Relevant bibliographies by topics / Phd researcher

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

Academic literature on the topic 'Phd researcher'

Author: Grafiati
Published: 3 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Phd researcher"

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Sutton, J., and C. D. Killian. "The MD-PhD researcher." Academic Medicine 71, no. 5 (1996): 454–9. http://dx.doi.org/10.1097/00001888-199605000-00013.

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Altman, Edward. "A PhD degree for every researcher/scientist." American Psychologist 50, no. 7 (1995): 547–48. http://dx.doi.org/10.1037/0003-066x.50.7.547.c.

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Panayidou, Fryni, and Benjamin Priest. "Enhancing postgraduate researcher wellbeing through support groups." Studies in Graduate and Postdoctoral Education 12, no. 1 (2021): 42–57. http://dx.doi.org/10.1108/sgpe-06-2020-0038.

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Purpose This paper aims to examine the effectiveness of PhD support groups as an intervention that improves mental well-being and increases confidence in timely PhD completion. Design/methodology/approach Participants of six PhD support groups, which we co-facilitated, completed a survey at the start of the intervention and at the end of the eight weeks of attendance. The survey measured subjective well-being and confidence in completion using the Warwick-Edinburgh Mental Well-being Scale and statements from the Postgraduate Research Experience Survey (2017 and 2019). The final survey also included open-ended questions to identify the helpful factors of the intervention. Findings Participants’ subjective well-being scores increased considerably over the eight weeks of group attendance and improved from initial score ranges associated with risk of depression or psychological distress. As a result of feeling understood and supported by other group members, participants felt less isolated and anxious, were more satisfied with their life and work-life balance, and felt more confident about completing their PhD within the institutional time frame. The results confirm previous findings on the positive effects of social support and the relationship between poor well-being and attrition. Practical implications Support groups could form an integral part of university support as they increase well-being and could improve retention. Originality/value Existing literature mainly highlights factors that affect postgraduate researchers’ well-being, with limited research on innovative interventions. This paper investigates the impact of social support in a facilitated peer group that focuses on the emotional and psychological aspects of the PhD experience, rather than peer group learning or support with specific research tasks.
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Abdel, Ahmed Fouad Latif Abdel Fattah. "Revealing researcher engagement in museum-related research: a reflective account." Journal of Qualitative Research in Tourism 2, no. 1 (2021): 42–59. http://dx.doi.org/10.4337/jqrt.2021.01.03.

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The absence of extended discussions about the feasibility of carrying out qualitative research within the ‘research methods’ sections of most heritage and mainstream museum studies articles means there is not much direction provided to novice heritage and museum researchers as well as aspiring PhD candidates to augment their own methodological practices. Literature related to unexpected circumstances during fieldwork, the importance of human interactions in data collection and the self-reflection of researchers in heritage and museum-related research remains limited. This paper reflectively explores aspects of the author’s journey as a PhD researcher at the Egyptian Museum in Cairo, Egypt, and the challenges encountered during fieldwork. The paper concludes that recognizing and encouraging reflexivity and interpersonal engagement and reflecting on challenging moments during the research process in museums and heritage sites brings insight to the study, and brings the researcher/researchee closer to the reader.
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Munkácsy, Gyöngyi, Péter Herman, and Balázs Győrffy. "Comparison of scientometric achievements at PhD and scientific output ten years later for 4,790 academic researchers." PLOS ONE 17, no. 7 (2022): e0271218. http://dx.doi.org/10.1371/journal.pone.0271218.

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Introduction PhD is the highest awarded degree offered by universities in different disciplines. Owners of a PhD can teach at universities, start independent research and receive a higher salary while further building a scientific career. We examined whether the publication output before the PhD degree has a correlation with subsequent research activities. Methods We downloaded publication and citation data from the Hungarian Scientific Bibliography for Hungarian researchers who obtained PhD between the ages of 24 and 45. The researchers were grouped into eleven scientific sections. We examined the number of Q1 publications published in the previous 5 years, the H-index, the total number of citations for the last complete year, and the biological age of the researcher. Each parameter was computed for the year at which the PhD was obtained and ten years later. Pre-PhD publications (and citations for these) were excluded when assessing post-PhD track records. Spearman rank correlation and Kruskal-Wallis test were computed. Results We analyzed all together 4,790 researchers. We obtained a positive correlation between the number of Q1 publications before and after PhD (corr. coeff. = 0.21–0.54, p<0.01 in all sections), between the H-index before and after PhD (corr. coeff. = 0.32–0.56, p<0.01 in all sections), and between the citations received before and after PhD (corr. coeff. = 0.34–0.51, p<0.01 in all sections). All three metrics measured ten years after the PhD were negatively correlated with the age of the researcher at the time of obtaining the PhD (number of publications corr. coeff. = -0.09–0.22, p<0.05; H-index corr. coeff. = -0.09–0.29, p<0.08; number of citations corr. coeff. = -0.14–0.30, p<0.01). Among all disciplines, Philosophy and History and Engineering sciences show the strongest correlation between pre- and post-PhD output. When running multiple regression analysis for all three metrics as dependent variables and the number of articles, the H-index, the number of citations in the year of the PhD, the calendar year of PhD, and the gender of the researcher as independent variables, the number of articles and the H-index in the year of PhD reached the strongest positive correlations while gender had a negative correlation. Conclusions We independently evaluated pre- and post-PhD publication performance. In connection with age, the discipline-specific reference values of scientometric parameters at the time of obtaining the PhD can help to select candidates for postdoctoral grants and positions.
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Cantor, Geoffrey. "The loneliness of the long-distance (PhD) researcher." Psychodynamic Practice 26, no. 1 (2019): 56–67. http://dx.doi.org/10.1080/14753634.2019.1645805.

