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Viteri, Maria Amelia, and Adelaide Lusambili. "Parenting as an International PhD Student." Anthropology News 50, no. 3 (March 2009): 4–6. http://dx.doi.org/10.1111/j.1556-3502.2009.50304.x.
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Ivanovic, Lidija, Bojana Dimic Surla, Dusan Surla, Dragan Ivanovic, Zora Konjovic, and Gordana Rudic. "Improving the discoverability of PhD student work through a CRIS system." Electronic Library 36, no. 3 (June 4, 2018): 471–86. http://dx.doi.org/10.1108/el-05-2016-0104.
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Purpose Dissertations from the University of Novi Sad (UNS) are integrated with the research information system called the current research information system (CRIS) UNS. This paper aims to present a proposal for an extension of this system to enable the storage of student papers as prescribed by PhD study exam obligations. The proposed extension enables preservation and improves discoverability of scientific and technical works produced by students during their PhD studies. Design/methodology/approach An analysis of examination modes in accredited PhD study programs has been conducted. It was noted that students in examination modes verify the obtained results in the form of scientific and technical work. The main idea of this paper is to enable the preservation of those student results and to implement electronic services for retrieving those results by current and future PhD students to empower the development of science. Findings The proposal includes an extension of the CRIS UNS to store and publish student papers as prescribed as a PhD study exam obligation; an extension of the CERIF data model to enable storing of student papers; cataloguing student papers in the MARC 21 format; and a way to represent student papers in the Dublin Core format. Practical implications This paper can be a starting point for initiatives for the creation of institutional, regional, national and international Web portals for searching and browsing papers by PhD students. Social implications This system offers the improvement of cooperation between PhD students from different institutions and countries. Originality/value The paper presents an extension of institutional, national and international current research information system (CRIS) systems which will enable the preservation and improve discoverability of student papers produced during PhD studies. The proposed extension has been verified by its implementation within the CRIS UNS system, which also supports monitoring of the scientific competencies of students based on an automatic evaluation of published scientific results.
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Seeber, Marco, and Hugo Horta. "No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?" Higher Education Evaluation and Development 15, no. 1 (February 3, 2021): 2–18. http://dx.doi.org/10.1108/heed-10-2020-0044.
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PurposeHow frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.Design/methodology/approachWe focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.FindingsThe results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.Originality/valueThe article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.
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Bøgelund, Pia, and Erik de Graaff. "The Road to Become a Legitimate Scholar: A Case Study of International PhD Students in Science and Engineering." International Journal of Doctoral Studies 10 (2015): 519–33. http://dx.doi.org/10.28945/2325.
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The purpose of the doctoral education process is to create and legitimize scholarly researchers. This transformation, from student to scholar, is widely discussed in the literature. However, recent rapid changes in university culture have resulted in less time for supervision, stricter completion deadlines, and a greater focus on efficiency and productivity. This has had an impact on this transition process, and this impact has not been widely studied. The aim of this article is to understand the consequences of the current trends for PhD students and the education of PhD students in general. The article is based on interviews with 14 international students from two different research programs at the Faculty of Engineering and Science at Aalborg University in Denmark. The case of international PhD students in a western setting is singled out as a challenging case for becoming a legitimate scholar, since they face the additional challenge of becoming socialised into their new foreign setting. Overall, the study concludes that the transition process of doctoral students is affected by the way different supervisors deal with current university trends and how PhD students fit or do not fit into their knowledge production practices. The study identifies matches or mismatches in a knowledge production perspective, quality of contact, and degree of independence of the PhD student as factors that influence whether a transition process can be marked as sound, troublesome, or lacking. Finally, the study identifies an overall risk of neglecting the more interdependent types of international PhD students. Suggestions are given as how to address this risk.
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Ohnishi, Satomi, and Judith Helen Ford. "Student seminar program for improving academic presentation skills for PhD students in science." International Journal for Researcher Development 6, no. 1 (May 11, 2015): 57–76. http://dx.doi.org/10.1108/ijrd-09-2014-0027.
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Purpose – The study aims to reveal how the students improved their academic presentation skills and the limitations to improvement with or without influences of students’ language backgrounds. Since the career paths of postgraduates have become more diverse in recent years, generic skills training is increasingly included in postgraduate programmes in addition to specific research training. However, PhD education generally adopts a traditional style, often relying on an individual supervisor without the inclusion of specific programmes to improve students’ generic skills. As academic presentation skills are crucial to research and are a generic skill that PhD students in science must acquire, we propose that existing student seminar programmes can be used effectively as an active training programme to improve these skills. Design/methodology/approach – To design effective student seminars, we investigated how PhD students improved their academic presentation skills when opportunities to give regular seminars were provided and students were given detailed scores that measured performance in specific areas of presentation competency. We outline an extensive case study of 95 PhD students who presented at student seminars over a period of six years (2006-2011). Valid data of 73 students were collected, and data of 58 students were used for detailed analysis. Performance in three major factors important to presentation skills: structure, visuals and delivery, were scored for each seminar, and the scores underwent detailed statistical analysis. Findings – Our key findings are that international students obtained better scores than Australian students for their first presentations while Australian students obtained a better score than international in for their second and the later presentations. The improvement of international students is slower than Australian students but occurs at a steadier pace. International students showed difficulty in improving answering questions. Originality/value – This is the first time that a longitudinal study on PhD students’ development of academic presentation skills has been undertaken. Our results revealed how the students improved academic presentation skills and that the limitations to improvement depended on their language backgrounds. We discuss our findings from the viewpoint of student language backgrounds and the process of adaptation to academic culture.
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Chan, Hoi Yuen. "My Journey as an International Doctoral Student in the United States." Journal of International Students 2, no. 2 (July 1, 2012): 133–34. http://dx.doi.org/10.32674/jis.v2i2.525.
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This article is about my personal experience in a doctoral program in the United States. After working ten years as a high school teacher in Hong Kong, I decided to quit my high school teaching career and to come back to school for my PhD—not because I no longer enjoy teaching; in fact I still do, but because I do not enjoy spending most of my time with discipline and classroom management. So, I decided to pursue a doctoral degree so that I can teach college students. “I got admitted to a PhD program in the US.” I excitedly said to my wife. She was thrilled to hear the good news. We started obtaining visas and told our three daughters about our forthcoming plan.
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Preston, Jane P., Marcella J. Ogenchuk, and Joseph K. Nsiah. "Peer mentorship and transformational learning: PhD student experiences." Canadian Journal of Higher Education 44, no. 1 (April 30, 2014): 52–68. http://dx.doi.org/10.47678/cjhe.v44i1.182924.
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The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.
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Nhung, Vu Thi Tuyet. "Lessons learnt from being an 'insider' to the research context: Gathering data 'at home' while enrolled as a PhD student overseas." Waikato Journal of Education 25 (November 24, 2020): 117–22. http://dx.doi.org/10.15663/wje.v25i0.769.
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This article retells the story of a researcher from the time she prepared for the data-gathering in her home country, to the time she was in the field. The story, in her own words, are reflections on how she utilised the advantages of being an insider to the studied context. The lessons illustrated by the researcher in this article may help other international postgraduate students studying in New Zealand—as well as their PhD supervisors—understand some of the multiple factors that affect the PhD students’ study, and how each PhD student may negotiate and adjust to accomplish their mission to gather data in their home country while enrolled in an overseas university.
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Gudžinskas, Liutauras. "CORRIGENDA." Baltic Journal of Political Science 5, no. 5 (January 17, 2017): 116. http://dx.doi.org/10.15388/bjps.2016.5.10341.
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In the previous issue of The Baltic Journal of Political Science (no. 4, 2015), Kamil Ławniczak, co-author of the article Poland’s International Relations Scholarly Community and its Distinguishing Features According to the 2014 TRIP Survey of International Relations Scholars, was misidentified as a “PhD student” in a footnote of page 94. Kamil Ławniczak possesses a PhD degree. We apologise to the author for this regrettable error.
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Khozaei, Fatemeh, Sivabala Naidu, Zahra Khozaei, and Nor Aini Salleh. "An exploratory study of factors that affect the research progress of international PhD students from the Middle East." Education + Training 57, no. 4 (May 11, 2015): 448–60. http://dx.doi.org/10.1108/et-09-2013-0115.
