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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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Potolea, Dan. "Doctoral Studies and Research Competences." Procedia - Social and Behavioral Sciences 76 (April 2013): 935–46. http://dx.doi.org/10.1016/j.sbspro.2013.04.238.
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Lee, Kyungmee. "A Phenomenological Exploration of the Student Experience of Online PhD Studies." International Journal of Doctoral Studies 15 (2020): 575–93. http://dx.doi.org/10.28945/4645.
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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.
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Manic, Stelian, Gheorghe Cuciureanu, and Ludmila Manic. "Analysis of changes in the concept of doctoral studies. Approaches through the prism of policies promoted at european level." Moldoscopie, no. 4(95) (May 2022): 76–85. http://dx.doi.org/10.52388/1812-2566.2021.4(95).07.
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The article analyzes the aspects of doctoral treatment at European level. The doctorate becames part of the higher education (cycle III) in the early 2000s and has been an important element of the Bologna process and the development of the European Higher Education Area (EHEA). The announcements of the ministers responsible for higher education in European countries as a result of their regular meetings, provide various activities for the development of a common framework for doctoral studies at European leve as welll. At the same time, the processes of globalization and the development of knowledge-based economies pose a number of challenges to the process and purpose of doctoral studies, which are widely debated by researchers, experts and decision makers. International experience can be useful and needs to be taken into consideration in the process of reforming the doctoral studies in the Republic of Moldova, especially in the context of implementing actions to integrate national higher education in the EHEA.
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Burford, James. "Conceptualising Doctoral Writing as an Affective-political Practice." International Journal of Doctoral Studies 12 (2017): 017–32. http://dx.doi.org/10.28945/3689.
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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.
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Backlund, Fredrik. "A project perspective on doctoral studies – a student point of view." International Journal of Educational Management 31, no. 7 (September 11, 2017): 908–21. http://dx.doi.org/10.1108/ijem-04-2016-0075.
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Purpose Many doctoral students never obtain a doctoral degree, and many do not finish their studies in time. To promote aspects of effectiveness and efficiency in doctoral studies, the purpose of this paper is to explore a project perspective, more specifically how doctoral students experience their studies in terms of key dimensions of projects. Design/methodology/approach Written reflections concerning a project perspective in doctoral studies, based on 18 students at a Swedish university, have been categorised and analysed by the means of the qualitative research software NVivo. Findings Main findings are reflections on the project manager role including both the supervisor and the doctoral student, and different views on project control parameters and the concepts goal-seeking and goal-orientation. A more comprehensive picture of project planning is presented, compared with the Individual Study Plan, including different project methods and tools that can be suitable in a doctoral project. Research limitations/implications The study is based on a limited number of doctoral students; however, the aim has been to give examples of project perspectives. The findings could be valuable for increased understanding of doctoral studies and of the project management field in general. Practical implications The study can induce awareness among doctoral students and supervisors of a project perspective in doctoral studies, promoting aspects of efficiency and effectiveness. Originality/value Compared to previous research, this study explicitly tries to understand how doctoral students make sense of their doctoral studies from a project perspective.
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L Conrey, Meredith, Gene Roberts, Jr., Melissa R Fadler, Matias M Garza, Clifford V Johnson, Jr., and Misty Rasmussen. "Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates." International Journal of Doctoral Studies 15 (2020): 305–27. http://dx.doi.org/10.28945/4572.
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Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.
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Lelei, Joyce J. "Analysis of Doctoral Supervision." International Journal of Advanced Research 5, no. 1 (February 23, 2022): 21–29. http://dx.doi.org/10.37284/ijar.5.1.562.
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Sustainable development goal four is to ensure quality education by 2030. One target of achieving this is by 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small Island developing States and African countries, for enrolment in higher education. There has been an increased enrolment in doctoral studies at African Universities in the recent years. Government industry and business are interested in high quality graduates. The study aimed to contribute to the quality of doctoral graduates by assessing their perception of supervision. Perception of supervision was obtained using the Postgraduate Research Experience Questionnaire (PREQ). The study recommends (i) self-evaluation of supervisors. This will point out weak areas in supervision and when corrected will ensure quality of graduates, and (ii) conduct tracer studies of doctorate graduates.