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McQuade, Laura. "Insider or outsider, who decides? An auto-ethnographic analysis of the continuum and ethics of insiderness within a professional PhD." Advances in Educational Research and Evaluation 5, no. 1 (2024): 267–77. https://doi.org/10.25082/aere.2024.01.003.

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An insider researcher is closely connected to the research subject so needs to be aware of the possible assumed cultural understandings that would be more apparent to an outsider researcher. However, there are multiple levels of insiderness and participant perceptions are critical to the co-creation of researcher position. Through an auto-ethnographic discussion of a PhD (Professional) research project, it is clear that participants manipulate researcher insiderness to create zones of comfort from which to discuss sensitive issues. A PhD (Professional) looks to carry out research which can be applied to practical problems within the student's work environment. Researching within a workplace where some colleagues do not consent to being a participant but have an influence over the thought processes involved with the research leads to a conclusion that the insider continuum may apply to all researchers. The observations in this article were made in a research journal the researcher kept during data collection during for their PhD (Professional) in Education. This research was focused on the factors affecting teacher well-being. While insider research has been discussed extensively in the literature, it assumes the position of power to be in the hands of the researcher. This article reports on the different levels an insider researcher can assume during a PhD (Professional) research project which is not only depended on the position a researcher supposes but also how the participants perceive the researcher as a co-construction of insider positioning. The manipulations that participants undertake during and after interviews is analysed to show how this co-construction is created. These manipulations are important to both the participant and researcher, and is significant because the power exerted by participants is often ignored in current literature. Ignoring the participants use of power dehumanises them and is an injustice to those we are indebted to for our data.
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Jagadish, H. V. "What Becomes a Senior Researcher." ACM SIGMOD Record 50, no. 3 (2021): 20–22. http://dx.doi.org/10.1145/3503780.3503784.

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As we progress through life, our needs, desires, and even objectives, change. That certainly has been the case for me over the years. This article is my attempt at distilling what advice I can for someone making a transition from a junior to a senior researcher in the database field: think Associate Professor or someone 5 to 10 years post PhD.
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Hillbrink, Alessa, and Regina Jucks. "‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students." Studies in Graduate and Postdoctoral Education 10, no. 2 (2019): 109–25. http://dx.doi.org/10.1108/sgpe-03-2019-0031.

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Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.
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&NA;. "An Interview with Lauren Broyles, PhD, RN, Nurse Researcher." Journal of Addictions Nursing 23, no. 2 (2012): 143–45. http://dx.doi.org/10.3109/10884602.2012.669124.

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Dissertations / Theses on the topic "Phd researcher"

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Esposito, Antonella. "The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers." Doctoral thesis, Universitat Oberta de Catalunya, 2014. http://hdl.handle.net/10803/290995.

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This doctoral dissertation is concerned with an exploratory study on how emerging learning ecologies enabled by Web 2.0 and social web are affecting the self-organized practices and dispositions in the digital settings of individual PhD students. The research endorses a constructivist grounded theory approach, where data collection has been undertaken across three Italian and one UK universities and has included a sequence of online questionnaires, individual interviews and focus groups. The findings being generated provide a repertoire of social media practices for research purposes; a framework conceptualizing the trajectories in the digital, in terms of Space, Time, Socialization, Digital identity, Stance and Tensions; the forms of resilience and the tensions underlying the PhD researchers’ digital engagement. The affordances of PhD e-researchers’ emerging ecologies are therefore understood as multi-dimensional and transitional trajectories intentionally undertaken by the individuals and generating a range of reactions toward the opportunities provided by the open Web.
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Charity, Ian. "PhD and professional doctorate : higher degrees of separation?" Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/837/.