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Purpose – Despite the critical issues involving Middle East countries such as war and a drop in currency exchange rates, a large number of students leave their country to pursue a higher education abroad, every year. The purpose of this paper is to understand the difficulties that these students face while conducting their research in a foreign country and in doing so hopes to enhance a greater awareness of the kind of hindrances they face to complete their studies. Design/methodology/approach – The respondents of this qualitative study are PhD students from the Middle East who were studying in a public university in Southeast Asia. This university has recorded an increasing enrollment of international students, particularly from the Middle East in the last few years. Data were collected using a series of unstructured interviews that elicited information on critical incidents that characterized the kind of difficulties students had to face in their research. The data obtained was further analyzed using a qualitative software package – NVivo (QSR International, 10). Findings – Six main themes emerged from the content analysis of the interviews, which are the role of the supervisor, student characteristics, family commitments, financial problems, psychological and research barriers which provide a holistic picture of student perspectives on the factors that affect research progress. While these students might have faced difficulties that might have been cited in existing literature, this paper argues that the respondents have indicated experiencing psychological barriers that were not described in earlier studies, such as the state of mind they were in as a result of being worried for family members due to war or violence in their home countries, drop in currency exchange rates and difficulties in acquiring money due to international sanctions imposed against their countries. Originality/value – This study provides important insights on the factors that affect the progress of PhD students from the Middle East, while at the same time revealing a serious gap in supervisors’ role which can contribute to the delay in the research progress of PhD students.
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Andreadakis, Stelios. "Research Notes: Regulatory or Non-Regulatory Corporate Governance - A Dilemma Between Statute and Codes of Best Practice." Journal of Contemporary European Research 4, no. 3 (November 2, 2008): 253–56. http://dx.doi.org/10.30950/jcer.v4i3.139.
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This article has been written by a student participant of the ‘Legal Research Methodologies in European Union and International Law’ workshop series as detailed in the three Research Notes - 'Legal Research Methodologies in European Union and International Law', by Tamara Hervey, Rob Cryer, Bal Sokhi-Bulley . The article introduces the student’s PhD project and details some of the methodological research issues which the AHRC funded workshops have helped the student to address.
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Abaquesne De Parfouru, Anatole. "Research Notes: International Relations Theories, Article 95EC Legal Basis and the Delimitation of Competences Between the EU and the Member States." Journal of Contemporary European Research 4, no. 3 (November 2, 2008): 248–52. http://dx.doi.org/10.30950/jcer.v4i3.137.
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This article has been written by a student participant of the ‘Legal Research Methodologies in European Union and International Law’ workshop series as detailed in the three Research Notes - 'Legal Research Methodologies in European Union and International Law', by Tamara Hervey, Rob Cryer, Bal Sokhi-Bulley . The article introduces the student’s PhD project and details some of the methodological research issues which the AHRC funded workshops have helped the student to address.
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Sanders, Rebecca. "Research Notes: The Integration of European Mortgage Laws." Journal of Contemporary European Research 4, no. 3 (November 2, 2008): 244–47. http://dx.doi.org/10.30950/jcer.v4i3.138.
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This article has been written by a student participant of the ‘Legal Research Methodologies in European Union and International Law’ workshop series as detailed in the three Research Notes - 'Legal Research Methodologies in European Union and International Law', by Tamara Hervey, Rob Cryer, Bal Sokhi-Bulley . The article introduces the student’s PhD project and details some of the methodological research issues which the AHRC funded workshops have helped the student to address.
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Fotovatian, Sepideh, and Jenny Miller. "Constructing an institutional identity in university tea rooms: the international PhD student experience." Higher Education Research & Development 33, no. 2 (January 13, 2014): 286–97. http://dx.doi.org/10.1080/07294360.2013.832154.
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Cheli, Simone, and Veronica Cavalletti. "The paradox of overcontrol, perfectionism and self-criticism: A cases series on gifted students." QUADERNI DI PSICOTERAPIA COGNITIVA, no. 48 (July 2021): 59–73. http://dx.doi.org/10.3280/qpc48-2021oa12141.
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The objective of this pilot-study is to report the preliminary results of a specifically designed therapy for gifted students enrolled in highly competitive PhD programs. We outlined a case series design (n=7), with initial, final, and 1-month follow-up assessments.Inclusion criteria were: to be a student in an international PhD program; to be defined as a gifted student (at least one WAIS-IV Index =130); to be diagnosed with a personality disorder in accordance with DSM-5 Alternative Model of Personality Disorders. Primary outcomes were general symptomatology, social disconnection, and personality disorder severity.Secondary outcomes were the presumed therapeutic targets: overcontrol, perfectionism, and self-criticism. The intervention was a 6-month third wave cognitive behavioral therapy aimed at promoting adaptive self-soothing and metacognitive strategies. At the end of the intervention all the participants showed reliable changes in both primary and secondary outcomes.
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Norcross, John C., Krystle L. Evans, and Jeannette L. Ellis. "The Model Does Matter II: Admissions and Training in APA–Accredited Counseling Psychology Programs." Counseling Psychologist 38, no. 2 (July 31, 2009): 257–68. http://dx.doi.org/10.1177/0011000009339342.
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This study collected information on the acceptance rates, admission standards, financial assistance, student characteristics, theoretical orientations, and select outcomes of American Psychological Association—accredited counseling psychology programs (99% response rate). Results are presented collectively for all 66 counseling programs as well as separately for practice-oriented PhD, equal-emphasis PhD, and research-oriented PhD programs. Practice-oriented programs accepted more applicants (29%) than equal-emphasis or research-oriented programs (19% and 17%); however, they offered less full funding (30%) than equal-emphasis (72%) or research-oriented programs (83%). Average Graduate Record Examination scores (594 quantitative, 552 verbal) and average grade point averages (3.57) were strong and similar across programs. Approximately 70% of incoming students were women, 29% ethnic and racial minorities, and 8% international students. On average, 89% of students secured an accredited internship as part of their 5.5-year-long program. The research-driven portrait of doctoral training in counseling psychology is of highly competitive, multiculturally diverse, and theoretically pluralistic programs in which the training model does matter in several respects.
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Zhang, You, Michael O'Shea, and Leping Mou. "International Students’ Motivations and Decisions to do a PhD in Canada: Proposing a Three-Layer Push-Pull Framework." Canadian Journal of Higher Education 51, no. 2 (August 31, 2021): 61–73. http://dx.doi.org/10.47678/cjhe.vi0.189027.
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The study aims to explore which factors influence international students’ decision to pursue doctoral studies in Canada. Drawing on the push-pull model and the mechanism of educational decision making, this study uses semi-structured interviews to gather data and explores themes such as political and economic forces, institutional factors, social background and experience, and individual motivation in students’ decision making. Our study identifies multiple factors at the individual, institutional, and country levels that influence students’ decision making, including students’ past experiences, funding, faculty members, and immigration policies. Moreover, it finds that the factors vary by students’ regions of origin and disciplines of study. Our findings, focused on international doctoral students in Canada, add to the ongoing conversation about student mobility and add nuances on international students’ decision-making process in times of shifting landscape of higher education internationalization.
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do Amaral, Carla C. Borges, Marcello Romani-Dias, and Seimor Walchhutter. "International Brazilian Students: Motivators, Barriers, and Facilitators in Higher Education." SAGE Open 12, no. 1 (January 2022): 215824402210880. http://dx.doi.org/10.1177/21582440221088022.
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International students have an increasing economic and cultural impact: In 2011 there were 4.3 million international students around the globe, and this number is expected to exceed 8 million by 2025. From this scenario, this article aims to discern the main barriers, facilitators, and motivators for the internationalization of students. In-depth interviews were conducted with 17 international students at different academic levels. The results indicate that the barriers to internationalization are intrinsic and extrinsic to individuals. The main facilitators of internationalization were networking training and access to student resources; and the main motivators were personal development and career opportunities. Therefore, this article brings three main contributions: (a) academically vis-à-vis the theme, (b) managerially, for institutions, and (c) for students, especially those at the master’s and PhD level. Findings from Brazilian students may also apply to different academic contexts, especially those from emerging countries.