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Hamilton, David, Inga Wernersson, and Sverker Lindblad. "Doctoral studies in pedagogik in Sweden." Nordic Studies in Education 23, no. 04 (November 2, 2003): 246–59. http://dx.doi.org/10.18261/issn1891-5949-2003-04-08.
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Iivonen, Mirja, Ulla Nygrén, Anu Valtari, and Tanja Heikkilä. "Library collections contribute to doctoral studies." Library Management 30, no. 3 (February 20, 2009): 185–203. http://dx.doi.org/10.1108/01435120910937357.
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Lyons, K. "Social Work Doctoral Studies: Researching Research." British Journal of Social Work 33, no. 8 (December 1, 2003): 1115–21. http://dx.doi.org/10.1093/bjsw/33.8.1115.
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Leonard, Diana. "Transforming Doctoral Studies: Competencies and Artistry." Higher Education in Europe 25, no. 2 (July 2000): 181–92. http://dx.doi.org/10.1080/713669254.
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Lahenius, Katja. "Communities of practice supporting doctoral studies." International Journal of Management Education 10, no. 1 (April 2012): 29–38. http://dx.doi.org/10.1016/j.ijme.2012.02.003.
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Malmi, Lauri. "Doctoral studies in computing education research." ACM Inroads 4, no. 4 (December 2013): 18–19. http://dx.doi.org/10.1145/2537753.2537760.
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Xu, Ziyun. "Doctoral Dissertations in Chinese Interpreting Studies." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 13, no. 1 (April 1, 2015): 131–65. http://dx.doi.org/10.1075/forum.13.1.07xuz.
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Pechar, Hans, Gülay Ates, and Lesley Andres. "The “New Doctorate” in Austria: Progress toward a Professional Model or Status Quo?" Center for Educational Policy Studies Journal 2, no. 4 (December 31, 2012): 91–110. http://dx.doi.org/10.26529/cepsj.339.
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Until recently, both policy direction and public awareness of the Bologna Process has been focused almost unilaterally on the introduction of the Bachelor’s degree to European universities. This is understandable, as for most European countries, the Bachelor is a new academic degree. However, commencing with the Berlin Ministerial Conference (Realising the European Higher Education Area, 2003), reform of doctoral studies has been highlighted as a second equal pillar in the Bologna reform process. In this paper, we begin by providing anoverview of the general policy background and the rationales that underlie the attempts to restructure doctoral studies in Europe. Next, we focus on the specific situation in Austria, where peculiarities of the status quo collide with uniquely Austrian approaches to reforming doctoral education. Finally, through two case studies, we examine initial attempts – and related challenges – to implement the “New Doctorate” in Austria.
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Sakurai, Yusuke, Jenna Vekkaila, and Kirsi Pyhältö. "More or less engaged in doctoral studies? Domestic and international students’ satisfaction and motivation for doctoral studies in Finland." Research in Comparative and International Education 12, no. 2 (June 2017): 143–59. http://dx.doi.org/10.1177/1745499917711543.
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This study examines whether students who started their doctoral degree with different motivation profiles differ in their emotional engagement in their studies, and how this pattern differs between domestic and international students in Finland. This study used survey data collected from 1064 domestic and 120 international students. The results showed that students who started their degree with a low motivation to extend their career prospects were significantly less satisfied with their studies. Interestingly, the students in the group with the lowest level of interest in their research work were nonetheless fairly satisfied in their studies if their motivation to develop their career prospects was at a moderate level. The international students embarked upon their doctoral programmes with a greater wish to develop their career prospects and were more satisfied with their doctoral studies. The discussion emphasises that students, specifically domestic students, become more aware of the meaningfulness of doctoral studies for their career opportunities, which helped them to engage more positively with their doctoral studies.
