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Journal articles on the topic 'International PhD student'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Viteri, Maria Amelia, and Adelaide Lusambili. "Parenting as an International PhD Student." Anthropology News 50, no. 3 (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 (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

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Soobard, Regina, Jari Lavonen, Rachel Mamlok-Naaman, Jack Holbrook, and Miia Rannikmae. "Promoting Young Science Education Researchers through a Series of International Seminars." Science Education International 36, no. 1 (2025): 3–14. https://doi.org/10.33828/sei.v36.i1.1.

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The aim of this study is to learn how a series of 3-day international seminars, emphasizing networking, and an academic writing, reviewing, and leading discussions, supports PhD students’ professional learning and development by providing both a formal and non-formal context. The sample of this study consisted of PhD students from three countries – Estonia, Finland and Israel, and study was carried out in 2022 (in-person seminar; n = 20) and 2023 (hybrid seminar; n = 17). After the carefully designed 3-day seminars (including plenary lectures, workshops, and non-formal reflection sessions for

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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.

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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 (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 presentat

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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 (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, contro

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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 (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 ob

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Judy Backhouse. "Creativity Within Limits: Does the South African PhD Facilitate Creativity in Research?" Journal of Higher Education in Africa 7, no. 1-2 (2009): 265–88. http://dx.doi.org/10.57054/jhea.v7i1-2.1610.

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One view of the PhD student is that of the independent scholar, with the thesis being an original work that contributes to the body of knowledge. National plans make much of the notion that graduating doctoral students will increase the degree of innovation in the country and make new ideas available for economic benefit. At the same time, the process of completing a PhD takes place within frameworks of institutional and disciplinary tradition; student and supervisor expectations, practi- cal resource limitations and, increasingly, national and international quality stan- dards – all of which

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Gudžinskas, Liutauras. "CORRIGENDA." Baltic Journal of Political Science 5, no. 5 (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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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

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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 (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 s

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Liu, Haiming, and Christine Bauer. "Report on the PhD Symposium at CIKM 2023." ACM SIGIR Forum 57, no. 2 (2023): 1–5. http://dx.doi.org/10.1145/3642979.3643003.

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The PhD Symposium was held successfully at the 32nd ACM International Conference on Information and Knowledge Management (CIKM 2023). A total of 22 people attended online or in person at the whole day event, which included two chairs, six mentors, nine students, and five panelists. Five people attended online, and 17 people attended in person. The sessions contain Chairs' opening and closing addresses, student talks, a panel session, and mentoring sessions. The feedback was very positive, especially about the lively discussion and the quality of work. Date : 21 October 2023. Website : https://

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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 (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 (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 (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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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 (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 i

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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 person

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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 (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 f

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Dr., Indu Mazumdar, and Sheetal Jalgaonkar Prof. "A Study of Student Enrollment of Foreign Students for Post Graduate and Doctoral Degree in Indian Universities, Institutes and Colleges." International Journal of Trend in Scientific Research and Development 2, no. 3 (2019): 1827–30. https://doi.org/10.31142/ijtsrd11505.

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This study is an effort to understand the admission of students from foreign nations for the post graduate and doctoral degree. A gender wise and course wise analysis is undertaken in order to compare the trends in admission 2011 2017. An effort has been taken to understand the various reasons for the increase or decrease in the number of foreign students for the courses. Dr. Indu Mazumdar | Prof Sheetal Jalgaonkar "A Study of Student Enrollment of Foreign Students for Post Graduate and Doctoral Degree in Indian Universities, Institutes and Colleges" Published in International Journa

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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 (2014): 286–97. http://dx.doi.org/10.1080/07294360.2013.832154.

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Edwards, Viv, and Ye Ye. "A sociological exploration of the impact of study abroad on international PhD students’ self-identity." Journal of Intercultural Communication 18, no. 2 (2018): 1–15. http://dx.doi.org/10.36923/jicc.v18i2.757.

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This paper explores the impact of study abroad on the self-identity of Chinese doctoral students in the UK, with an emphasis on students’ agency and identity through the lens of Giddens’ (1991) reflexive project of the self’. Qualitative data comprising student perceptions and experiences of personal changes and development during their study abroad were collected through focus groups and semi-structured interviews involving 11 participants. Three inter-related themes emerged from thematic analysis: how the students constructed narratives which helped them to actively negotiate new sociocultur

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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 (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 experience

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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 (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 networ

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Guiake, Mathias, and Felix Mounton Njoya. "Reflection on the Impact of COVID-19 on International Education Landscape and Plan of Students’ Choice for Study Destination." Journal of Comparative & International Higher Education 15, no. 2 (2023): 243–56. http://dx.doi.org/10.32674/jcihe.v15i2.4035.