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Langdon, W. B. "Conference Report." Robotica 18, no. 1 (January 2000): 87. http://dx.doi.org/10.1017/s0263574799002507.
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GECCO-99 STUDENT WORKSHOP(13th July, 1999)The Genetic and Evolutionary Computation Conference (GECCO-99) in Orlando, Florida, USA was the biggest ever conference on evolutionary computation. It was a joint meeting of the long standing biannual International Conference on Genetic Algorithms (ICGA) which has been running since 1985 and the more recent annual Genetic Programming (GP) conference (which started in 1996). Before the start of each GP conference there has been a workshop for PhD students research in GP. This year Dr. O'Reilly (MIT AI lab) organized a joint graduate student workshop for research students principally concerned with any aspect of evolutionary computation, Evolvable Hardware, DNA computation, Artificial Life or Agents.
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Pownall, Madeleine. "Making the most of international conferences as an ECR." PsyPag Quarterly 1, no. 113 (December 2019): 36–38. http://dx.doi.org/10.53841/bpspag.2019.1.113.36.
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Conferences in academia are unique spaces. They can be enriching and exciting, filled with a sense of opportunity. However, they can also be overwhelming and daunting. This is especially true in international settings, where cultural differences of social codes are subtle yet pervasive. In this article, I share some insights from my first venture abroad as a first-year PhD student. I offer advice to those preparing for a trip away and reflect on the benefits of international travel as an Early Career Researcher.
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Philippi, Fiona. "Evaluating the impact of a multi-disciplinary, international course for PhD researchers." International Journal for Researcher Development 5, no. 2 (November 4, 2014): 135–43. http://dx.doi.org/10.1108/ijrd-06-2014-0008.
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Purpose – The aim of this study is to highlight how responses to student evaluation of a European Commission-funded multi-disciplinary summer course for international PhD students can be used to demonstrate a range of potential outcomes for individual researchers. It details the mixed-methods approach taken to evaluation of this course and shows how the results of this can be used to inform, validate and strengthen future provision of intensive training of this nature for PhD researchers. Design/methodology/approach – The two-week LEADER course held in Edinburgh in July 2013 is used as a case study for the use of a mixed-methods evaluation approach to measuring potential impact. The Vitae Impact Framework is used as a tool to map three different evaluation methods and responses to impact levels. Further analysis of evaluation responses gives insight into rates of participant satisfaction, learning attributed to the course and behavioural changes made as a result of the experience. Findings – The results of this study demonstrate the potential value of intensive, multi-disciplinary courses in providing lasting benefits to researchers both in personal and professional contexts. Research limitations/implications – The timeframe of this study spans a total of seven months. Although initial findings demonstrate clear short-term positive effects of the course on researchers, a longitudinal tracking study over several years would be required to assess longer term impact. Originality/value – These findings can be used to inform and strengthen researcher development activities of this nature at other institutions.
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Masud, Md Matiul Hoque. "International Student Migration and Polymedia: The Use of Communication Media by Bangladeshi Students in Germany." Research in Social Sciences and Technology 5, no. 3 (November 1, 2020): 95–110. http://dx.doi.org/10.46303/ressat.05.03.5.
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Tertiary-level students from Bangladesh usually migrate to Germany for the purpose of higher studies. These international student migrants use communication media to maintain connections with family members and friends in Bangladesh and social networks with friends, classmates, and Bangladeshi community members in Germany. Drawing on the experiences of Bangladeshi student migrants in Germany and using polymedia theory, this paper investigates how the migrant students use the polymedia environment to maintain the transnational social networks and connections. This paper is based on qualitative data derived from 18 in-depth interviews with Bangladeshi migrant students in Germany. Findings suggest that using the polymedia environment, Bachelor migrant students receive emotional support from their family members back home, while Masters and PhD students are responsible for providing emotional and practical support to their left-behind families, relatives, and friends. Migrant students’ media usage with families and friends living in Bangladesh is influenced by their marital status and gender as well as their familial and social structure in Bangladesh. Their use of communication media with the members of the Bangladeshi community and foreign classmates living in Germany is comparatively less frequent and more education-oriented.
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Silva Santos, Patrícia, and Maria Teresa Patrício. "Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?" International Journal of Doctoral Studies 15 (2020): 685–704. http://dx.doi.org/10.28945/4665.
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Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.
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Raouna, Aigli. "21st Annual Conference of the International Society for Bipolar Disorders, Sydney, Australia." PsyPag Quarterly 1, no. 112 (October 2019): 38–40. http://dx.doi.org/10.53841/bpspag.2019.1.112.38.
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In this article I share my reflections on the 21st Annual Conference of the International Society for Bipolar Disorders, which took place in Australia this year. For a PhD student with a research focus on bipolar disorders like myself, this conference provided an invaluable opportunity to engage with pioneer clinicians and researchers of this field, and interact with people with lived experiences from all around the world. This article will focus on my motivation, expectations and experiences gained attending this conference.
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Arteta, Marianna Yanez. "International Conference on Neutron Scattering: Perspective from a PhD student in the area of soft matter." Neutron News 24, no. 4 (October 2013): 10. http://dx.doi.org/10.1080/10448632.2013.831648.
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Trechsel, Lilian Julia, Anne Barbara Zimmermann, Camilla Steinböck, Thomas Breu, Karl Herweg, and Susan Thieme. "Safe Spaces for Disruptive Learning in a North–South Research Partnership Context: International Mobility of Doctoral Students." Sustainability 13, no. 4 (February 23, 2021): 2413. http://dx.doi.org/10.3390/su13042413.
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This article spans issues of international student mobility, inequalities in higher education, and spaces for transformative learning for sustainable development. We tracked PhD alumni of an international Swiss research program in 2012 and 2017 and found that students from the global South experienced a significant, immediate career boost; most graduates decided to remain in or return to their country of origin after graduation (brain circulation). Career advancement among global North students took longer to develop. In-depth interviews with selected graduates gave students a voice: they felt empowered by networks, new friendships, and working relationships across disciplinary boundaries. The “safe spaces” or “Third Spaces” created in the program—encompassing inter- and transdisciplinary approaches, institutional and cultural diversity, and a real-world focus—were key for transformative learning, supported by an unconventional teaching and research strategy. To support disruptive learning leading to changes in mindsets and to reduce inequality in higher education, Western universities must question their own privileged position.
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Collins, Jo. "Validation in Doctoral Education: Exploring PhD Students’ Perceptions of Belonging to Scaffold Doctoral Identity Work." International Journal of Doctoral Studies 16 (2021): 715–35. http://dx.doi.org/10.28945/4876.
