Relevant bibliographies by topics / Doctoral studies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Doctoral studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Doctoral studies"

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Palkova, Karina. "THE QUALITY OF DOCTORAL STUDIES: CHALLENGES AND FUTURE PERSPECTIVES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 204. http://dx.doi.org/10.17770/sie2020vol2.4839.

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The doctorate studies are one of the highest degrees given by a university. Doctoral studies provide students with training in research techniques. The doctoral studies involves the presentation and preparation of the most value activity named as doctoral thesis. There are a lot of doctoral programmes whose specific objectives are to train researchers to successfully address the challenges of new researched science ECT. Nevertheless the global tendency shows that doctoral studies must be transformed to promote innovative and comprehensive research degree and the particular system of the doctoral study process. The aim of the study is to research the key issues of the quality of doctoral studies from the perspective of innovation and digitalization era in educational system in Europe as a whole and in Latvia.
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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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Aitchison, Claire, and Susan Mowbray. "Doctoral women: managing emotions, managing doctoral studies." Teaching in Higher Education 18, no. 8 (August 19, 2013): 859–70. http://dx.doi.org/10.1080/13562517.2013.827642.

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Rodríguez, Yolanda García. "Doctoral Studies in Psychology in Spain." European Psychologist 8, no. 1 (March 2003): 28–33. http://dx.doi.org/10.1027//1016-9040.8.1.28.

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In Spain doctoral studies underwent a major legal reform in 1998. The new legislation has brought together the criteria, norms, rules, and study certificates in universities throughout the country, both public and private. A brief description is presented here of the planning and structuring of doctoral programs, which have two clearly differentiated periods: teaching and research. At the end of the 2-year teaching program, the individual and personal phase of preparing one's doctoral thesis commences. However, despite efforts by the state to regulate these studies and to achieve greater efficiency, critical judgment is in order as to whether the envisioned aims are being achieved, namely, that students successfully complete their doctoral studies. After this analysis, we make proposals for the future aimed mainly at the individual period during which the thesis is written, a critical phase in obtaining the doctor's degree. Not enough attention has been given to this in the existing legislation.
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Nutov, Liora, and Orit Hazzan. "Feeling the Doctorate: Is Doctoral Research that Studies the Emotional Labor of Doctoral Students Possible?" International Journal of Doctoral Studies 6 (2011): 019–32. http://dx.doi.org/10.28945/1354.

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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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M. Forray, Jeanie, and Janelle E. Goodnight. "Recruiting business PhDs: US minority motives and concerns." Equality, Diversity and Inclusion: An International Journal 33, no. 1 (January 2, 2014): 2–41. http://dx.doi.org/10.1108/edi-10-2012-0099.

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Purpose – While institutional efforts have shown modest results, AACSB statistics suggest that current practices are insufficient to increase more substantively the representation of minorities among doctorally qualified business school faculty. The purpose of this paper is to explore antecedents to the faculty representation issue – that is, the motives, concerns, and resources of US minority individuals with respect to business doctoral program entry – as a basis for improving minority faculty representation outcomes. Design/methodology/approach – A small sample of doctoral program directors were interviewed to ascertain their perspective on recruitment, design and delivery of PhD programs in business and from which a survey instrument was developed. A sample of 292 US minority respondents surveyed indicated their top reasons for and concerns about pursuing a doctorate, program selection and rejection criteria, sources of information and financing, and, for those in the decision-making stage, reasons for waiting to apply to a program. The paper compares responses of those who graduated from or are currently enrolled in a doctoral program in business with those who decided not to enroll. The paper also explores factors most salient to individuals currently contemplating enrolling but who have not yet decided to do so. Findings – Results suggest that mentorship of promising undergraduate and master's students by business faculty and current doctoral students is critical to US minority enrollments in doctoral programs; however, a school's physical location, required time and energy, and financial considerations also play a role in the decision-making process. The role of international students in diversity efforts by doctoral programs is also salient. Originality/value – Previous studies in multiple disciplines note the under-representation of US minority faculty in academe. In business education, suggestions for overcoming this gap have focussed on recruitment, mentoring, and/or networks and support groups but little is known about antecedents to entry (motives, concerns, and resources of US minority individuals) with respect to business doctoral programs.
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Kenney, M. L. "Laboratory performance and director qualifications." Clinical Chemistry 33, no. 5 (May 1, 1987): 725–37. http://dx.doi.org/10.1093/clinchem/33.5.725.