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Anthony Fulton, John, Lynne Hall, Derek Watson, and Gillian Hagan-Green. "The Open Cage: A Force for Transformative Learning in Professional Doctoral Studies During COVID-19." International Journal of Doctoral Studies 17 (2022): 243–61. http://dx.doi.org/10.28945/4987.
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Aim/Purpose: This paper explores how professional doctorate candidates responded to the restrictions and changed context of COVID-19. Using connectivism as a theoretical framework, it explores the ways in which their patterns of study were recalibrated in light of the restrictions caused by the pandemic. Specifically, this study aims to: explore the experience of the professional doctorate student during the pandemic; and demonstrate the ways in which networks are recalibrated and adapt to changing circumstances. Background: In 2020, in response to COVID-19 many countries, including the UK, went into lockdown resulting in most doctoral candidates being confined to their homes and restricted to online contact with peers and supervisors. Part-time students have a finely balanced pattern of work which was required to be recalibrated and refocused which required considerable adaptation on the part of the candidates. Methodology: A qualitative methodology was used comprising four focus groups, each consisting of four professional doctorate candidates. Participants were professional doctorate candidates and as such were all mid-career professionals from a variety of backgrounds. Purposeful sampling was combined with theoretical sampling, which ensures the sample is deliberately selected and ensures the emergent development of the theoretical ideas. The focus groups were recorded and transcribed. Thematic analysis was used to analyse the data and identify the main findings, allowing themes to be identified. Contribution: The findings indicated that professional doctorate candidates were highly adaptable and were able to adjust rapidly in response to COVID-19 restrictions. The networks they had previously established had to be refocused through adapting and adjusting patterns of study and developing digital skills to enable them to progress in their doctoral studies. Findings: Three themes emerged from the analysis: recalibrating work-life-study balance; adaptivity in studies and research; and empowerment through Information and Communications Technology (ICT). To progress their doctoral studies, the networks they had previously established had to be refocused through adapting and adjusting patterns of study. Recommendations for Practitioners: While lockdown was an unusual experience, some factors can inform future developments for doctoral education, mainly: the importance of establishing a pattern of study; the importance of connectivism and Information Technology (IT); and how such use can enhance and expand the research process. Recommendation for Researchers: Adaptivity achieved through IT; connectivity and the recalibration of networks were key to enabling doctoral candidates to continue their research. The use of connectivism as a theoretical framework for research merits further exploration, as do methods for online learning and approaches to incorporating digital skills into doctoral studies. Impact on Society: According to connectivism, learning is through the establishment of net-works, and these consist of both the means of gaining and accessing knowledge and the work-life study balance. It is important to examine and improve these networks. Many of the changes imposed by the COVID-19 restrictions are here to stay and this study highlights the ways in which the student experience can be enhanced through digital learning. Future Research: This research could be expanded through further analysis of how IT can enhance research practice. The interaction with digital learning sources could be explored and highlighted. The pattern of networks could also be explored and developed, and the positive and negative aspects could be highlighted.
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Mazerolle, Stephanie M., Thomas G. Bowman, and Joanne C. Klossner. "An Analysis of Doctoral Students' Perceptions of Mentorship During Their Doctoral Studies." Athletic Training Education Journal 10, no. 3 (July 1, 2015): 227–35. http://dx.doi.org/10.4085/1003227.