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Aim/Purpose: The aim of this article is to make a case of the role of validation in doctoral education. The purpose is to detail findings from three studies which explore PhD students’ experiences and perceptions of belonging in one UK university-ty, in order to hypothesise how validation and self-validation could make a difference in doctoral education, and what practices might support this. Background: The article draws on research into doctoral identity and work on ‘doctoral capital’ to explore how PhD students’ perceptions and experiences of not belonging to doctoral communities negatively impacts on their wellbeing. It extends this research by incorporating theories from Education and Psychology to build a theory of validation in doctoral education. Methodology: The article reports on three studies on PhD journeys and communities undertaken at one UK university. It draws on interview data from thirty doctoral candidates, which was thematically analysed using NVivo 12. Taking a qualitative approach to provide a rich and holistic focus on participant ‘meaning making’, the studies explore how PhD students understand belonging, where they receive validation and feel they need validation, and where self-validation can make a difference to their positivity about the PhD. Taking this approach to understand processes of ‘meaning-making’ paves the way to scaffold solutions through ‘reframing’ processes such as coaching and mentoring. Contribution: Thinking about PhD students’ belonging through the dimension of validation allows for practical support for developing belonging to be scaffolded, specifically through creating spaces to draw coaching skills into supervisory training and PhD student support (e.g., peer mentoring). This is significant as scholarship has shown that coaching has positive effects on wellbeing. This article contributes to understanding of where and how validation and self-validation manifest in doctoral education for PhD students. This contribution identifies ways in which external validation can help to scaffold internal self-validation; thus, offering a way of potentially mitigating risk factors to PhD students’ wellbeing. Specifically, validation can be understood as a ‘reserve’ that can be drawn on for ‘self-validation’. Validation is a solutions-focused theory. As a conceptual apparatus to understand doctoral students’ perceptions, validation theory also provides a frame for scaffolding practical ways for PhD students to build doctoral identity. Findings: The article focuses on challenges to PhD students building communities, supervisory relations and self-validation. It finds that supervisory feedback is a key area where PhD students seek validation. Two arguments are offered. First, that validation is a crucial process in (positive) doctoral identity work. Second, the argument is offered that making spaces for coaching skills to support PhD students can increase opportunities for validation (e.g., via supervisory training) and self-validation (e.g., via peer mentoring). Recommendations for Practitioners: Those who support doctoral researchers can potentially support the development of validation skills and self-validation skills. Some recommendations are included around supporting supervisory training in feedback and listening skills, peer mentoring as a way to foster a transition between external validation and internal self-validation for PhD students, and a worksheet for students’ self-validation is included as an appendix. Recommendation for Researchers: This article extends existing literature on PhD students’ emotion work by offering a new dimension to understand how belonging is developed amongst PhD students. Thinking about belonging through the dimension of validation shifts work on belonging towards possibilities of practical support. Impact on Society: Whilst the term ‘validation’ has been used in undergraduate educational research, and in Psychology (in theory and in clinical contexts) drawing these terms together to create a theory to understand doctoral identity work in higher education has larger potential applications. ‘Validation’ could potentially prove useful within doctoral education context to understand and scaffold PhD students’ development as they navigate transitioning identity positions during candidature. Thus, although the studies are limited in scope to the UK context, the findings could be more widely applied to other higher education contexts. Future Research: Two areas for future research are identified. First, to understand whether and how different groups of doctoral candidates (e.g., such as international students, LGBTQ+ students, etc.) have different validation needs and priorities in their doctoral identity work. The second is to understand the possible impact of using coaching with PhDs in different contexts (e.g., through peer mentoring schemes, supervision, and self-validation).
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David, John R. "Two Cultures versus General Education." European Review 27, no. 1 (November 9, 2018): 87–90. http://dx.doi.org/10.1017/s1062798718000558.
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On reading C.P. Snow’s ‘The Two Cultures and The Scientific Revolution’, I was struck by the deep split he describes between scientists and literary intellectuals. One cause he proposes is the age-old specialization of English education, where each of the two cultures has long been segmented into rigidly defined subcultures. I came to learn about UK specialization in the 1980s in Brazil when I mentored a student for his Masters degree based on a study of leishmaniasis and its insect vector, the sand fly. When the student later went to England for his PhD, he was not required to learn about any other parasites – or other any other vectors – to pass his examinations. A different story from what would have happened at the Harvard School of Public Health where, for his PhD, he would have taken a variety of courses and been examined on all the parasites infecting humans as well as all the other insect vectors, not just sand flies.
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Jung, Gowoon. "‘I Know What Freedom and Responsibility Mean Now’." YOUNG 26, no. 4 (August 21, 2017): 348–65. http://dx.doi.org/10.1177/1103308817715143.
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This article analyses narratives of autonomous adulthood among Korean international students at an American state university. I categorize student narratives in terms of the number of activities associated with achieving adulthood markers and the efficacy of individual agency. A broad perspective considers a wide variety of activities to contribute to autonomous adulthood and valourizes individual agency. A narrow perspective focuses on activities tailored to one’s career, and downplays individual agency compared to larger institutional-structural factors. I examine these narratives among three groups of international students, depending on their time of arrival: pre-college migrants who moved to the USA during middle or high school, college-migrants who arrived during the first or second year of undergraduate college and post-college migrants who came for advanced degrees (e.g., MA, PhD). The finding suggests that students negotiate agency and structure differently depending on their past and current experiences in the sending and receiving countries.
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Usher, Wayne, and Brittany A. McCormack. "Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students." Health Education 121, no. 3 (March 1, 2021): 322–36. http://dx.doi.org/10.1108/he-11-2020-0112.
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PurposeThe Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek et al., 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019).Design/methodology/approachA quantitative cross-sectional correlational research design and Bronfenbrenner's socio – ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital.FindingsFrom such a dual methodological approach, the findings from this study suggests that (1) age, (2) gender, (3) nationality, (4) financial/work status, (5) years of PhD and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status.Research limitations/implicationsResearch limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to “balance” the experiences of the PhD journey in higher education.Practical implicationsIn order to succeed in academia and HDR programs, students need to identify with and develop the “right kind of capital” to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student.Social implicationsThe concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students.Originality/valueWhilst reforms to improve PhD experiences are well established across the international literature (Geven et al., 2018; Skopek et al., 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.
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Montgomery, Catherine. "Surfacing “Southern” Perspectives on Student Engagement With Internationalization: Doctoral Theses as Alternative Forms of Knowledge." Journal of Studies in International Education 23, no. 1 (October 8, 2018): 123–38. http://dx.doi.org/10.1177/1028315318803743.
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This article explores how knowledge represented in doctoral theses exploring internationalization may be constructed as a source of “Southern” knowledge on international education. The article aims to surface some of the ways in which the knowledge generated by doctoral students could illustrate new perspectives on internationalization, particularly, in terms of knowledge building for the students’ own country contexts. The research conducted a search of all U.K. doctoral theses in the EThOS repository of the British Library, focusing on theses where students had engaged with internationalization. The search generated a data set of theses written in the decade 2008 to 2018, which were then thematically analyzed. In addition to questioning whether thesis knowledge constitutes powerful or empowering knowledge for the student and the Southern cultures they come from, the research indicates that the doctoral theses both reproduced Western knowledge and generated some new perspectives on methodological and thematic constructions of internationalization. The article highlights hierarchies of knowledge and questions whether postcolonial encounters through the PhD can generate knowledge that builds Southern perspectives on internationalization.
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Gardasevic, Stanislava. "User-driven efforts in creating knowledge graph information system." Digital Library Perspectives 36, no. 2 (April 18, 2020): 97–111. http://dx.doi.org/10.1108/dlp-12-2019-0043.
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Purpose This paper presents the results of a qualitative study that involved students of an interdisciplinary PhD program. The study objective was to gather requirements to create a knowledge graph information system. The purpose of this study was to determine information-seeking practices and information needs of this community, to inform the functionalities of a proposed system, intended to help students with relevant resource discovery and decision-making. Design/methodology/approach The study design included semi-structured interviews with eight members of the community, followed by a website usability study with the same student participants. Findings Two main information-seeking styles are recognized and reported through user personas of international and domestic (USA) students. The findings show that the useful information resides within the community and not so much on the program website. Students rely on peer communication, although they report lack of opportunities to connect. Students’ information needs and information seeking are dependent on their progress through the program, as well as their motivation and the projected timeline. Practical implications Considering the current information needs and practices, a knowledge graph hosting both information on social networks and the knowledge produced by the activities of the community members would be useful. By recording data on their activities (for example, collaboration with professors and coursework), students would reveal further useful system functionalities and facilitate transfer of tacit knowledge. Originality/value Aside from the practical value of this research that is directly influencing the design of a system, it contributes to the body of knowledge on interdisciplinary PhD programs.
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Lyken-Segosebe, Dawn, Mbiganyi Moremi, Mbizo Mafuraga, and Benjamin Mogotsi. "The Role of the Campus Environment in Fostering a Sense of Mattering among Postgraduate Commuter Students in Botswana." International Journal of Higher Education 8, no. 6 (September 18, 2019): 1. http://dx.doi.org/10.5430/ijhe.v8n6p1.