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The COVID-19 has affected and continues to impact several areas of human life and activity. With a particular focus on China, this reflection shares authors’ observation on how COVID-19 may affect international higher education landscape and future trends of students’ choice for study destinations. As internationals, one a PhD student and the other an assistant lecturer, we draw upon insights from recent research on the impact of COVID-19 on higher education and our observation. The observation revealed that the impact of COVID-19, in a context of nationalism rise and economic tension between

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Langdon, W. B. "Conference Report." Robotica 18, no. 1 (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 fo

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Dimitrova, Svetoslava. "INTERNATIONAL PRACTICES FOR IMPLEMENTING EDUCATIONAL TOURISM." Education and Technologies Journal 15, no. 1 (2024): 79–81. http://dx.doi.org/10.26883/2010.241.5888.

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Educational tourism involves traveling to acquire knowledge and experience relevant to academic interests, often through visits to historical sites, museums, universities, and cultural landmarks. The purpose of this report is to present good international practices of educational tourism at the international level. This paper contributes to the reviews of the conceptualisation of mobile student experience within tourism studies, critical acculturation research, and mobilities research. This way it positions experience as an immersive process through the documentation of student reflections of

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Rivas, Carol. "Supporting the Professional and Career Development of Doctoral Students." Encyclopedia 4, no. 1 (2024): 337–51. http://dx.doi.org/10.3390/encyclopedia4010024.

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A doctoral student is someone studying for a doctoral degree, which is generally considered to be the highest academic qualification a university can award. The student develops research experience, while making an in-depth and original contribution to knowledge. They are supervised by university staff members (usually there are two, or a small panel) who train, mentor, and support the doctoral student. Professional and career development refers to support that helps students to not only grow as individuals and independent researchers, but to also have the option to successfully pursue either

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Pownall, Madeleine. "Making the most of international conferences as an ECR." PsyPag Quarterly 1, no. 113 (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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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

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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 (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

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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 (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

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Raouna, Aigli. "21st Annual Conference of the International Society for Bipolar Disorders, Sydney, Australia." PsyPag Quarterly 1, no. 112 (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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Chasova, Valeriya. "How I Defended a PhD Thesis (A Story about Preserving One’s Views)." Science Management: Theory and Practice 6, no. 4 (2024): 163–96. https://doi.org/10.19181/smtp.2024.6.4.9.

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The article thoroughly describes and analyzes my experience of being a PhD student in philosophy of physics abroad, interesting by its interlingual, interdisciplinary and international aspectsб but also by the evolution of the relationships of the PhD student with the supervisor which raises plenty of descriptive and normative questions related to research. In the first part of the article, the description proceeds in an autobiographical manner. The supervisor was first impressed by my capacities, but then got annoyed by my topic change, my independence and my proof for the new topic. In respo

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Engelson, Amber. "Emerging Voices: The “Hands of God” at Work: Negotiating between Western and Religious Sponsorship in Indonesia." College English 76, no. 4 (2014): 292–314. http://dx.doi.org/10.58680/ce201424596.

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This article draws from ethnographic research to explore the interplay between Western capital (both monetary and cultural), the English language, and Indonesian religious identity at the Indonesian Consortium for Religious Studies, an “inter-religious, international Ph.D. program” in Yogyakarta, Indonesia. After discussing research methodology and positioning the program’s local-global religious identity within the larger Indonesian geopolitical context—which highlights English’s complicated role as both the language of Western imperialism and the language of global academic connection—this a

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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 (2013): 10. http://dx.doi.org/10.1080/10448632.2013.831648.

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Oniang'o, Ruth. "The 19th International Congress on Nutrition (ICN)." African Journal of Food, Agriculture, Nutrition and Development 9, no. 6 (2009): 1. http://dx.doi.org/10.18697/ajfand.27.ed020.

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The 19th International Congress of Nutrition (ICN) will be held in Bangkok from 4th to 9th 2009 for the first time on the Asian continent. Four years ago it was held in Durban, South Africa for the first time on the African continent. The ICN has broken records since its inaugural meeting in Basel in 1952 with only 18 countries attending. Vienna in 2001 broke the record of number of countries attending (113). Vienna also brought the largest number of African participants and in fact had special focus on Africa. Again Vienna broke the record in terms of number of scientists attending (3550). My

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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 (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

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Jung, Gowoon. "‘I Know What Freedom and Responsibility Mean Now’." YOUNG 26, no. 4 (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 thre

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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

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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 (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

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David, John R. "Two Cultures versus General Education." European Review 27, no. 1 (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

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Barrantes, Lena, and Glory Ovie. "A Duoethnographic Exploration of Race and Gender: A Dialogue Between Female International Students in Canada." Alberta Journal of Educational Research 67, no. 2 (2021): 202–18. http://dx.doi.org/10.55016/ojs/ajer.v67i2.69293.