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Context Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective Gain an understanding of the relationship that develops between a doctoral student and the athletic training faculty mentor. Design Qualitative study. Setting Universities with athletic training doctoral students. Patients or Other Participants Twenty-eight doctoral students (19 females, 9 males; average age = 28 ± 3 years) participated in our study. The doctoral students were certified for 6 ± 3 years and represented 5 different National Athletic Trainers' Association districts and 9 different universities. Main Outcome Measures One-on-one telephone interviews following a semistructured script were recorded with all participants. Upon completion, each interview was transcribed and analyzed using a thematic approach. Peer review, multiple analyst triangulation, and stakeholder checks ensured trustworthiness. Results Three themes emerged from our thematic analysis procedure: (1) The relationship between the student and the faculty mentor needs to be one that is supportive, yet viewed as yielding autonomy and collaboration; (2) the relationship between the student and the faculty mentor needs to include opportunities for professional development specifically related to skill acquisition and development related to a future academic role; and (3) the relationship between the student and the faculty mentor must demonstrate a mutual investment in the educational experience. Conclusions Mentoring is necessary to help ensure a quality experience for doctoral students preparing for future positions in higher education or research. Like previous research in socialization, doctoral students want autonomy in their roles, but value their mentor's feedback and support. Therefore, doctoral faculty mentors should demonstrate strong communication skills and provide doctoral students opportunities for diverse learning experiences.
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Anum, Adelina, Khairul Saleh, Nasor Nasor, Nurul Hidayati Murtafiah, and Sigit Apriyanto. "Problems and Implementation of Multidisciplinary Islamic Studies." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 2 (August 6, 2022): 483–98. http://dx.doi.org/10.37680/scaffolding.v4i2.1666.
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The purpose of this study was to find out the stakeholders' understanding of the IAI An Nur Lampung Postgraduate Doctoral Program stakeholders towards multidisciplinary Islamic studies, what the problems faced by the IAI An Nur Lampung Postgraduate Doctoral Program in implementing Multidisciplinary Islamic Studies and the design of appropriate multidisciplinary Islamic studies to be implemented in the Postgraduate Doctoral Program. IAI An Nur Lampung. This type of research is descriptive and qualitative with data sources from online media, print media, journal articles, and books. This study found that most of the stakeholders of the Postgraduate Doctoral Program of IAI An Nur Lampung have a good understanding of inter-and multidisciplinary Islamic studies; problems in the implementation of inter- and multidisciplinary Islamic studies exist in four aspects: student aspects, lecturer aspects, curriculum aspects, and carrying capacity and policy aspects. Therefore, further studies and developments are needed in various aspects to realize a multi-talented university. The transformation of STAI An Nur into IAI An Nur Lampung has changed the epistemology of science. These changes need to be translated and poured into various levels of academic practice so that the academic community at IAI An Nur Lampung can understand and implement these changes and expectations. Studies at IAI An Nur Lampung must also be oriented towards the institute's new paradigm. One of them is the Postgraduate Doctoral Program, which seeks to develop inter, multi, and transdisciplinary Islamic studies at the doctoral program level.
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Semich, George W., and Julie A. Ray. "Choosing a Path for Doctoral Studies in Educational Leadership." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 24–33. http://dx.doi.org/10.4018/jicte.2011100103.
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Current indications (U.S. Department of Education, 2003; Zandberg & Lewis, 2008; Picciano & Seaman, 2009) are that distance learning, in particular online learning, will continue to expand into the foreseeable future. There are some completely online doctoral programs presently operating, but many students continue to flock to the non-traditional executive type leadership cohort-based, on-ground programs at colleges and universities. However, this trend may change. Erickson, Howard, Borland, and Baker (2004) have noted the advent of the virtual university has actually changed the expectations of doctoral students. The focus of this study is to examine the perceptions of doctoral students at a small, private university toward the online format. The findings of this study indicated a less than favorable support among doctoral students to a completely online format for the non-traditional executive management/leadership doctoral program. However, there was support given to a hybrid model for the program.
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Milenović, Živorad. "Doctoral studies in classroom teaching in Serbia and The Federation of Bosnia and Herzegovina: A comparative approach." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 191–204. http://dx.doi.org/10.5937/zrufpl2014191m.
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The paper presents a comparative analysis of study programs of doctoral studies in primary education in the Republic of Serbia and the Federation of Bosnia and Herzegovina. First, the analysis of doctoral studies of class teaching in the Federation of Bosnia and Herzegovina is presented on the example of the Faculty of Pedagogy, University of Sarajevo. A comparative analysis of the mentioned study program is also given, with doctoral studies of class teaching in Serbia. Based on the comparative analysis, recommendations are given for improving the quality of doctoral studies in primary education.