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Abstract Since 1971, federal laboratory regulations have required that directors of approved laboratories possess earned doctorates. Private accrediting agencies and some states also require doctoral directorship of accredited laboratories. No empirical studies have demonstrated that a director's earned doctorate is necessary to assure laboratory quality. Laboratories in physicians' offices (POLs) are exempt from federal regulation but receive federal reimbursement on the basis of the physicians' medical degree. No empirical studies have demonstrated that unregulated laboratories perform comparably with regulated laboratories. This investigation found no statistically discernible differences in quality when 1983 proficiency test data were used to compare statistically the performance of doctoral- and non-doctoral-directed Medicare-certified independent laboratories in California. When regulated non-doctoral-directed full-service laboratories were statistically compared with unregulated limited service POLs, regulated non-doctoral-directed laboratories consistently demonstrated superior per formance to POLs. Evidently a director's earned doctorate is neither a necessary nor a sufficient condition to assure laboratory performance. Government regulation appears to provide substantial quality assurance in the clinical laboratory field.
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Lepp, L., M. Remmik, M. Karm, and Ä. Leijen. "SUPERVISORS’ CONCEPTIONS OF DOCTORAL STUDIES." Trames. Journal of the Humanities and Social Sciences 17, no. 4 (2013): 401. http://dx.doi.org/10.3176/tr.2013.4.06.

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Freund, Bill. "Doctoral studies in South Africa." Transformation: Critical Perspectives on Southern Africa 80, no. 1 (2012): 69–75. http://dx.doi.org/10.1353/trn.2012.0054.

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Dissertations / Theses on the topic "Doctoral studies"

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Malone, Laurell Coleman M. S. "The Multiple Roles of Women Pursuing Doctoral Studies." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30544.

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Increases in the employment of women in administrative and managerial careers have drawn attention to a need for research that examines the interdependency of work and family roles, a need that is particularly crucial in the area of academic administration. This was a qualitative study of the strategies and support systems women educational administrators use to deal with the multiple roles they perform in life and work while pursuing doctoral studies. Forty-four women educational administrators enrolled in Virginia Tech's fall 1996 dissertation seminar were selected to participate in a telephone interview. Each participant's responses were recorded and transcribed. Data were sorted using a variable-oriented format. Matrices were used to categorize and analyze the data, note emerging patterns of strategies and support systems, and compare and contrast roles across personal and situational variables. The women in this study cited time as the common factor in most role conflicts occurring during their years of doctoral study. Strategies that centered around time management (prioritize, delegate, compartmentalize,) were used to deal with their multiple roles. Feelings of guilt, stress, exhaustion, and isolation were common. They depended on positive and affective support systems that included family, friends, co-workers, and cohort members to deal with responsibilities of home, work, and doctoral study. A strong sense of commitment, determination, and spiritual faith was credited most often as the one thing that kept them going as they responded to the problems, issues, concerns, and challenges of performing multiple roles in life and work.
Ed. D.
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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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Stenzel, Deborah Joan. "Ultrastructural and cytochemical studies of blastocystis sp." Thesis, Queensland University of Technology, 1994.

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Rapp, Doreen Rivera. "A Narrative Study of Perspectives of Puerto Rican Doctoral Graduates." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3606.

