Doctoral Studies 15 (2020): 393–414. http://dx.doi.org/10.28945/4598.
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Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology: This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution: This study provided insights into part-time doctoral students’ scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings: Significant differences were found in four aspects of doctoral students’ scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor’s support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners: Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for part-time students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendation for Researchers: Future research can further evaluate and develop the instrument to better measure more domains of doctoral students’ scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students’ engagement with the program, mentors, and peers. Impact on Society: With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research: Future research can examine the differences between male and female doctoral students, different race groups, and disciplines.
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Logue-Conroy, Rebecca, Justin Harty, Joyce Y Lee, Lara Markovitz, and Jaimie O'Gara. "Doctoral Students’ Academic and Professional Network Development: A Collaborative Autoethnography of Students Engaged in Fatherhood Research." International Journal of Doctoral Studies 16 (2021): 611–31. http://dx.doi.org/10.28945/4869.
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Aim/Purpose: The overarching purpose of this paper was to examine how a collaborative working group of doctoral students from different institutions evolved into a community of practice and developmental network. Specifically, the aim of this study was to examine this group’s progression from working group to support group, a process that occurred through academic support, social support, professional networking, professional development, and skill development. Background: Although doctoral cohorts are often formed within the same school, some informal groups may develop among students in the same discipline from different schools. The authors explored how the formation of a working group, through attendance at an annual academic conference, enhanced their doctoral education and expanded their network through social and academic support. Methodology: The participant-researchers in this study used collaborative autoethnography to collectively examine their participation in this group formed outside of their respective schools of social work. Having worked together for over a year, meeting monthly through video calls, on a discrete project, the participant-researchers embarked on this collaborative authoethnography as they discovered their transformation from working group to support group. This group of five participant-researchers examined their own feelings about their participation in the group and the consequent benefits of belonging to such a group. Contribution: This study makes an important contribution to the doctoral education literature about how doctoral students from different schools can form informal groups that serve as a key source of intra-disciplinary networking, resources, opportunities, and support. This contribution helps to further the research on what kinds of supports doctoral students need in order to remain in their programs and graduate. Findings: We found that a working group of doctoral students from different schools of social work can develop into a community that can be used for social, academic, and networking support. We discovered that relationships with peers across schools provided a supportive environment that was distinct from those formed within our schools. Joining together to achieve a common research goal encouraged members to extend content-specific support. In addition, this group found that members had the opportunity to compare experiences at their respective doctoral programs, which enhanced peer support. Recommendations for Practitioners: Special interest groups at national conferences should encourage doctoral students at different schools to form communities of practice or similar groups. This group formation may lead to opportunities for doctoral students to work on a common project (e.g., website, publication) and serve as a source of social and academic support. Recommendation for Researchers: More research is needed on whether this relationship among doctoral students within the same discipline at different schools is equally helpful among students in different disciplines. Additional research is also needed on whether communities formed during doctoral studies can promote future collaboration as students become professors or researchers. Impact on Society: The present study’s model is applicable for use in academic settings where doctoral students convene for conferences relating to research, teaching, and practice. This model can facilitate the formation of inter-university working groups among students with similar research interests, career trajectories, and life responsibilities. Such groups can enrich peer support, promote collaboration, and enhance professional development. Future Research: More research is needed on whether this kind of social support group amongst doctoral students can be sustained as the students transition into academic careers. Additional research is also needed on whether these types of informal groups work across research focus or whether it works best when students have the same research focus.
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Lantsoght, Eva O. L. "Students’ Perceptions of Doctoral Defense Formats." Education Sciences 11, no. 9 (September 8, 2021): 519. http://dx.doi.org/10.3390/educsci11090519.
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The doctoral defense is an important step in the doctoral journey and an essential requirement for obtaining a doctoral degree. Past research on the doctoral defense has focused solely on national practices. In this work, I investigate the potential link between the doctoral defense format based on its major and minor elements and the perception of the defense by the student. For this purpose, I first reviewed the different defense formats used internationally to extract the different elements of the doctoral defense, and the literature on students’ perceptions of the doctoral defense. Then, I carried out an international survey which received 297 responses, of which 204 were completed surveys which I used for the analysis in this article. I first analyzed the outcomes of the survey using qualitative and quantitative methods, and then cross-correlated the outcomes of defense format with the outcomes of student perception. From this analysis, I observed that the defense elements that positively impact the student’s perception are: publication of the thesis before the defense, receiving committee feedback before the defense, knowing the recommendations of one or more committee member in advance, having the supervisor present in the audience or as part of the committee, using a dress code, and including a laudatio. The final conclusion of this work is threefold. The first conclusion is that the details of the defense format impact most the students’ perception. The second conclusion is that doctoral students, on average, value the defense as a positive experience. The third conclusion is that the defense format cannot influence two important aspects of how a student perceives the defense: the student’s inner life and experience during the defense, and the behavior of the committee members.
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Khalid, Sabika, Gulnar Orynbek, Cai Lianyu, and Endale Tadesse. "What goes around comes around: Shedding light on today’s doctoral student’s research socialization and who will be the future faculty." PLOS ONE 18, no. 5 (May 25, 2023): e0285843. http://dx.doi.org/10.1371/journal.pone.0285843.
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Higher education around the globe is striving to develop rigor and productive doctoral studies that mainly evolve in fostering doctoral students’ research skills by furnishing the necessary socialization process which predicts their future professional and academic decisions. Although scholars investigated the socialization experiences of doctoral students from different perspectives and stages, a large body of evidence is concentrated in western countries that do not define or imply non-western countries like Pakistan. Therefore, the present qualitative study sought to be an icebreaker and stimulant investigation to unfold doctoral students’ socialization experience in research-intensive universities through the lens of Weidman’s socialization framework. After interviewing 24 doctoral students, the findings revealed that doctoral students have high expectations from research universities to enhance their research capabilities. Moreover, most students knew the research’s significance for personal and professional development. The study concluded the progressive and adverse research socialization experiences of doctoral students.
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Regan, Kelley, and Margaret King-Sears. "A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education." Journal of Special Education Preparation 3, no. 3 (December 1, 2023): 38–47. http://dx.doi.org/10.33043/josep.3.3.38-47.
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Even though effective teaching is required when doctoral students assume positions in higher education, few doctoral programs have courses or formalized experiences designed around pedagogy for undergraduate and graduate students. The lack of pedagogical emphasis is especially concerning for newly minted doctoral students who will be preparing future special educators to teach students with disabilities in K-12 settings. In this article, the Continuum of Teaching Experiences (CTE) Model for preparing doctoral students to teach in higher education is described. This university teaching model depicts practice opportunities that promote pedagogical learning and prepare doctoral students for independent instruction of higher education courses. The CTE model scaffolds opportunities that provide doctoral students with varied entry points across a continuum of possibilities. Additionally, the CTE model is highly adaptable across multiple doctoral preparation programs, emphasizing a malleable framework that can be refined for variable programmatic needs.