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G Malakyan, Petros. "International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies." International Journal of Doctoral Studies 14 (2019): 325–50. http://dx.doi.org/10.28945/4254.
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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.
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De La Guardia, Jennifer Haasis. "Summaries of Doctoral Dissertations." Harvard Theological Review 115, no. 4 (October 2022): 629–36. http://dx.doi.org/10.1017/s0017816022000359.
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M Goff, Wendy, and Seyum Getenet. "Design Based Research in Doctoral Studies: Adding a New Dimension to Doctoral Research." International Journal of Doctoral Studies 12 (2017): 107–21. http://dx.doi.org/10.28945/3761.
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Aim/Purpose: We show a new dimension to the process of using design-based research approach in doctoral dissertations. Background: Design-based research is a long-term and concentrated approach to educational inquiry. It is often a recommendation that doctoral students should not attempt to adopt this approach for their doctoral dissertations. In this paper, we document two doctoral dissertations that used a design-based research approach in two different contexts. Methodology : The study draws on a qualitative analysis of the methodological approaches of two doctoral dissertations through the lenses of Herrington, McKenney, Reeves and Oliver principles of design-based research approach. Contribution: The findings of this study add a new dimension to using design-based research approach in doctoral dissertations in shorter-term and less intensive contexts. Findings: The results of this study indicate that design-based research is not only an effective methodological approach in doctoral dissertations, but it also has the potential to guide future research direction beyond examination. Recommendations for Practitioners : The findings of this study demonstrate that the design based research approach could bring researchers and practitioners together regarding a common purpose to design context-based solutions to educational problems. Impact on Society: We show an alternative view and application of design-based research in doctoral dissertations. Also, we identify the benefits of this type of research for doctoral students after completing their dissertations.
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Waheed, Syed Abdul, Nadia Gilani, and Mehwish Raza. "Temporality: Living Through the Time While Doing Doctoral Studies." Journal of Business and Social Review in Emerging Economies 6, no. 3 (September 30, 2020): 1111–17. http://dx.doi.org/10.26710/jbsee.v6i3.1370.
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Doctoral students’ experiences of stay and study abroad determine how they experience and understand time in relation to other existential themes of body, space, and relation. The present study aimed to understand what meanings doctoral students’ assign to time while doing their doctoral studies in different public universities of Austria. Thirteen participants were recruited purposively to understand how did they experience time and how did their experience of time determine the way they live and study in a university and complete their doctoral studies. The questions were explored through conducting and recording the interviews in a semi-structured form and subsequently transcribing and analyzing the transcripts. The participants experienced that time continuously shaped their life experiences with respect to the space they lived in, relationality, and corporeal experiences. The students experienced time as an agent of pressure, perceived as being slow or fast in their studies, feeling connected or disconnected with their family, work and study and a tool to gauge their work performance and completion of their studies. The study has a phenomenological significance of understanding of time as experienced by a group of doctoral students that led to the way they lived, stayed and studied abroad.
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Yazdani, Shahram, and Foroozan Shokooh. "Defining Doctorateness: A Concept Analysis." International Journal of Doctoral Studies 13 (2018): 031–148. http://dx.doi.org/10.28945/3939.
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Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.
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Dopita, Miroslav, and Jana Poláchová Vašťatková. "Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic." Qualitative Sociology Review 17, no. 1 (February 8, 2021): 60–71. http://dx.doi.org/10.18778/1733-8077.17.1.5.
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Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.
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Miclea, Mircea. "Doctoral Studies in Romania: Admission Procedures, Social, and Legal Aspects of Doctoral Training." Higher Education in Europe 33, no. 1 (April 2008): 89–92. http://dx.doi.org/10.1080/03797720802228209.