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The number of international students in Canadian universities has dramatically increased since 2000. International students are believed to contribute significantly to education and research, as they bring a rich variety of perspectives, experiences, and languages. However, international students should not be categorized into one homogenous group. In particular, international female PhD students have many different reasons to immigrate and undertake a rigorous academic program. Whether to pursue high academic goals, gain personal knowledge, develop research skills, or widen employment opportu

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Brooks, Jane. "Monitoring the Progress of Doctoral Students." Encyclopedia 3, no. 4 (2023): 1409–18. http://dx.doi.org/10.3390/encyclopedia3040101.

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Doctoral students, graduate students, or postgraduate researchers (PGRs) are those students who undertake a research degree culminating in a thesis of original work. In this entry-level paper, they will generally be referred to as PGRs, as this demonstrates the importance of their contribution to the global research culture. In the UK, doctorates, usually a PhD but also professional doctorates, are typically three to four years in length full-time or six years part-time and are undertaken as an individual study. Research degrees are therefore unlike undergraduate and master’s programmes as the

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Umoru, David, Beauty Igbinovia, Timothy Igbafe Aliu, and Emoabino Muhammed. "SPECTRAL ANALYSIS OF CYCLES IN EXCHANGE RATES, PETROLEUM PRODUCTS PRICES AND INTERNATIONAL RESERVES ACCUMULATION OF ASIAN PACIFIC COUNTRIES." Innovative economics and management 11, no. 3 (2024): 59–83. https://doi.org/10.46361/2449-2604.11.3.2024.59-83.

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David Umoru E-mail: david.umoru@yahoo.com Professor, PhD, Edo State University Uzairue Iyamho, Nigeria https://orcid.org/0000-0002-1198-299X Beauty Igbinovia E-mail: beauty.igbinovia@edouniversity.edu.ng Lecturer II, PhD, Edo State University Uzairue Iyamho, Nigeria https://orcid.org/0000-0367-1492-2819 Timothy Igbafe Aliu E-mail: timothyigbafe@yahoo.com PhD Student, BSc, Edo State University Uzairue Iyamho, Nigeria https://orcid.org/0000-0326-4833-2894 Emoabino Muhammed E-mail: emoabino@yahoo.com PhD Student, BSc, Edo State University Uzairue Iyamho, Nigeria https://orcid.org/0000-0782-4335-2

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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 (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 internationalizat

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Gardasevic, Stanislava. "User-driven efforts in creating knowledge graph information system." Digital Library Perspectives 36, no. 2 (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 webs

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Alimukhamedov, Farkhad. "Migration Trajectories of Uzbek Students in France and the UK." Journal of Central Asian Studies 95, no. 3 (2024): 46–60. http://dx.doi.org/10.52536/3006-807x.2024-3.04.

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This paper offers a comprehensive overview of select findings extracted from a PhD dissertation, employing a comparative analysis to investigate the trajectories of Uzbek students in both France and the UK during the period from 2004 to 2009. The paper advocates for the integration of the trajectory element into existing theories on international student mobility and international migration, with a particular emphasis on the context of South-North mobility. Utilizing qualitative research methods, including interviews, surveys, and participant observation, the study underscores the significance

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Martínez García, Inmaculada, Jesús García Martínez, Francisco Javier Cano García, and Hans De Witte. "Navigating Stress, Support and Supervision: A Qualitative Study of Doctoral Student Wellbeing in Norwegian Academia." International Journal of Doctoral Studies 20 (2025): 001. https://doi.org/10.28945/5413.

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Aim/Purpose: This study addresses the need to understand the wellbeing of doctoral students and the factors influencing their academic trajectory. Background: Doctoral students’ wellbeing is crucial for their academic success and overall quality of life. This study explores the antecedent variables influencing doctoral students’ wellbeing, complementing the Integrative Model on well-being in doctoral students. Methodology: A qualitative case study approach was employed, involving in-depth interviews with 10 PhD students at a Norwegian university. Following the Integrative Model on doctoral stu

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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 (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

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Mellström, Ulf. "Kunskapssamhällets gästarbetare." Tidskrift för genusvetenskap 33, no. 1-2 (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 a

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