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A review of the literature indicates that Latinos lag behind Whites and Blacks in college degree attainment. This educational disparity is of concern because Latinos are currently the largest minority group in the United States, and the Latino population is expected to increase exponentially in the future. College degree attainment for Latinos is imperative because statistics show an undeniable relationship between degree attainment and income level. In order to ensure the economic wellbeing of Latinos, it is important that Latinos persist through college degree programs. This is especially true for Puerto Ricans because they are the second largest Latino subgroup. The majority of college persistence and departure literature applies to students in general and some of the studies focus on Latino College students. However, fewer studies explore the perspectives of Latinos with the process of graduate or doctoral degree attainment. This is especially true of Latinos of specific ethnic backgrounds such as Cuban, Mexican, or Puerto Rican. I conducted this study in order to address this gap in the literature. This study described and explained the perspectives of a purposive sample of Puerto Rican doctoral graduates on their education by exploring those social and cultural factors that influenced their perceptions, and served as educational facilitators or barriers to their doctoral attainment. The questions that guided the study were: 1.What are the components of their perspectives? and; 2. What social-cultural variables influenced their perspectives?  In order to answer the research questions, I interviewed eight Puerto Ricans with doctorates who were affiliated with the GOTHAM educational system in the state of New York. In order to collect the data, I went to New York in February and March 2010 and conducted face to face interviews with the participants, which were recorded. After I recorded the interviews, I transcribed the data, which I analyzed using a software program called Atlas.ti. I analyzed the data by coding the excerpts, which I identified as the subthemes or variables of this study. The subthemes were coalesced into major themes, which were validated by peer review, several iterations of member check, and data triangulation. After coming to a consensus at all levels of validation, I determined that the emergent themes were in fact evidence of the components of the perceptions of the participants‟ experiences with doctoral attainment. Those components are Personal Factors, Social Role Factors, Cultural Factors, and Social Factors. Based on the analysis of the data, the most profound influence to the perception of the participants‟ lived doctoral experiences was that of the interaction of being a doctoral student, or Adult Learner, with at least one other social role. The most commonly reported negative interaction was being an Adult Learner and a Worker at the same time. Having a lack of Finances, No Latino Role Models, experiencing Negative Events by Ethnicity, and struggling with Self-Efficacy served as barriers to most of the participants. Having Peer Networks and Faculty Support served as facilitators to most of the participants. In order to add to the usefulness of this study, I asked the participants for their advice to future or current doctoral students, and for suggestions to faculty and administrators of higher education. I included their responses as part of this study.
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Burg, Carol A. "Faculty Perspectives on Doctoral Student Mentoring: The Mentor‘s Odyssey." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1582.

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In recent years, mentoring has emerged as a research domain, however, the preponderance of mentoring research has been situated first, in the business or organizational settings and second, in the K-12 educational setting, focusing on protégé experiences, using quantitative survey instruments to collect data. Thus, mentoring research literature includes a paucity of formal studies in the arena of graduate education. Situated in the higher education setting, this study investigated the perspectives of faculty-mentors who provided mentoring to doctoral students who completed the doctoral degree, employing the qualitative research methodology known as phenomenology, as an orthogonal but complimentary epistemology to previous quantitative studies. Located specifically in the College of Education of a large research university, the study asked 262 College of Education doctoral graduates to nominate College of Education faculty who provided mentoring to them during their degree pursuit. A total of 59 faculty were nominated as mentors. Six of the most frequently nominated mentors participated in two semi-structured interviews (Berg, 2004). The interviews addressed the mentor's experience of the mentoring endeavor, seeking to gather a description of their lived experience (Creswell, 1998) of mentoring and the meanings (Cohen & Omery, 1994) they garnered from it. The interviews yielded several shared perspectives on mentoring, including: a Gratifying Perspective, an Intentional Perspective, an Idiographic Perspective, a Teleological Perspective, and a Dynamic Perspective. Other noteworthy concepts that emerged from the mentors' data were: values, motivations, symbiotic relationship, and contextual negotiation. Implications for mentoring theory and practice as well as mentor development were described. The study contributed to development of a fuller phenomenological understanding of the perspectives of faculty-mentors in a mentoring relationship with doctoral students.
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Frost, Ray. "Studies of selected minerals, mineral surfaces and their colloidal dispersions." Thesis, Queensland University of Technology, 2001.