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Commuter students can be found at practically every institutional type in higher education. Despite their increasing numbers as students returning to pursue Master’s and PhD programs, little is known about postgraduate commuter students and their experiences at US and international universities. A mixed-methods embedded design was utilized to investigate whether and how postgraduate commuter students at a rural public research-intensive university in Botswana perceived they mattered or were marginal to their university. Findings revealed that the physical, human aggregate, organizational, and socially constructed environments of the university influenced perceptions of mattering among study participants. Postgraduate students perceived they did not matter to the university because of its focus on undergraduates, its approach to managing postgraduate education, its failure to provide postgraduate housing, and the cost and unavailability of transportation. However, the availability of a teaching assistantship and supervisors’ interest and support fostered the sense among these students that they were receiving attention, considered important, depended on, and empathized with.Keywords: mattering, marginality, commuter students, postgraduate student experience, campus environments
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Khudur, Sana. "Kurdish Students’ Motivation to Study in Hungary." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 2 (May 10, 2019): 150–59. http://dx.doi.org/10.33258/birci.v2i2.245.
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The present study intends to explore the motivation of Kurdish students to study in Hungary. To answer the query of the study; an in-depth qualitative interview method was employed. Nine higher education level students (BA, MA or PhD), five males and four females who are studying at four different universities in Hungary were interviewed. Individual face to face interviews were organised to engage into the details of what could be achieved from the participants and to discover their study experiences deeply. Based on the collected data outcomes; a process model of Kurdish student motivation to study in Hungary was designed which identifies the main stages of their motivational behavior in a process way from the initial wishes to accomplishments. The findings reveal that several reasons have impacts on responders` decision making and the choice of country. Also, the participants are highly motivated on their studies because of the future accomplishments they could gain as the result of pursuing their studies abroad and getting an international qualification
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Khudur, Sana. "Kurdish Students’ Motivation to Study in Hungary." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 2 (May 16, 2019): 6–15. http://dx.doi.org/10.33258/birle.v2i2.271.
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The present study intends to explore the motivation of Kurdish students to study in Hungary. To answer the query of the study; an in-depth qualitative interview method was employed. Nine higher education level students (BA, MA or PhD), five males and four females who are studying at four different universities in Hungary were interviewed. Individual face to face interviews were organised to engage into the details of what could be achieved from the participants and to discover their study experiences deeply. Based on the collected data outcomes; a process model of Kurdish student motivation to study in Hungary was designed which identifies the main stages of their motivational behavior in a process way from the initial wishes to accomplishments. The findings reveal that several reasons have impacts on responders` decision making and the choice of country. Also, the participants are highly motivated on their studies because of the future accomplishments they could gain as the result of pursuing their studies abroad and getting an international qualification.
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Mellström, Ulf. "Kunskapssamhällets gästarbetare." Tidskrift för genusvetenskap 33, no. 1-2 (June 13, 2022): 49–67. http://dx.doi.org/10.55870/tgv.v33i1-2.3484.
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The aim of this article is to investigate interferences between gender, class, sexuality, and ethnicity among international students by looking at migration patterns and living conditions of international master and PhD-students at three Swedish universities (Luleå University of Technology (LTU), Linköping University (LiU), The Royal Institute of Technology (KTH)). The experiences of these students with regard to transnationalism, higher education and research is a point of departure for discussing global stratification and transformation in the contemporary neoliberal knowledge economy. The article interprets the transnational flows of higher education in relation to a critical understanding of knowledge society and higher education by introducing the notion of eduscapes. This concept refers to the contemporary transnational flow of ideas and people with regard to higher education, and where nodes of knowledge centres and peripheries shift over time but are connected through modern communication technologies and different epistemic, ethnic, and student communities. In the transnational practices of higher education where students travel the globe in search and dreams of knowledge, a better life and future career possibilities, routes and imaginaries to a large extent reproduce and follow geopolitical power patterns. In this respect education by going global is shrinking the world but also stratifies, creating new patterns of inequality and competition.
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Mourelou, Daphne. "Aspects of Professional Dance Education in Greece." Congress on Research in Dance Conference Proceedings 2016 (2016): 279–85. http://dx.doi.org/10.1017/cor.2016.38.
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My PhD research focuses on public professional dance education in Greece. The two Greek schools that are free of tuition constitute the research field: the State School of Dance and the Professional Dance School of the Greek National Opera. The theoretical framework draws from the works of Pierre Bourdieu on the concepts of field, habitus, and capital, as well as from Bryan Turner, Steven Wainwright, and Clare Williams's adaption of them for the field of dance and also, the works of Michel Foucault on the concepts of discipline and the technologies of the self. The material has been collected through a combination of student/faculty interviews and field observation. The basic points of the research are the student selection process and possible inequalities that might take root throughout the three-year education, the aesthetic canon of each academy and the impact on teaching and identity formation, the disciplinary methods and the technologies that the students form, the role of gender, the shape of the dancer's body, and the relation between the educational and the market field. These aspects are considered through a critical perspective, in close relation to the historical configuration of the Greek and the international dance field.
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Wiers-Jenssen, Jannecke. "What Brings International Students to Norway?" Journal of International Students 10, no. 1 (February 15, 2020): ix—xii. http://dx.doi.org/10.32674/jis.v10i1.1888.
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Norway has experienced a substantial influx of students in the 21st century. The number of students with foreign citizenship has increased from just over 5,000 in 2000 to more than 23,000 in 2018, as seen in Figure 1 (DBH, 2020). This growth may seem like a paradox, given that Norway has few well-known higher education institutions, high living expenses, a language not widely understood, and a geographical location at the northern fringes of Europe.
Figure 1: Number of Bachelor and Master Students in Norway with Foreign Citizenship 2000–2018
So why do students choose Norway? A deliberate policy for internationalization of higher education developed is an important factor. From the 1980s, internationalization has increasingly become an integral part of national higher education policies as well as included as strategies of higher education institutions (Wiers-Jenssen & Sandersen, 2017). The main rationale for encouraging student mobility is educational; mobility is seen a tool for quality enhancement in higher education. However, economic, cultural,and political rationales are also present. The fact that the vast majority of higher education institutions are public partly explains why internationalization policies quite efficiently has trickled down from the national to the institutional level.
Most Norwegian higher education institutions do not charge tuition fees. This has gradually become a comparative advantage, as an increasing number of neighboring countries have introduced fees for students from outside Europe. Hence, there may be economic rationales for choosing Norway as a study destination, despite high costs of living. Students from developing countries may qualify for funding from the Norwegian government, while students from other countries have to cover all expenses themselves.
Higher education institutions have economic incentives other than tuition fees for attracting international students. A reform in Norwegian higher education implemented in 2003 introduced a performance-based funding system (Frölich, 2006). Higher education institutions are rewarded for the number of credit points awarded, implying a stronger focus on attracting students in general. A significant increase in the number of courses and programs in English has facilitated recruitment of international students (Wiers-Jenssen, 2019).
International students cited courses in English and absence of tuition fees as the most frequently reported motives for studying in Norway (Diku, 2019a; Wiers-Jenssen, 2019). The latter is particularly important for students undertaking a full degree in Norway. Features of Norway, such as peaceful, safe, and technologically advanced society and unspoiled countryside are also accentuated. As these characteristics were present also before the number of international students started to grow, such motives must be understood in relation to conditions that have changed, such as availability of courses in English. Beautiful scenery and safety would have limited attractional value if courses in English were not offered.
Quality is a less highlighted reason for choosing Norway as a study destination. But even if perceived quality is not a main attraction, international students in general give positive assessments of the quality of their education (Diku, 2019a). They cope quite well with academic demands, and their main challenges seem to be dealing with the high living expenses and limited interaction with Norwegians. The latter represents a challenge also for higher education institutions, as a major rationale for recruiting international students is to enhance “internationalization at home” (exposing Norwegian students and faculty to perspectives from abroad). If interaction is scarce, so is the exchange of ideas and perspectives.
Foreign students in Norway consist of three groups (see Figure 2): (a) students who come to undertake a full postgraduate degree (international graduate students), corresponding to the definition of international students used in the Organisation for Economic Cooperation and Development (OECD, 2020) statistics; (b) students who come for a shorter study of 3 months or more (international exchange students); and (c)students who come for study sojourn of less than three months or who have come to Norway for other reasons, including (labor) migrants, refugees and more. In total, these three groups constituted 8.7% of total enrollments in Norwegian higher education institutions in 2018 (own calculation based on DBH).