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This thesis presents an exploration of the "purpose and process" of doctoral education and has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. This work addresses the lack of pedagogical research into doctoral education at a time when changing perspectives are reshaping the doctoral education landscape. A number of alternatives to the traditional research PhD now exist and this has generated debate as to the specific differences between the various programmes. This research explores the purpose and process of doctoral education from the perspective of the traditional PhD and the professional doctorate and uses Northumbria University as the case study institution. This research is timely since at Northumbria new doctoral programmes are being established and existing professional doctorate programmes are undergoing significant revisions to try and provide distinctive alternatives to the PhD. The current debates regarding the strengths and weaknesses of the PhD and professional doctorates are presented and three key processes of doctoral study are critically reviewed; knowledge generation, supervision and assessment. A distinguishing feature of this research is my own position within the research setting: I am both a DBA student and a member of staff involved with the delivery of doctoral programmes. Furthermore, the product of the research itself is enmeshed with the research topic and I introduce the concept of "compounded insiderness" to describe this situation. Methodologically, this has lead to the adoption of a constructivist ontological stance coupled with an interpretivist theoretical perspective for analysis. The subjectivity of this research and my influence on the research process has been acknowledged as a central feature, demonstrated through reflexive behaviour. The research strategy is inductive in nature with data generated through twenty-two ethically conducted interviews with purposively selected participants in the doctoral research community at Northumbria University. Software has been used to store, organise and manipulate the data that were then analysed using a combination of concept driven and data driven coding structured using Nigel King's template analysis method. Student perceptions were analysed separately within PhD and professional doctorate subgroups and then compared across the two programmes whereas the staff interview data were analysed as a whole. I argue that this research is highly transparent and has the potential to be transferable to other higher education intuitions. This research makes an original theoretical contribution by concluding that, at a broad level of comparison, the taught stage of the professional doctorate separates the routes initially but once the research phase is underway, the PhD and professional doctorate at Northumbria University overlap considerably. Where differences exist, these are subtle and more likely to be related to the purpose of the programmes rather than any tangible differences that would be experienced by students in terms of process. Staff may see the programmes as "notionally different", but the interpretation of the purpose of a professional doctorate is subject to debate, particularly with regard to "making an original contribution to knowledge" and the role of theory. As a consequence, this raises serious questions regarding assessment. Professional doctorates are caught in a difficult position, since they desire to be different to a PhD and to attract different candidates, but must maintain a level of academic parity in order to be attractive. This research aims to improve professional practice at Northumbria University by raising awareness of similarities and differences between the programmes and it has already made an impact in this respect.
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Clever, David C. Clever. "T Cell-Intrinsic PHD Proteins Regulate Pulmonary Immunity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471868519.

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McKenna, Sioux, Lynn Quinn, and Jo-Anne Vorster. "Mapping the field of Higher Education Research using PhD examination reports." Routledge, 2018. http://hdl.handle.net/10962/66669.

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Pre-print<br>The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
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Ugur, Erdogmus Feray. "Research Trends In Ceit Ms And Phd. Theses In Turkey: A Content Analysis." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610394/index.pdf.

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The main aim of this study is to look for trends in the instructional technology field in Turkey and to visualize general tendencies in the field in research topics, research types, and methodologies. Content analysis research design was used in this study. In this study, the unit of analysis was MS theses and PhD. theses published in instructional technology departments in Turkey, and the researcher aimed to analyze all of the population. Hence, 215 MS theses and 32 PhD. theses were analyzed in this study. The data were categorized according to characteristics of the MS theses and PhD. theses (author, university, advisor, and publication year), research topics, research methods, sample type, sample size, data collection methods and research settings. These categories were statistically analyzed. In these statistical analyses both frequencies of these categories and fluctuations of these categories in time were analyzed. The findings of the study indicated that most of the MS theses were published in the Middle East Technical University and most of the dissertations were published in Ankara University. In addition to this, most of the MS theses and PhD. theses used quantitative research methods, and experimental studies were the most popular type. Not surprisingly, the study results revealed that convenient sampling was the most preferred sampling method and most of the studies used 31 &ndash<br>100 subjects in their samples. Moreover, questionnaires, aptitude tests and interview schedules were the most common data gathering instruments used, and higher education was the most preferred research environment for the studies analyzed. Finally, most of the MS theses and PhD. theses focused on delivery system media formats, comparison studies and learner variables.
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Dlamini, Khosie Konkhekluhle. "Library research support for masters and PhD students at the University of Eswatini." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32628.

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The changing academic and technological environment coupled with evolving research practices have greatly impacted the role played by academic libraries within the institutions they serve. This has sparked a global concern amongst academic libraries to re-evaluate their services as a means to aligning themselves to this new environment. As a result, academic libraries are transforming themselves and bringing about new services, particularly focussing on how they can enhance research output by providing support to researchers. Given this context, this study seeks to ascertain the extent of research support by University of Eswatini (UNESWA) Libraries for masters and PhD students at UNESWA. To address this objective, the following critical questions were generated: What are the current services being provided by UNESWA Libraries to support masters and PhD students at the University of Eswatini?; What are the library research needs of masters and PhD students at UNESWA?; To what extent are these needs being met by UNESWA Libraries?; and, If there are library research needs of masters and PhD students at UNESWA that are not being met by UNESWA Libraries, what research support services need to be put in place to address this deficiency? Schoombee's (2014) research lifecycle adapted for library research support was used as a supporting theoretical framework to guide the study. The study adopted a convergent parallel mixed methods approach within a pragmatism paradigm and a case study design. Academic staff members and librarians at UNESWA were purposively sampled whilst a census was conducted for all masters and PhD students at UNESWA. Data was collected using a structured paper-based questionnaire and semi-structured interviews. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) and qualitative data was analysed thematically (by content analysis). The study concludes, inter alia, that despite the various library research support services provided by UNESWA Libraries for masters and PhD students, an expanded suite of research support services to more fully meet UNESWA's masters and PhD students' library research needs, is required. The study recommends that UNESWA Libraries should utilise available technologies and incorporate additional research support services that speak to the research needs of digital age masters and PhD students.
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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.