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This thesis is about the molecular structure of minerals, their surface modification and the dispersion of selected minerals of a ceramic nature as sols and gels. The theme that permeates through this work and connects the different elements of the work is the search for fundamental knowledge and understanding of mineral structure and mineral surface structure. The underlying principal is that of molecular structure of surfaces and the changes in that molecular structure through modification of the surfaces. There are seven research divisions of study reported in this thesis: (A) Molecular structure and spectroscopy ofkaolinite (B) Molecular surface structure modified through intercalation with polar molecules (C) Molecular surface structure modified through intercalation with potassium and cesium acetates (D) Structure and spectroscopy of alumina phases and colloids (E) Structure and spectroscopy of titania and zirconia colloids (F) Synthesis, characterisation and spectroscopy of double layered hydroxides (hydrotalcites) (G) Spectroscopic and molecular structural studies of selected minerals of interest
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Flowers, Theresa Danielle. "Pathways to Success| Black Women's Perspectives on Successfully Completing Doctoral Education." Thesis, Adelphi University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10902270.

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Schools of social work are facing a challenge of a lack of social workers with a doctorate to fill faculty positions expected to open due to faculty retiring. There is also a need for more ethnic diversity among social work faculty and schools are struggling to recruit and retain more faculty. This qualitative study used phenomenological methods to explore the factors that 20 Black women attribute to earning their doctorate degree in social work. It used Tinto’s theory of graduate persistence, critical race theory, and Black feminist thought to contextualize the findings.

All of the participants were first generational doctoral students. Two factors motivated them to earn their doctorates (1) influence of family, friends and mentors and (2) their desire to help others. Findings also revealed that participants encountered a number of internal and external obstacles during their studies. While these obstacles delayed many of the women, they did not stop them. The women perceived these obstacles to be connected to their race, gender, and class. All of the women prevailed against the obstacles they encountered utilizing internal supports such as their faith and determination. They also relied on external supports from those with whom they had interpersonal relationships, including family, friends, and their institutions. These findings suggest that having support from their institution and encouragement from their family and friends served as a protective factor to the obstacles they encountered. These findings also outline the dichotomy of finances in this study. Overall 90% of participants received some type of funding for their, however all of accumulated financial debt in pursuit of their doctorate. Based on the findings of this study the following suggestions are made for schools of social work. A) Address issues of institutional racism by providing mentorship training courses for faculty. B) Conduct research to test the effectiveness of recommendations outlined in this study. C) Provide more training and resources to prepare Black women who aspire to pursue their Ph.D. in social work.

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Maxwell, Judith Margaret, and judy maxwell@rmit edu au. "Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT University." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091029.144203.

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This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.
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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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Steiner, Lili. "Evaluating Facebook as a Community of Practice to Ascertain Extent of Doctoral Student Connectedness." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602316.

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The aim of this multiple and independent quantitative and qualitative methods study was to investigate the relevance of Facebook groups for doctoral students during their dissertation process. A convenience sampling approach was used to survey quantitatively the Texas A&M Ed.D. online doctoral students who met the inclusion criteria. The participants completed a valid, web-based survey using the Doctoral Student Connectedness Scale (DSCS, Terrell et al., 2009). Purposeful sampling was used to recruit a sub-sample of participants who subsequently responded to semi-structured interview questions via web conferencing. Quantitative data analysis involved descriptive statistics using SPSS for Mac. Content analysis of the qualitative data was performed using QSR NVivo 11 software. Ethnographic and Thematic analysis used Saldaña’s (2013) two-stage eclectic coding, where emergent themes helped explain the quantitative analysis results. These results revealed that student-to-student regular communications was the only DSCS indicator proven to be statistically/practically significant. While the quantitative results of this study were inconsistent with the results of previous studies, the qualitative data provided additional understanding of the indicators regarding the student-to-student connectedness factor and the CoP by offering their theoretical themes and their emerging themes described as alternate communications. These preferred forms of communication added perspective to low-quality relationships by further explaining that students abandoned the cohort Facebook group due to an institutional procedure designed to divide the cohort into smaller thematic groups. Because the success expressed by the doctoral student cohort group failed to be reproduced in the smaller thematic groups, it is recommended that newly structured thematic constructs incorporate the student input presented in this study.