Figure 2: Bachelor and Master students in Norway with Foreign Citizenship, 2018: Number and Type of Students
PhD students are not included in the figures mentioned above, and an exact numberof current doctoral students cannot be estimated. However, the number of foreign citizens completing a PhD was 657 in 2018, 42 per cent of all PhD graduates (Research Council of Norway, 2019). Hence, the proportion of foreign citizens is far higher at the doctorate level than at the bachelor and master level. This is in line with the situation in most European and North American countries (OECD, 2019).
The largest universities (University of Oslo and Norwegian University of Science and Technology) attract the highest number of international students. These are also among the few Norwegian higher education institution found on international ranking lists. However, some small specialized higher education institutions such as the Academy of Fine Art, The Oslo School of Architecture and Design, and the Norwegian Academy of Music have higher proportions of international students.
The majority of international students originate from Europe and Asia (Diku, 2019b). China, Nepal, Sweden and Germany are currently the major sending countries of full degree students. Exchange students are mainly Europeans, and many of these come through the European Union student exchange program ERASMUS. European exchange students are often attracted by the “exoticness” of studying in the northern fringes of Europe. The majority of full degree students are enrolled in master programs, while exchange students are in bachelor programs. Science and technology is the most popular field of study, and clearly more popular among international students than Norwegian students (Diku, 2019b).
More than half of the international students report being interested in living and working in Norway upon graduation (Diku, 2019a). However, updated statistics on the number that actually settle in Norway are currently not available. While obtaining a residence permit in Norway is quite straightforward for those who are originate from countries in the European Economic Area, students from other countries generally face more barriers. Some countries see recruitment of international students as an instrument for so-called skilled migration, but Norway does not have an explicit policy on this. On the contrary, government policies have encouraged students to leave upon graduation, in order to avoid poaching highly skilled individuals from countries that already experience high emigration. As a part of foreign aid policy, students from developing countries have received grants for studying in Norway, on condition that they return to their home country.
The last couple of years, the number of international students in Norway has ceased to grow (cf. Figure 1). The reasons for this are not clear. It may be that a (temporary) point of saturation is reached. Still, the overall picture shows a remarkable growth in the last two decades. This illustrates that a small country with weak traditions for inward mobility may be able to attract international students if higher education institutions and national policies match well. Further, it shows that institutional policies can attract international students as much as economic policies.
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Fridani, Lara, Ulfa Elfiah, Selfi Handayani, and Aschawir Ali. "Thought, Attitude and Action." Journal of International Students 10, S3 (November 5, 2020): 75–90. http://dx.doi.org/10.32674/jis.v10is3.3200.
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The purpose of this narrative study was to explore how an international PhD student-mother, who has a young child, negotiated and coped with the challenges to complete her studies during the COVID-19 pandemic. Multiple semi-structured interviews were adopted to collect narrative data. Anchored in a thematic analysis, qualitative data showed that the participant encountered such challenges as the skills of managing academic time and activities, difficulty in focusing on studying, worries about family conditions in Indonesia and financial needs. We concluded that physical, mental and spiritual strengths of an individual derived from family and community support play a pivotal role in thinking of, managing, and coping with various challenges during the COVID-19 pandemic.
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Fakir, Md Shahidul Islam. "Intercultural Adaptation Strategies to Culture Shock of International Students in China: A Case Study." International Journal of Business and Management 13, no. 2 (January 16, 2018): 231. http://dx.doi.org/10.5539/ijbm.v13n2p231.
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The purpose of this study is to explore a case on culture shock and adaptation of an international student in China during the period from September 01, 2016 to May 01, 2017. This is the self-case study research which has been analyzed from multicultural context through a 50 sample research participants. A sample questionnaire survey on 32 international students from different developing countries and two Focus Group Discussions (FGD-1 and FGD-2) with 18 Bnagladeshi PhD and Master’s students in China have been conducted through online social media such as WeChat/Skype, Facebook, e-mail and/or personal contact in order to identify the forms of intercultural shock, and also to make a list of possible intercultural adaptation strategies to evaluate the best fit intercultural adaptation strategies. This study used judgmental convenience sampling technique. As psychological and social issues affect negatively the sojourner, the culture shock and adaptation curves show ups and downs trend as our heart does all the time and this is called heartbeat and again this would be sustainable. However, this proposed heartbeat model requires approval from scholars. This study identified the best fit intercultural adaptation strategies such as harmonious relationship, integration, assimilation, and separation. This study suffers from smaller sample size and shorter time period which could be covered in the future research. The findings and recommendations have positive implications to the international students those who are normally nervous and hesitated to enter into a new foreign culture to pursue higher studies for a long period of time.
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Mello-Carpes, Pâmela B., and Ana Lloret. "Women in (neuro)science: report of a meeting held at the University of Valencia, Spain, in February 2018." Advances in Physiology Education 42, no. 4 (December 1, 2018): 668–71. http://dx.doi.org/10.1152/advan.00113.2018.
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February 11th is the International Day of Women and Girls in Science. To mark this day, research centers and universities were invited by the Spanish Neuroscience Association to organize a symposium. Twenty-five centers in Spain participated in the event, with the intent of giving visibility to the existing problem of the scarcity of women compared with men in (neuro)science in positions of responsibility and command. Fourteen neuroscientists, all staff members of the University of Valencia, arranged the meeting. The morning included lectures by women neuroscientists in different phases of their career: a PhD student, a junior and a senior postdoctoral investigator, and a well-established investigator. In the evening, a roundtable composed of expert women philosophists, STEM (Science, Technology, Engineering, and Mathematics) scientists, and social experts discussed why the gap exists. At the end of the meeting, the exhibition entitled, “Women in Science” commenced: pictures and a brief biography of women who made significant contributions to science were presented. More than 200 people attended the meeting, including the general public, scientists, and secondary school and university students.
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Martin, Geoff. "Marginal Man: The Dark Vision of Harold Innis." Canadian Journal of Political Science 40, no. 2 (June 2007): 546–47. http://dx.doi.org/10.1017/s0008423907070540.
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Marginal Man: The Dark Vision of Harold Innis, Alexander John Watson, Toronto: University of Toronto Press, 2006, cloth, $65.00, pp. xi, 525.In the study of Canadian political thought, a young doctoral student wrote, and defended in 1981, an excellent PhD dissertation on Harold Innis. Unlike many works, it was based as much on an exhaustive examination of Harold Innis' papers as it was on Innis' published works. Unfortunately, A. John Watson did not continue in academia and his work was ultimately accessible only to the committed Innis specialist, willing to visit the U of T's Robarts Library or consult microfilm. After half a career as CEO of Care Canada, the international relief organization, Alexander John Watson has revised and published this work, making it accessible to a much broader audience.
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Kosztyán, Zsolt Tibor, Vivien Valéria Csányi, Zsuzsanna Banász, and András Telcs. "A magyar, német és belga felsőoktatási intézmények eredményessége." Educatio 29, no. 4 (December 31, 2020): 618–33. http://dx.doi.org/10.1556/2063.29.2020.4.7.
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Összefoglaló. A tanulmány a magyarországi felsőoktatási intézményeket vizsgálja, kontrollként kiegészítve németországi és belgiumi intézményekkel. E három ország (főként hazánk) intézményei közül számos nem szerepel a nemzetközi rangsorokban, ezért további elérhető szekunder forrásokból számítottunk tipikus rangsorképző indikátorokat a rangsorokban általában vizsgált tényezőkre, mint az oktatás, a kutatás, a nemzetköziesség, valamint a finanszírozás. Ez alapján elsősorban arra a kutatási kérdésre kerestük a választ, hogy a magyar felsőoktatási intézmények miként (mely indikátoraik javításával) kapaszkodhatnának fel a rangsorok szerint világszinten legjobbnak tartott 100, illetve 200 intézmény közé. Elemzéseink alapján a magyar felsőoktatási intézményeknek a következő indikátorokban szükséges leginkább fejlődniük: egy oktatóra vetítve három mutatóban (PhD-fokozatot szerzők száma, nemzetközi publikációk száma, kutatási bevétel), az alapszakos hallgatókra jutó oktatók számában, valamint a külföldi oktatók arányában. Summary. This study examines higher education institutions in Hungary, using German and Belgian institutions as a control group. Since many of these institutions are not represented in international rankings (mainly Hungarian institutions), we use further available ranking indicators from different secondary sources – these indicators are related to education, research, internationalization, and funding. We aim to answer the following research question: how Hungarian higher education institutions can reach and be among the top 100 and top 200 best institutions in the world? Based on our analyses, Hungarian higher education institutions need to develop the most in the following indicators: per lecturer in three indicators (number of Ph.D. graduates, number of international publications, research revenue), number of lecturers per undergraduate student, the proportion of foreign lecturers.