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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.
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Wright, Jean. "Selection, supervision and the academic management of research, leading to the Degree of PhD." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316389.

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Singh, Nicola. "On the 'thesis by performance' : a feminist research method for the practice-based PhD." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36132/.

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This doctoral project challenges the conventions of academic enquiry that, by default, still largely shape the procedures of practice-based PhDs. It has been submitted in the form of a ‘thesis by performance’ - a thesis that can only be realized through live readings that present knowledge production as something done in and around bodies and their contexts. The aim has been to reposition institutional and educational knowledge in an intimate, subjective relationship with the body, particularly the researchers own body. The ideas gathered together in this ‘thesis by performance’ address the body and its context using material that was sometimes appropriated, sometimes invented and sometimes autobiographically constructed. From the start, these approaches and sources were used to directly address those listening in the present, the ‘now’ in which words were spoken. An approach influenced by feminist thinkers in the arts, Kathy Acker, Chris Kraus, Katrina Palmer and Linda Stupart. The methodological development of the research has been entirely iterative – developed through the making and presenting of performance texts. Each text was presented live as part of mixed-media installations, experimenting with how language and voice can be visualised and choreographed. Consequently, the resulting ‘thesis by performance’ is a doctoral submission unimpeded by a printed script - only an introductory statement and two appendices are available outside of a live reading. In this way the process of performance can inspire new terms of reference in the field of postgraduate practice-led research entirely on its own terms.
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Vaitkūnas, Mantas. "PHP karkasų architektūrinis tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130826_102846-07165.

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Šiuo metu yra sukurta daugybė PHP karkasų, tačiau yra mažas informacijos kiekis subjektyviai nusakančios privalumus ir trūkumus. Pagrindinis darbo tikslas yra ištirti Yii, Zend 2 ir Symfony2 karkasus, bei juos palyginti. Šiame dokumente aprašytas darbas susideda iš trijų pagrindinių dalių. Pirmoji dokumento dalis – karkasų apžvalga. Šioje dalyje apžvelgiami Yii, Zend 2 ir Symfony2 karkasai. Antrojoje (projektinėje) dokumento dalyje aprašoma sistema, kuri yra kuriama atskirai su kiekvienu iš karkasų. Šiame skyriuje pateikiama visa sistemos architektūra, reikalavimai sistemai, bendri apribojimai, statinis vaizdas. Trečioje (tyrimo ir eksperimentinėje) dokumento dalyje, detalizuojami atlikti tyrimai ir eksperimentai. Tyrimai vykdomi kuriant QR kodų generavimo ir vartotojų lankomumo statistikų sekimo sistemą. Šių tyrimų metu tiriamas darbo imlumas, našumas, funkcionalumas ir atlikta pasirinktų karkasų kodo analizė.<br>Currently there are created plenty of different PHP frameworks, but the amount of information subjectively outlining the pros and cons is low. Main purpose of this research is to investigate and compare three main frameworks: Yii, Zend 2 and Symfony. This document describes work consisting of three main parts. The first part of the document is a framework review. This section provides and overview of Yii, Zend 2 and Symfony2 frameworks. Second (design) part is a description of the system which was developed using each of the frameworks. This section contains the entire system architecture, system requirements, general restrictions and static image. The third (research and experimental) part of the document, consists of detailed studies and experiments. Studies were carried out in developing QR code generation and visitor monitoring system. During these studies the capacity, performance, functionality and code of three main frameworks were analyzed.
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Books on the topic "Phd researcher"

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Phillips, Reed B. The journey of Scott Haldeman, DC, PHD, MD, FRCP(C), FAAN, FCCS(C): Spine care specialist & researcher forging international interdisciplinary cooperation. National Chiropractic Mutual Holding Company, 2009.

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Medici, Marco, Valentina Modugno, and Alessandro Pracucci, eds. How to face the scientific communication today. International challenge and digital technology impact on research outputs dissemination. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-497-8.

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Dissemination of scientific results is an important and necessary component of research activity. Nowadays research asks to be widely diffused and shared in a larger community in the effort to demonstrate its innovation and originality, so to enlarge network and obtain funds to keep working. In this context, PhD students, as part of scientific community and young researchers in training, have to understand the rule of publications to define the best strategy for the dissemination of their research. The present book, through the experiences of national and international PhD candidates, PhDs and Professors, is a contribute in the current opened debate on the most effective strategies and related tools to design specific actions, to highlight and improve the peculiar qualities and disciplines of each research.
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Bosi, Filippo, Paolina Ferrulli, and Elisabetta Fossi, eds. Looking to methods and tools for the Research in Design and Architectural Technology. Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-848-4.