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Aittola, Helena. "Doctoral education reform in Finland – institutionalized and individualized doctoral studies within European framework." European Journal of Higher Education 7, no. 3 (February 28, 2017): 309–21. http://dx.doi.org/10.1080/21568235.2017.1290883.
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Fischer-Lichte, Erika. "Introduction: From Comparative Arts to Interart Studies." Paragrana 25, no. 2 (December 1, 2016): 12–26. http://dx.doi.org/10.1515/para-2016-0026.
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AbstractThe essays assembled in this volume were initially presented at the concluding conference of the International Doctoral School “InterArt Studies” held at the Freie Universität Berlin from June 25-27, 2015. The school bore the label “international” not just because its students hailed from five different continents. Rather, it was called that because it was born out of the collaboration with the Copenhagen Doctoral School in Cultural Studies, Literature and the Arts, later joined by the Doctoral School of Goldsmiths College, London, and the Graduate School of Arts and Sciences at Columbia University, New York. During these nine years (2006-2015) of research, it was generously funded by the German Research Council.
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Djohy, Georges. "Socio-Technological Enrollment as a Driver of Successful Doctoral Education." International Journal of Doctoral Studies 14 (2019): 161–85. http://dx.doi.org/10.28945/4196.
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Aim/Purpose: This article uses the enrollment approach contained in the Actor-Network Theory (ANT) to challenge the deterministic perspectives of doctoral socialization and offers a new perspective based on co-construction between social and technological entities mobilized during the doctoral education as a driver of success. Background: Most studies have used deterministic approaches to show that the success of doctoral education is the outcome of socialization as shaped by the individual/personal, racial/ethnical, national/cultural, organizational/institutional and disciplinary contexts in which supervisors and supervisees cooperate. In doing so, they overlook the complexity of student-supervisor relationships and the gradual power-based processes of negotiation and persuasion that make the doctoral education successful. Analyzing the author’s own doctoral journey, the article highlights that the doctoral success is rather the result of a socio-technological enrollment as reflected in power-based supervisory politics. Methodology: The methodological approach consisted in an autoethnography that self-reflected on all stages of the doctoral processes and the author’s collaboration with his thesis supervisor from March 2012 until October 2016. Contribution: This paper reveals that the use of an approach of co-construction between technology and society also makes it possible to better understand the relationships between students and supervisors and the implications for socialization in a doctoral setting. Findings: The success of doctoral socialization is not necessarily a matter of individuals, disciplines, or contexts, but rather it depends on the level of articulation and implementation of the supervisory politics inspired by the imbalanced power relations among those involved. The deconstruction of the doctoral supervisory politics reveals that enrollment is an important component that mobilizes human and non-human resources from various scales. Enrollment strategies play a key role in how doctoral students start, progress and complete their doctorate. Recommendations for Practitioners: The results and analysis on socio-technological enrollment-based doctoral education can be useful in the context of support policies towards improving student supervision and facilitating doctoral studies in higher education. Recommendation for Researchers: The paper invites researchers in sociology, anthropology, psychology, education sciences, and other scientific disciplines to a theoretical reconsideration of student-supervisor relationships in the context of research and support to higher education. Impact on Society: The content of this article will help improve collaboration among supervisors and supervisees in higher education and could, thus, contribute to reducing attrition and doctoral dropout.
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Hansén, Sven-Erik. "Doctoral studies in education. A Finnish perspective." Nordic Studies in Education 23, no. 04 (November 2, 2003): 205–14. http://dx.doi.org/10.18261/issn1891-5949-2003-04-04.
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Kansanen, Pertti. "Some comparative highlights in Nordic doctoral studies." Nordic Studies in Education 23, no. 04 (November 2, 2003): 267–71. http://dx.doi.org/10.18261/issn1891-5949-2003-04-10.
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Gruber, Craig W. "Lifelong Learning-Doctoral Studies in Middle Adulthood." Procedia - Social and Behavioral Sciences 46 (2012): 216–21. http://dx.doi.org/10.1016/j.sbspro.2012.05.096.