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Čufar, Katarina, and Jože Kropivšek. "Editorial." Les/Wood 69, no. 1 (June 20, 2020): 3–4. http://dx.doi.org/10.26614/les-wood.2020.v69n01a00.
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This issue of the journal Les/Wood is special for several reasons. Most of the related activities were carried out during the Covid-19 lockdown, which was very challenging for our authors, reviewers and editorial board. However, despite all the inconveniences caused by the pandemic, four eminent scholars from abroad joined the journal and its editorial board. Among them are: Prof. Manuela Romagnoli, PhD, Department of Innovation of Biological Systems, Food and Forestry DIBAF, Tuscia University, Viterbo, Italy; Prof. Denis Jelačić, PhD, Faculty of Forestry, University of Zagreb, Croatia; Krishna K. Pandey, PhD., Institute of Wood Science & Technology, Indian Council of Forestry Research and Education, Bangalore, India; and Alan Crivellaro, PhD, Department of Geography, University of Cambridge, UK. We are glad that they accepted our invitation, and we hope for fruitful further cooperation, which is undoubtedly very important for the international recognition of the journal.
In this issue we are publishing seven scientific articles, four of them in English. We are especially pleased that there are new names among the authors, and young authors in particular. Two of them have already acquired prestigious projects, while another two are at the beginning of their PhD studies and publishing articles in a scientific journal for the first time.
Kavyashree Srinivasa, PhD from India has obtained a project (NewSiest-867451) under the EU research innovation programme H2020, MSC-IF (Marie Skłodowska-Curie – Individual Fellowship), which proves the excellence of her research. As part of the two-year project, she is currently employed at the Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana, pursuing detailed post-doctoral research under the mentorship of Prof. Marko Petrič, PhD. She completed a master’s degree in chemistry and obtained her PhD from the Institute of Wood Science & Technology in Bangalore (FRI DU, Dehradun), India. She was a recipient of the Ron Cockcroft award from the International Research Group on Wood Conservation (IRG-WP) in 2013.
Arnaud Maxime Cheumani, PhD from Cameroon has acquired the project “SilWoodCoat”, which bears the “Seal of Excellence” and is funded by the ARRS, a testament to the outstanding nature of both the researcher and the project. He currently works at the Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana under the mentorship of Prof. Marko Petrič, PhD., developing silicate-based wood coatings. He is a chemist by basic education, but in his research focusses mainly on polymers and polymer composites connected to wood science. He obtained his PhD from the University of Bordeaux-France in 2009, and is an assistant professor at the University of Yaoundé 1 in Yaoundé in Cameroon. Prior to this he worked on several research projects dealing with wood-cement composites, liquefied wood, development of wood coatings, wood modification with poly (lactic acid) and composites made of natural polymer fibres.
Nina Škrk has been working as a young researcher under the mentorship of Prof. Katarina Čufar, PhD at the Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana since the autumn of 2019. She is enrolled in the PhD study of Biosciences, Wood and Biocomposites. In her research she focuses on the effects of climate change in the 21st century on trees and wood. This is her first publication of a scientific article in a scientific journal.
Irena Sochová has been a PhD student at Mendel University in Brno, Czech Republic since November 2019. She works within the Wood Processing and Timber Technology programme with a focus on dendrochronology. The main topic of her dissertation is the oak tree-ring standard chronology as a tool for dendro-archaeological analyses in the Western Ukraine. Currently she is also employed at CAS, the Global Change Research Institute in the Czech Republic. This is her first publication of a scientific article in a scientific journal.
The main feature of this issue is the introduction of the practice of the world’s leading scientific journals regarding open access of their research data, which is basis for (empirical) scientific articles. We joined the activities of the RDA (Research Data Alliance) of the Slovenian hub, which is coordinated by the Social Science Data Archive with the support of the RDA EU 4.0 project. Thus, one of the articles in this issue (Škrk et al., 2020) is accompanied by the publication of the scientific data (photographs), which are freely available through the Repository of the University of Ljubljana (RUL). In publishing the data we were guided by Mojca Kotar, PhD from University Library Services, University of Ljubljana, Janez Štrebe, PhD from the Faculty of Social Science, University of Ljubljana, by Sebastian Dahle, PhD from Department of Wood Science and Technology, University of Ljubljana, and by Darja Vranjek from INDOK, Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana. Thank you all for your work, we truly appreciate your efforts.
Special thanks go to all the reviewers of the Les/Wood journal, who did excellent job once again in a very short time. In addition, we would like to thank the technical support team, proof-readers Paul Steed and Darja Vranjek, librarian Maja Valič, technical editor Anton Zupančič and designers from DECOP d.o.o., Železniki.
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Dubovaya, Valentyna, and Iryna Davydova. "INFORMATION DISCLOSURE ABOUT INVESTMENT PROPERTY IN THE FINANCIAL STATEMENTS ACCORDING TO INTERNATIONAL STANDARDS." ЕКОНОМІКА І РЕГІОН Науковий вісник, no. 3(64) (June 7, 2017): 101–7. http://dx.doi.org/10.26906/eir.2017.3(64).883.
Full textAbstract:
UDC 657
Valentyna Dubovaya, PhD (Economics), Associate Professor. Iryna Davydova, student. Poltava National Technical Yurii Kondratiuk University. Information Disclosure about Investment Property in the Financial Statements According to International Standards. The purpose of the research is elaboration of a structured form for information disclosure of investment property in the financial statements in accordance with international standards. According to the results of research it was elucidated, that as opposed to global trends of excessive information disclosure, the financial statements of Ukrainian enterprises in accordance with IFRS has insufficient, and sometimes non-significant, financial information disclosure, at least concerning investment property. For the structured information disclosure about the investment property in the Notes to the financial statements in accordance with IFRS it was proposed an ordered presentation of descriptive and financial information with using the tabular forms of reconciliation of the carrying value of investment property at the beginning and end of the reporting period according to the alternative models of evaluation. It was defined the prospects of subsequent research of application of international accounting approach to the investment property evaluation at fair value with taking into account her best and more profitable using.
Keywords: IFRS, information disclosure, investment property, notes to the financial statements.
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Miao, Fangfei. "Here and Now—Chinese People's Self-Representation in a Transnational Context." Congress on Research in Dance Conference Proceedings 2015 (2015): 111–16. http://dx.doi.org/10.1017/cor.2015.19.
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This paper is part of my dissertation that examines Chinese modern dance choreographers who have learned modern dance from American teachers. In it, I investigate a key topic in my dissertation—self-representation in a transnational context. By studying a Chinese documentary film Dance with Farm Workers (2001), I argue that farm workers, the marginalized group in contemporary China, are further alienated and marginalized in art. The choreographer Wen Hui and the film director Wu Wenguang fail to speak for the farm workers in the film's international tour. In Dance with Farm Workers, dance and film constitute a double-layered representation that silences Chinese farm workers. Also, this presentation arouses a question I must consider in writing my dissertation: how should I position myself, as a Chinese PhD student in American academia, in order to write about Chinese dance?
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Walden, Jennifer. "A pile of drums: Putting theory into practice in culturally diverse music education." International Journal of Music Education 38, no. 1 (October 11, 2019): 79–92. http://dx.doi.org/10.1177/0255761419871358.