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The volume presents the research experience of young researchers and PhD candidates, dealing with the Italian scientific area 08-C1 (Design and Technology of Architecture), with a discussion about scientific issues and methodologies applied. The aim is to express the methodological and investigation features of the issues faced by the researchers, along with the effectiveness of their researches design, giving the reader an immediate overview of the 08-C1 doctoral experience. Beside young researchers statements as witnesses of this research path, the volume collects professors critical contribution, to enrich the comprehensive picture of the progression and methodologies of the doctoral researches presented.
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Gurney, Laura, Yi Wang, and Roger Barnard. Narratives of Qualitative PhD Research. Routledge, 2022. http://dx.doi.org/10.4324/9781003256823.

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Bourner, Tom. Practitioner centred research and the PhD. University of Salford. Revans Institute for Action Learning and Research, 2002.

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Grix, Jonathan. Demystifying postgraduate research: From MA to PhD. University of Birmingham Press, 2001.

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Trust, Wellcome. Review of Wellcome Trust PhD research training. Wellcome Trust, 2000.

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Trust, Wellcome. Review of Wellcome Trust PhD research training. Wellcome Trust, 2000.

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Green, Bill, Catherine Manathunga, and Alison Lee. Doctoral Research Supervision, Pedagogy and the PhD. Routledge, 2023. http://dx.doi.org/10.4324/9781003298731.

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Tartaglia, Andrea, Roberto Bolici, and Matteo Gambaro, eds. La ricerca tra innovazione, creatività e progetto / Research among Innovation, Creativity and Design. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-160-7.

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In the current socio-cultural scenario, the implementation of the university reform aimed at boosting third-level education calls for meditation within the discipline of Architectural Technology (ICAR 12). This review must address the research topics and academic profiles of PhD courses in the Technological Area, also in terms of fostering actions consistent with European strategic lines for the promotion of a knowledge society. Research, innovation, creativity and design are the keywords of this scenario that PhD students and lecturers must bear in mind when considering three fields of study: environmental design and landscape, building production and construction and works and services strategic for the community. This book "Research among innovation, creativity and design" develops the topics addressed during the VII OSDOTTA workshop (the network of PhD courses in the field of Architectural Technology) held at the Mantua campus of Milan Polytechnic on 15th-16th-17th September 2011.
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Book chapters on the topic "Phd researcher"

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McAlpine, Lynn, and Cheryl Amundsen. "Achieved Research-Teaching (Researcher Route)." In Post-PhD Career Trajectories. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57660-6_5.

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Kumar, Dinesh Kant. "Responsibilities of a Researcher." In Research Methods for Successful PhD. River Publishers, 2022. http://dx.doi.org/10.1201/9781003339281-5.

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Kumar, Dinesh Kant. "Attributes of a Researcher." In Research Methods for Successful PhD. River Publishers, 2022. http://dx.doi.org/10.1201/9781003339281-3.

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Williams, Kate, Emily Bethell, Judith Lawton, Clare Parfitt, Mary Richardson, and Victoria Rowe. "Being a researcher in a multi- or interdisciplinary area." In Planning Your Phd. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01374-3_15.

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Kumar, Dinesh Kant. "Continuing to Be a Researcher: Motivation Issues for Researchers." In Research Methods for Successful PhD. River Publishers, 2022. http://dx.doi.org/10.1201/9781003339281-6.

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Åkerlind, Gerlese S. "Developing as a Researcher Post-PhD." In Becoming an Academic. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36509-4_3.

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Barnacle, Robyn, Denise Cuthbert, and Richard Laurie. "Exploring Researcher Motivation: Implications for PhD Education." In Asia Pacific Graduate Education. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54783-5_12.

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Klevan, Trude, and Alec Grant. "The PhD Project and the Novice Researcher Entering Academia." In An Autoethnography of Becoming a Qualitative Researcher. Routledge, 2021. http://dx.doi.org/10.4324/9780367853181-2.

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Cosan Eke, Deniz. "Ethnography with a Faith Community." In Kultur und soziale Praxis. transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839466773-008.

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A researcher studying a faith community should take into account that everyone in that faith community has an idea, feeling, or understanding of that faith. Thus, when one holds the role of researcher of a faith, even if s/he is a member of that faith, the researcher's expertise in all aspects of that faith will be tested by the believers. This testing situation may sometimes be in the form of questions, and sometimes in the form of observation of the researcher's participation in the rituals of the faith. In other words, while the researcher is observing a community, s/he is also observed by that community. Drawing on my PhD research, supervised by Martin Sökefeld, this chapter reflects on both my emotional stumbling as a member of this faith and my experiences as a researcher conducting ethnographic fieldwork with Alevis and Alevism.
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Meng, Xianyu. "The Individual and Collective Minds Behind the Role of the Educator-Researcher: An Integrated Educational Experiment." In Cultural-historical Digital Methodology in Early Childhood Settings. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_4.