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Books on the topic "Doctoral studies"

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1942-, Lunsford Andrea A., Moglen Helene 1936-, Slevin James F. 1945-, and Modern Language Association of America. Commission on Writing and Literature., eds. The Future of doctoral studies in English. New York: Modern Language Association of America, 1989.

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Reznik, Semen. University doctoral student: dissertation, preparation for defense, personal organization. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1842130.

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The practical manual discusses the content, system and technologies of training in doctoral studies of higher educational institutions. Special attention is paid to the distinctive features of the dissertation for the degree of Doctor of Sciences and the analysis of the requirements for a doctoral dissertation. The issues of methodology of scientific creativity at the level corresponding to the doctoral dissertation are highlighted, recommendations on writing, design and defense of the dissertation are presented. Considerable attention is paid to the issues of personal organization and planning of the activities of doctoral students and all those who seek to write and defend a doctoral dissertation. For doctoral students and applicants for the degree of Doctor of Sciences, scientific consultants of doctoral students, heads of departments of the university responsible for the training of scientific and pedagogical personnel.
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Forrest, David. The doctoral journey in dance education and drama education: Reflections on doctoral studies by Australian and New Zealand educators. North Melbourne, Vic: Australian Scholarly, 2012.

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Mary, Dykstra. The impact of doctoral research in information science and librarianship. [Boston Spa]: British Library Research and Innovation Centre, 1997.

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Remenyi, D. Ethical considerations for masters and doctoral research in business and management studies. Henley-on-Thames: Henley Management College, 1996.

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Wolf, Kirsten. An annotated bibliography of North American doctoral dissertations on Old Norse-Icelandic studies. Ithaca: Cornell University Press, 1998.

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North, Stephen M. Refiguring the Ph.D. in English studies: Writing, doctoral education, and the fusion-based curriculum. Urbana, Ill: National Council of Teachers of English, 2000.

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Purnamasari, Agustina. Beyond the pride and the privilege: The stories of doctoral students and work-life balance. Charotte, NC: Information Age Publishing, Inc., 2015.

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Willie, Charles Vert. African-Americans and the doctoral experience: Implications for policy. New York: Teachers College Press, 1991.

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Patricia, Polansky, Shulman, Anna See Ping Leon., and Gordon, Leonard H. D., 1928-, eds. Doctoral dissertations on China and on inner Asia, 1976-1990: An annotated bibliography of studies in western languages. Westport, Conn: Greenwood Press, 1998.

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Book chapters on the topic "Doctoral studies"

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Jorgensen, Thomas. "Doctoral Studies in Europe." In Encyclopedia of International Higher Education Systems and Institutions, 1–3. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_261-1.

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Cappa, Carlo. "Doctoral Studies in Italy." In Governing Educational Spaces, 189–203. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-265-3_11.

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Jorgensen, Thomas. "Doctoral Studies in Europe." In The International Encyclopedia of Higher Education Systems and Institutions, 319–22. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_261.

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Gambier, Yves, Christina Schaeffner, and Reine Meylaerts. "Doctoral training in Translation Studies." In American Translators Association Scholarly Monograph Series, 99–116. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/ata.xix.05gam.