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This article provides music educators with practical ways to (a) build school community through culturally diverse music and informal performances and (b) inculcate global perspectives into music programs (including concert band and choir) through culturally diverse music. In an autoethnographic style, the article tells a story that spans 2 years in a challenging situation: an international school in a country wrought with political and economic instability. It examines community building and inculcating global awareness from four perspectives. The first perspective reviews engagement in cultural diversity in music education through the lens of recently completed PhD research. It looks what scholars are writing about culturally diverse music education and how these ideas subsequently look in practice. Second, 30 years of personal experience teaching culturally diverse music are tied in, including ideas for student engagement in music classes. The third perspective includes practical ideas: how culturally diverse music can be integrated to broaden a program and rejuvenate interest in music. Finally, the fourth reveals responses from students experiencing learning through culturally diverse music. Examples, transcriptions, and recommended resources are included, leaving music teachers with useful, sustainable approaches for culturally diverse inclusivity.
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Smith, Lisa, and Brian Evans. "Changing petroleum engineering education to meet industry demands." APPEA Journal 50, no. 1 (2010): 309. http://dx.doi.org/10.1071/aj09018.
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The Department of Petroleum Engineering at Curtin University had its inception in 1998. For the last 10 years, it lectured the Masters in petroleum engineering course to local Australian and international students, graduating more than 200 students. The rapid increase in the price of oil during 2006/7 saw a sudden and substantial growth in industry employment opportunities, which resulted in the department losing over half of its staff to industry. At the same time, the supply of local students reduced to less than 10% of those taking the course. This loss in both student numbers and staff at the same time threatened the department’s future, and resulted in the need for a new focus to return the department to stability. A number of new initiatives were introduced, which included: bringing industry into the decision-making processes; introducing a new two-year Masters program to assist high quality migrant students obtain Australian permanent residency; increasing the advertising of petroleum engineering as a career option to schools and industry; linking with UNSW, UWA and Adelaide universities to establish a joint Masters program; introducing a new Bachelor’s degree in petroleum engineering; changing the block form of teaching to a semester-based form; and having the Commonwealth recognise the new Masters program for Commonwealth funding of Australian students as a priority pathway to a career as a petroleum engineer while the Bachelors program gathered momentum. This paper maps the positive changes made during 2008/9, which led to a 100% increase in student numbers, a 50% increase in staff to stabilise teaching, a 400% increase in active PhD students, and industry projects to deliver an increasing stream of high quality, industry-ready, graduate petroleum engineers over the next 10–20 years into the current ageing population where the average age of a petroleum engineer is 51.
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Chief, Editor in. "Key note presentations, 10th Arctic Ungualate Conference, Tromsø, Norway, 1999." Rangifer 20, no. 2-3 (March 1, 2000): 53. http://dx.doi.org/10.7557/2.20.2-3.1478.
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Two hundred delegates from 14 countries attended and presented more than 150 scientific papers, making it one of the biggest Arctic Ungulate Conferences ever. The scientific and social programme as well as the abstracts have been published in Rangifer Report No. 4, 1999. In an important break with normal practice, keynote speakers included scientists of international reputation who do not normally work with Arctic ungulates. They were asked to review recent work in northern species/ecosystems thus providing the conference with novel criticism and new perpectives. Their papers are published in this volume. Delegates' papers will be published in later issues of Rangifer. The Conference also included a Circumpolar PhD-Network in Arctic Environmental Studies (CAES) workshop: "Reindeer 2000", attended by 47 participants presenting 25 student contributions, 5 keynote lectures and 3 introductory speeches. A Rangifer Special Issue with workshop papers is planned for publication later in 2000.
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Sverdlik, Anna, Nathan C. Hall, and Lynn McAlpine. "PhD Imposter Syndrome: Exploring Antecedents, Consequences, and Implications for Doctoral Well-Being." International Journal of Doctoral Studies 15 (2020): 737–58. http://dx.doi.org/10.28945/4670.
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Aim/Purpose: Research on doctoral students’ well-being suggests that an interplay of social and psychological factors, such as integration into the scholarly community and perceptions of self-worth, shape students’ experiences. The present research examined the role of these factors in the well-being of doctoral students. Background: Imposter syndrome has long been discussed both formally and informally as a prevalent experience of doctoral students. Existing research provides empirical support for the role of perceived belongingness to one’s scholarly community in maladaptive self-perceptions (i.e., imposter syndrome), as well as the role of imposter syndrome in doctoral students’ well-being. However, no studies to date have directly explored the extent to which imposter syndrome mediates the relationship between perceived belongingness and well-being in a single model. Methodology: The present research sought to evaluate perceived belongingness as a predictor of imposter syndrome and how imposter syndrome, in turn, predicts well-being (i.e., depression, stress, and illness symptoms) in doctoral students. Depression, stress, and illness symptoms were identified in the literature as the most prevalent well-being concerns reported by doctoral students and therefore were evaluated as the outcome variables in the present research. In line with previous research, we expected perceived belongingness to negatively predict imposter syndrome, and imposter syndrome, in turn, to positively predict depression, stress, and illness symptoms. Two studies evaluated the proposed model. Data for both studies was collected simultaneously (i.e., one large sample) with 25% of the sample randomly selected for Study 1 (cross-sectional) and the remainder included in Study 2 (longitudinal). In Study 1, we tested this hypothesis with a cross-sectional design and explored whether imposter syndrome was a significant mediator between perceived belongingness and well-being. In Study 2, we aimed to replicate and extend the results of Study 1 with a prospective design to further assess the directionality of the relationship from perceived belongingness to imposter syndrome and, in turn, the role of imposter syndrome in changes in depression, stress, and illness symptoms over a five-month period. Contribution: The present results represent evidence of the process by which doctoral students develop imposter syndrome and some of the consequences of imposter syndrome on doctoral well-being. Additionally, the present study includes a large-scale sample of international doctoral students across the disciplines, thus revealing the prevalence of imposter syndrome in the doctoral experience. Findings: Overall, the results of the present research provided support for our hypotheses. In Study 1, perceived belongingness was found to be a negative predictor of imposter syndrome that, in turn, predicted higher levels of depression, stress, and illness symptoms. Additionally, imposter syndrome was found to significantly mediate the relationship between perceived scholarly belongingness and the three outcome variables assessing psychological well-being. Study 2 further revealed perceived scholarly belongingness to negatively predict imposter syndrome five months later, with imposter syndrome, in turn, predicting increases in depression, stress, and illness symptoms in our doctoral student sample. Recommendations for Practitioners: Several recommendations are made for practitioner based on the present findings: First, by acknowledging the critical role of perceived social belongingness in students’ well-being, faculty and administrators can establish structures to better integrate students into their scholarly communities, and departments can foster a supportive social atmosphere for their doctoral students that emphasizes the quality of interactions and consultation with faculty. Second, information sessions for first-year doctoral students could highlight the prevalence and remedies of feeling like an impostor to normalize these otherwise deleterious feelings of inadequacy. Finally, professional development seminars that are typically taught in graduate programs could incorporate an explicit discussion of well-being topics and the prevalence of imposter syndrome, alongside other pragmatic topics (e.g., publishing protocols), to ensure that students perceive their departmental climate as supportive and, in turn, feel less like an imposter and better psychologically adjusted. Recommendation for Researchers: Researchers should continue exploring the various antecedents and consequences of imposter syndrome, specifically focusing on at-risk students, as well as the role of imposter syndrome in doctoral-level dropout. Impact on Society: Imposter syndrome is a harmful experience that can lead to a variety of life-altering outcomes, such as developing or intensifying a mental illness. Doctoral students, as society’s future researchers and high-skilled professionals, have a great impact on society as a whole, and efforts should be extended into maintaining doctoral students’ well-being in order for them to perform at an optimal level. The present research sheds light on one aspect of the doctoral experience that is detrimental to the well-being of doctoral students, thus informing doctoral students, advisors, and departments of one area where more resources can be allocated in order to facilitate the health, both physical and psychological, of their students. Future Research: Future research should explore additional outcomes to fully understand the impact of perceived belongingness and imposter syndrome on doctoral students. Some such outcomes may include academic performance (e.g., presentation/publication rates), motivation (e.g., perseverance vs. intention to quit), and more general psychological adjustment measures (e.g., satisfaction with life). Such research, in combination with the present findings, can help the understanding of the full impact of imposter syndrome on the academic and personal experiences of doctoral students and can contribute to psychologically healthier and more academically productive experiences for doctoral students as they navigate the myriad challenges of doctoral education.