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AbstractAn educational experiment was introduced by Hedegaard (Studying children: A cultural-historical approach. Open University Press, New York, 2008a) as a synthesis of pedagogical intervention and research method. The planned intervention is designed collaboratively between teachers and researchers to supports children’s learning and development. But what happens when the researcher also assumes the role of the educator? This chapter presents an example of an educational experiment that was undertaken individually by an educator-researcher. To support the educational experiment, a collective of PhD supervisors and the other intellectual colleagues acted as an expansive community that enabled theoretical discussions and data analysis to be performed at an interpsychological level. It was found that with digital video observation as the main research method, the dialectical relations between the individual and the collective created unique opportunities for the formation of the researcher’s identity, as well as fulfilling the research aim of the educational experiment. Thus a new configuration of the educational experiment is proposed as an enabling research method, where an educator-researcher used digital video observations, and an expansive intellectual community for peer review.
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Conference papers on the topic "Phd researcher"

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Bracewell, Kristin Anne. "UNDERSTANDING EMPLOYERS' PERSPECTIVES ON PHD WORK PLACEMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0229.

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Ułanowicz, Mateusz. "The Secret Will of Karol Brzostowski: A Contribution to the Reception of French Civil Law in Polish Lands." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-4.

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The article aims to present the reception of French civil law in Polish lands based on the sources concerning the secret will of Karol Brzostowski (1796–1854) – polish officer, entrepreneur, inventor, constructor and landowner in the Kingdom of Poland. The article is the result of research for a doctoral thesis “The testamentary freedom in the ‘mortis causa’ dispositions of Karol Brzostowski”. The methodology used in this publication was the diplomatics. The author researched the notarial deeds founded in the State Archives in Suwałki, Poland. Through the analysis of the sources, it was possible to characterise the binding force of the Napoleonic Code in the Duchy of Warsaw and the then Kingdom of Poland based on the law of succession concerning the biography of the testator.
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Rahman, Ataur. "Doctoral Supervision in Water Engineering: A Case Study in Western Sydney University." In International Conference on Advancements in Engineering Education. Science Technology and Management Crescent Australia, 2024. https://doi.org/10.71427/icaeed2025/32.

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Doctor of Philosophy (PhD) is the highest degree in academia. In PhD study, a student is trained so that he/she can become an independent researcher at the completion of the PhD degree. Many students enrolled in a PhD program has little understanding of conducting research and writing research papers. The supervisor of the PhD student has a significant role in transforming a doctoral student from a naïve researcher to a confident scholar. The research culture of the research group or university also plays a part in this process. The author of this paper presents his experience in the supervision of PhD students over the last 24 years in the field of water, environment and sustainability engineering. In this paper, he presents several key steps in the supervision of a PhD student. Some of his PhD students conducted research in water engineering at a distinguished level, which was demonstrated via publication in the top journals, receiving numerous citations and authoring chapters in national guideline called Australian Rainfall and Runoff (ARR). He also owns WSU’s Vice Chancellor’s Excellence Award in Higher Degree Research Supervision on two occasions. It is expected that this paper will be useful to new supervisors and PhD students to enhance their research skills.
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Alshahrani, Amer, and Mariam Mohamad. "ONLINE SUPERVISION FOR PH.D. STUDENTS IN SAUDI ARABIA: A REVIEW BETWEEN IDEALISM AND REALISM." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-048.

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Supervision is the process of guiding postgraduates throughout their research by engaging in active communication to understand a concept. Ph.D supervisors help the student to decide on clear topics with manageable objectives. Students interact with supervisors with the aim of getting the necessary guidance related to their research works. Online supervision is a comparably new form of student-teacher interaction, the rules of this kind of supervision are not yet fully defined. This paper provides a review of PhD supervision importance as a fundamental part in the preparation of Ph.D students for research both at postgraduate level and in the wider community. The role and responsibilities of the research supervisor differ from one university to another, and there are many different forms of supervision. It is necessary to attain a balance between supporting a new researcher and making them self-independent. Internet-based supervision is the process of interacting between the supervisor and the researcher to discuss the progress of research, where online supervision is the process of communicating and discussing pre-defined goals that involves student-instructor active participation and interaction through online means. Idealism is an educational philosophy concept that concentrates on thinking and how human beings produce knowledge from within. Supervision realism is the relatively conflict-free, transference-free, undistorted interactions or experiences (internal and external) of supervisor and supervisee that occur by means of the supervisory relationship. This article will focus on the online supervision of PhD students in Saudi Arabia, it will also conduct a review of online supervision idealism and realism.
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Dominjon, Christine. "INNOENERGY PHD SCHOOL PROGRAMME : FROM RESEARCHER TO ENTREPRENEUR. FROM THE LAB TO THE MARKET." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1324.

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Smirnova, Elena, Maria Stepanova, and Ksenya Zvereva. "THE KOLMOGOROV COMPLEXITY AS A TOOL OF PHD STUDENTS’ PREPARATION TO BE A RESEARCHER." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-153.