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Pommerening, Arne. "Doctoral Studies and All That." In Staying on Top in Academia, 33–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65467-2_3.

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Amouzouvi, Dodji. "Understanding doctoral studies in Benin." In Doctoral Training and Higher Education in Africa, 123–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183952-7.

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Jones, Glen A. "Doctoral Education in Canada." In Knowledge Studies in Higher Education, 147–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89713-4_9.

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Cahusac de Caux, Basil. "A Short History of Doctoral Studies." In Wellbeing in Doctoral Education, 9–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9302-0_2.

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Lonka, Kirsti. "Helping Doctoral Students to Finish Their Theses." In Studies in Writing, 113–31. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48195-2_9.

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Peltokorpi, Arto. "Participating in Spouse’s and Daughter’s Doctoral Studies." In Obsessed with the Doctoral Theses, 93–95. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-678-6_18.

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Conference papers on the topic "Doctoral studies"

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Jiménez Ramírez, Magdalena. "A Descriptive Analysis of Doctoral Studies in Spain: Recent Changes." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2771.

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The adaptation of Doctoral studies to the European Higher Education Area has involved a complex regulatory change in Spain, with the aim of harmonizing this stage of training with European guidelines. Royal Decree 99/2011 established a new organizational structure for the Doctorate and sets out the guidelines, conditions and procedures that are to regulate the new Doctoral studies. In this paper we describe some of the most significant changes, including, among others, the novelty of the creation of Doctoral Schools, and we likewise present a succinct descriptive overview of some data resulting from the implementation of the regulations on the configuration and putting into practice of the new Doctoral studies. We conclude that these transformations are complex at the levels of management, organization and operation, although they have involved a move towards training that qualifies candidates in research competencies within a setting of internationalization and European mobility.
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Maunula, Minna. "MULTIDIMENSIONAL EXPERTISE IN DOCTORAL STUDIES - DOCTORAL STUDENTS EXPERIENCES OF THEIR PERSONAL PROCESSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1041.

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Shestakova, A. A. "Doctoral dissertation: postgraduate studies, preparation and defense." In XX Anniversary All-Russian Scientific and Practical Conference of Young Scientists, Postgraduates and Students. Technical Institute (BRANCH) of NEFU, 2019. http://dx.doi.org/10.18411/s-2019-82.

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Cusnir, Valerii, and Radion Cojocaru. "Ensuring the quality of doctoral studies through open scientific research." In Open Science in the Republic of Moldova National Scientific Conference, 2nd edition. Information Society Development Institute, Republic of Moldova, 2022. http://dx.doi.org/10.57066/sdrm22.10.

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Scientific research is a defining and indispensable component of higher doctoral studies, and the purpose of these studies is materialized in the development and defense of doctoral theses. The organization of the scientific research activity within the Doctoral Schools must have a “living character” through the continuous adaptation of the quality standards to the technical-scientific progress and the natural social transformations that we go through. Moreover, the beginning of the “information revolution” opened new perspectives for publishing and disseminating the results of scientific research. Open scientific research will contribute considerably to the development of the quality of doctoral studies and will determine the impact of doctoral theses in the scientific fields to which they are related.
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Gilja, Gordon. "Interdisciplinary and multidisciplinary approach to research during doctoral studies." In 4th Symposium on Doctoral Studies in Civil Engineering. University of Zagreb Faculty of Civil Engineering, 2018. http://dx.doi.org/10.5592/co/phdsym.2018.20.

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Raposo, Rui. "DIMENDX - DIGITAL MEDIA NETWORK FOR DOCTORAL STUDIES EXPERIENCES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1267.

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Valeeva, Elvira E. "Foreign Language Course For Doctoral Students At Technological University." In Conference on Land Economy and Rural Studies Essentials. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.02.94.

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Vukoja, Hrvoje, and Anđelko Vlašić. "Shear lag of steel girders." In 4th Symposium on Doctoral Studies in Civil Engineering. University of Zagreb Faculty of Civil Engineering, 2018. http://dx.doi.org/10.5592/co/phdsym.2018.11.