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Becker, Carl B. "Recent American Doctoral Studies of Japanese Thought." Journal of American-East Asian Relations 1, no. 3 (1992): 365–82. http://dx.doi.org/10.1163/187656192x00069.
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Foss, B. A. "MIP — Merging Doctoral Studies with Industrial Needs." IFAC Proceedings Volumes 23, no. 8 (August 1990): 441–44. http://dx.doi.org/10.1016/s1474-6670(17)51461-5.
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Comprone, Joseph J., Andrea Lunsford, Helen Moglen, and James F. Slevin. "The Future of Doctoral Studies in English." College Composition and Communication 42, no. 1 (February 1991): 106. http://dx.doi.org/10.2307/357555.
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Daley, Ellen, and Erika Thompson. "Disseminating Epidemiological Studies through Applied Doctoral Training." Annals of Epidemiology 27, no. 8 (August 2017): 524. http://dx.doi.org/10.1016/j.annepidem.2017.07.085.
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Orlans, Vanja. "Developing the researching professional." Higher Education, Skills and Work-based Learning 4, no. 2 (May 13, 2014): 161–70. http://dx.doi.org/10.1108/heswbl-11-2013-0023.
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Purpose – The purpose of this paper is to present an overview and analysis of a professional doctorate that was designed specifically for the training of psychologists in the fields of counselling psychology and psychotherapy, namely, the Doctorate in Counselling Psychology and Psychotherapy by Professional Studies (DCPsych). Design/methodology/approach – This programme has needed to combine the demands of different professional bodies for the development of a range of clinical competencies with the doctoral level demands of the university and of the UK Quality Assurance Agency in terms of adherence to a required set of doctoral level descriptors. Findings – The paper presents a critical review of a number of key areas that have needed to be addressed in both the design and delivery of this programme. It addresses in some detail the interface between clinical training and research activities, demonstrating how these can intertwine and mutually complement each other. Specific issues that are addressed in the paper include the articulation of relevant doctoral level descriptors, the teasing out of key areas that define doctoral level work and the complexities of putting some of these into practice within the DCPsych programme. Originality/value – In particular, the paper reflects on the issue of critical capability at doctoral level, the challenge of making a significant contribution to the practice field and the implications for candidates of journeying towards a position of authority as they develop their doctoral work. The paper concludes with the suggestion that what has been developed is an extremely interesting and innovative programme that is not for the faint hearted.
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MacPhee, David, and Silvia Sara Canetto. "Women in Academic Atmospheric Sciences." Bulletin of the American Meteorological Society 96, no. 1 (January 1, 2015): 59–67. http://dx.doi.org/10.1175/bams-d-12-00215.1.
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Abstract Past studies suggest that the atmospheric sciences may have the fewest women of all geosciences occupations. The purpose of this study was to document the representation of women in the academic atmospheric sciences, specifically women’s representation among faculty in U.S. atmospheric sciences doctoral programs. A second purpose was to describe the demographic profile, educational preparation, and occupational destination of atmospheric sciences graduate students—as a way to gauge the characteristics and progress of women potentially in the pipeline for academic positions. Data on atmospheric sciences faculty (N = 813) were collected from the websites of 34 doctoral programs. Women constituted 17% of tenure-track and tenured atmospheric sciences faculty. Most departments (53%) had two or fewer female tenure-track or tenured faculty members. The proportion of female faculty members declined as academic rank increased. Institutional data for graduate students (N = 1,153) at a subset of these programs showed that at matriculation, women represented 39% of the students. The typical provenience disciplines of atmospheric sciences graduate students were majors with a low participation of women. Finally, significantly fewer women than men completed their doctoral degrees or pursued academic careers upon completion of the doctorate. Only 20% of doctoral degree completers who chose academia were women. Based on these findings and those of related studies, we forecast a persisting scarcity of female faculty members in U.S. atmospheric sciences doctoral programs.