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This paper is about one new approache to teaching in Bauman Moscow State Technical University, Russia, carring on now in the framework of the ERASMUS+ Capacity Building for Higher Education just starting a project (# 586060-EPP-1-2017-1-RO-EPPKA2-CBHE-JP). The name of the project is "Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan". It concerns to Kolmogorov Complexity usage in PhD students curricula towards. Introduction is about the growth of massive amount of data generated by different sources at real time or near real time. Generally data is heterogeneous by its content and exists at every human sphere such as education, government, finance, medicine and so on. They cause fundamental issues in data storage, data security and high speed access to data. Such issues directly related to new research aims. The fierst part of the paper discribes an example of one PhD student's approach to her research using Kolmogorov complexity. The second part of the paper is about the managing immense volumes of data which was possible and was held only with help of supercomputers that lead to great expenses. Applying of distributed computing systems allow to assign and handle operations on homogeneous or heterogeneous nodes with less expenses compared to supercomputers. However data and operation partition and distribution among nodes could be a challenge by itself. Furthermore, nodes interaction can cause significant difficulties as generally distributed systems consist of great number of nodes which could be constant in quantity or constantly growing. In practice, most systems should be scalable due to incessant data growth and tasks for processing that means that any system needs to meet with such circumstances and not to be limited by constant number of nodes. The third part of the paper is about the possibility's analyses of Kolmogorov complexity usage for optimal way of data dividing and processing in distributed computing systems without quantity nodes limitations. The Conclusion show that the investigation is fundamental as distributed systems could be beneficial at any spheres and organizations including universities and business companies and could be used by PhD students as an investigation tools. Besides, this paper's aims is to describe the advantages, disadvantages of Kolmogorov complexity with criticism and arguments.
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Leonardo, Laura, Harriet Anne Palin, Zack Jacob Gray, and Chang Liu. "Peer Pastoral Support: Working with Doctoral Students to Co-Create a Supportive Postgraduate Researcher Environment." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17270.

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This paper delves into the inception, evolution, and impact of Peer Pastoral Support Groups (PPSGs) at Newcastle University, specifically within the Humanities and Social Sciences Faculty. Originating as a response to the challenges imposed by the COVID-19 pandemic, the PPSGs were initially designed to mitigate potential loneliness and facilitate socialisation among first-year PhD students. However, these groups continued beyond the pandemic, becoming an integral part of the Researcher Education and Development (RED) program. The paper suggests that the co-creation of support networks is vital in establishing a supportive postgraduate researcher environment.
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Bourgeois, Marie-Julie. "A [Potential] Cloud War Controversies and conflicts related to climate manipulations." In 28th International Symposium on Electronic Art. Ecole des arts decoratifs - PSL, 2024. http://dx.doi.org/10.69564/isea2023-5-short-bourgeois-a-potential-cloud-war.

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SHORT PAPER. The OuCliPo research project (Ouvroir de Climats Potentiels) is a workshop of climate potential, supported by the Labex LaSIPS, presented by Marie-Julie Bourgeois, PhD in Aesthetics, Science and Technology of the Arts, researcher in art and design science at University Paris-Saclay. This project is also directed by Jules-Rémi Bois-Rouge, a (fake) climate geo-engineer, Doctor at the LaPataFlu, a (fake) Laboratory of Fluid Pataphysics, stemming from the modern surrealist literary movements, proposes a "science of imaginary solutions which symbolically grants to lineaments the properties of objects described by their virtuality." OuCliPo studies surrealist issues to climate problems; pseudo-scientific solutions and their implementation in the context of eco-anxiety. The project highlights the ethical and geopolitical dimensions of solar geo-engineering, as well as the socio-cultural issues associated with these climate experiments as techno-solutionism.
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Egan, Nat. "What is "Patient and Public Involvement" doing for weight stigma? Notes on a confused attempt at Patient and Public Involvement in weight stigma research." In 10th Annual International Weight Stigma Conference. Weight Stigma Conference, 2024. https://doi.org/10.31076/2024.o22.

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This presentation draws from autoethnographic observations of my experience as a junior PhD researcher undertaking a critical interrogation of the weight-centred health paradigm from within a medical department. I focus on one aspect of my research experience – being asked, and ultimately perplexed by, my attempt to engage in Patient and Public Involvement (PPI). PPI is the term for “working with lay people – especially those with lived experience - as volunteers in influencing and shaping research.” This practice was suggested on the principle that research related to *besity should be co- produced with individuals labelled as *bese. I was signposted to *besity advocacy groups (who were often pharma funded) to find PPI consultants, which led me exclusively to consult individuals with a pre-disposed buy-in in the weight-centred health paradigm. In this presentation I will discuss the limitations of PPI as an effective means to engage the “public” in research, and how my experience sheds light on systemic failures in medical research communities to engage with the politics of fat activism when thinking about weight stigma.
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Smith, James, and Marcos Mortensen Steagall. "Multiperspectivity and Convergence in Transmedia Storytelling: A Practice-Oriented Exploration of Interactive Narratives." In LINK 2024 Conference Proceedings. Tuwhera, 2024. https://doi.org/10.24135/link2023.v5i1.245.