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Tkalčić, Damir, and Ana Mandić Ivanović. "Dynamic parameters in bridge condition assessment." In 4th Symposium on Doctoral Studies in Civil Engineering. University of Zagreb Faculty of Civil Engineering, 2018. http://dx.doi.org/10.5592/co/phdsym.2018.10.

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Belosevic, Zlatko, and Mladen Mestrovic. "Seismic load analysis of material-filled storage tanks according to Eurocode 8." In Symposium on Doctoral Studies in Civil Engineering 2017. University of Zagreb Faculty of Civil Engineering, 2017. http://dx.doi.org/10.5592/co/phdsym.2017.01.

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Reports on the topic "Doctoral studies"

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Zhou, Ruhua, Jingjing Xu, Jiaochen Luan, Weiyun Wang, Xinzhi Tang, Yanling Huang, Ziwen Su, Lei Yang, and Zejuan Gu. The Predictive Role of C-Reactive Protein on Sudden Death: A meta-analysis of prospective studies. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0074.

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This study was a diagnostic research, so the content was decomposed according to PIRO : P: Patients diagnosed with sudden death; I: C-reactive protein; R: There is no gold standard for sudden death, and the definition of sudden death varies from literature to literature. The World Health Organization defines sudden death: "Patients who are normally healthy or seemingly healthy die suddenly due to natural diseases in an unexpectedly short period of time." In our study, sudden death is determined by the history, symptoms, physical examination and electrocardiogram results assesed by doctor. If death events were collected from the patients’ medical records, deaths coded using the International Classification of Diseases-9th Revision, codes 410 to 414 for non-SCD and 798.1 for SCD; or the International Classification of Diseases-10th Revision, codes I20 to I25 for non-SCD and I46 for SCD. All deaths registered as sudden deaths were confirmed in interviews with the patient’s physician or family members again. O: sudden death.
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Patron, Maria Carmela, and Marilou P. Costello. The DMPA service provider: Profile, problems and prospects, August 1995. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1024.

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This report presents the results of interviews conducted with 60 trained DMPA service providers from seven of the ten local government units (LGUs) covered by Phase I of the Philippine Department of Health's DMPA Reintroduction Program. DMPA, or Depot-medroxyprogesterone acetate, is an injectable contraceptive commonly known as Depo-Provera. The interviews were undertaken as part of the DMPA Monitoring and Follow-up Studies sponsored by the Population Council under the Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project. While the monitoring study and the follow-up survey focused on DMPA users and dropouts, this study centered on the service provider. The DMPA Reintroduction Program was launched by the DOH in April 1994 by the Philippine Bureau of Food and Drugs. The program aims to reintroduce DMPA into the Philippine Family Planning Program through training local-level doctors, nurses, and midwives as service providers, and providing free DMPA services in selected public health facilities.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Egypt: Expand access to postabortion care. Population Council, 2000. http://dx.doi.org/10.31899/rh2000.1023.

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The Population Council has supported a series of studies to improve the quality of postabortion care (PAC) in Egypt. A 1994 pilot study in two Egyptian hospitals showed that upgrading PAC and training physicians in manual vacuum aspiration (MVA), infection control, and counseling led to significant improvements in the care of postabortion patients. The 1997 study, conducted by the Egyptian Fertility Care Society with support from the Population Council, sought to institutionalize improved postabortion medical care and counseling procedures in ten hospitals. Five senior physicians from each hospital attended a five-day training course in MVA, infection control, and family planning (FP) counseling. The physicians then supervised four months of on-the-job training of doctors and nurses at the ten hospitals. A case management protocol, including emergency medical treatment, pain control, and FP counseling, was also introduced. As reported in this brief, training providers and introducing a case management protocol led to improved PAC at ten government and teaching hospitals in Egypt.
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