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This practice-oriented design research project looks to explore the question: how might the creative use of multiperspective transmedia storytelling and interactive media foster convergence? In a context of increasing polarisation and partisan politics within contemporary society, it is essential to explore how media can foster multiplicity. This PhD research investigates how transmedia narratives, as conceptualised by Jenkins (2006) and Murray (2012), can be employed to create stories that encapsulate a multiplicity of voices and perspectives. The primary aim of this project is to understand how technology-driven storytelling methods can enable the coexistence of diverse narratives. This research has both ecological and cultural significance, taking as its point of departure a Pōhutukawa (myrtle) tree in Central Tāmaki Makaurau Auckland, Aotearoa New Zealand, which serves as the site of inquiry. The project explores and represents different narratives centred around this tree, utilising the tree itself as a metaphor for the potential of storytelling to foster multiperspectivity. The methodological approach is practice-oriented research, with the design researcher employing methods such as prototyping, lens-based media processes like photogrammetry, and filmmaking to gather data and create diverse narrative experiences about the site. This research contributes to the fields of transmedia design and interactive narrative studies by demonstrating how transmedia narratives can be designed to convey stories that integrate different perspectives, thus fostering a media environment that embraces multiplicity.
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Reports on the topic "Phd researcher"

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Silverman, David. Becoming a Qualitative Researcher: Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.

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The 'Becoming a Qualitative Researcher: Guidelines and Opportunities' seminar, led by David Silverman, is a comprehensive 3 half-day workshop aimed at equipping researchers new to qualitative research with the skills to design and conduct a qualitative project. Relevant for both PhD students and established researchers moving into qualitative research,and faculty and professional researchers unfamiliar with qualitative approaches, this course will help to clear up misunderstandings about qualitative research and provide guidelines for a sound research project
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Würth, Stéphanie. SNSF Datastory - Emma – on her way to a professorship? Swiss National Science Foundation, 2021. http://dx.doi.org/10.46446/datastory.emma-on-her-way-to-a-professorship.

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Using Emma* as an example, we profile the career path of an early career researcher whose PhD was financed by an SNSF project. To this end, we combined and analysed data from the Federal Statistical Office (FSO) and the SNSF. *Emma is a pseudonym.
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Weeks, Melvyn. Machine Learning for Prediction and Causal Inference. Instats Inc., 2022. http://dx.doi.org/10.61700/u0qw7udtxd5iz469.

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This seminar explores machine learning techniques for prediction and causal inference, where a researcher or decision maker needs to make a prediction or understand the impact of an intervention in a heterogenous population. For example, researchers may want to infer the effect of an economic, educational, or public health intervention, or a firm may seek to understand how a change in pricing will impact aggregate demand. In these cases, the interest may be in an average effect, but also how the effect varies over different segments of the population (i.e., heterogeneity in the effect). This seminar will provide you with the tools to undertake such inquiry using machine learning (ML), while ensuring that you understand and can communicate how the methods work for prediction and causal inference. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent points.
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Weeks, Melvyn. Machine Learning for Prediction and Causal Inference. Instats Inc., 2022. http://dx.doi.org/10.61700/r1qb0f2baf6jj469.

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This seminar explores machine learning techniques for prediction and causal inference, where a researcher or decision maker needs to make a prediction or understand the impact of an intervention in a heterogenous population. For example, researchers may want to infer the effect of an economic, educational, or public health intervention, or a firm may seek to understand how a change in pricing will impact aggregate demand. In these cases, the interest may be in an average effect, but also how the effect varies over different segments of the population (i.e., heterogeneity in the effect). This seminar will provide you with the tools to undertake such inquiry using machine learning (ML), while ensuring that you understand and can communicate how the methods work for prediction and causal inference. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent points.
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Silverman, David. Writing Up a Qualitative PhD. Instats Inc., 2024. http://dx.doi.org/10.61700/6s3089uoego8j987.

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This workshop, led by senior professor David Silverman, is a transformative academic writing seminar designed to equip PhD students, professors, and researchers with the skills to effectively present their qualitative research and to supervise other researchers. It is based on professor Silverman's bestselling textbook Doing Qualitative Research, now in its 6th edition, as well as the many one-on-ones he has had with PhD students and colleagues during workshops across the world.
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Arévalo-Martínez, RI, R. Del Prado-Flores, and RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

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Silverman, David. Credible Qualitative Research. Instats Inc., 2023. http://dx.doi.org/10.61700/qyww40gn48lun469.

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Qualitative research is often judged as if it were quantitative, with various critiques such as small sample sizes that can lead to the critique that it is not credible. This seminar offers a way to conceptualise and maximise the credibility of qualitative research in the context of a world that increasingly favours quantitative studies. The seminar is relevant to PhD students and post-PhD researchers who want to do qualitative research and to write it up rigorously and effectively. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.
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Silverman, David. Credible Qualitative Research. Instats Inc., 2023. http://dx.doi.org/10.61700/ygjjxkl9imsvl469.

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Qualitative research is often judged as if it were quantitative, with various critiques such as small sample sizes that can lead to the critique that it is not credible. This seminar offers a way to conceptualise and maximise the credibility of qualitative research in the context of a world that increasingly favours quantitative studies. The seminar is relevant to PhD students and post-PhD researchers who want to do qualitative research and to write it up rigorously and effectively. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.
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Out!, Scientists. My research and cultural experiences from PhD to Postdoc. ResearchHub Technologies, Inc., 2024. http://dx.doi.org/10.55277/researchhub.tctshagf.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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