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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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Rosenthal, Eric T. "A Conversation with Donald Coffey, PhD, Cancer Researcher Advocate." Oncology Times 27, no. 12 (2005): 6–8. http://dx.doi.org/10.1097/01.cot.0000292736.80450.64.
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Mantai, Lilia. "‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming." International Journal of Doctoral Studies 14 (2019): 367–82. http://dx.doi.org/10.28945/4275.
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Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.
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Hutchinson, Sally, and Suzanne E. Collins. "Leader Interview: Nurses and Bending the Rules." Creative Nursing 9, no. 4 (2004): 4–8. http://dx.doi.org/10.1891/1078-4535.9.4.4.
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Guest editor Leah Kinnaird interviews nurse researcher Sally Hutchinson, RN, PhD, FAAN, and researcher and attorney Suzanne Edgett Collins, RN, MPH, JD, PhD, on the topic of creative caregiving and its cousin, rule-bending in the form of “responsible subversion.” Hutchinson wrote the first article describing responsible subversion in 1990.
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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 PhD students), the feedback was asked from all participants in a format of questionnaire. In addition, interviews with two PhD students from each country were carried out to validate the outcomes from the questionnaire. Based on the results, non-formal activities were seen as supportive for getting to know their fellow PhD students and experienced academics in the field of science education. For many students, presenting their work or undertaking a review for another PhD student was a first-time experience and therefore gave them the opportunity to experience a wide range of activities supportive of being a researcher. In future studies, supporting PhD students long-lasting motivation to work on a doctoral thesis and to commit to PhD studies, can be used as one of the design principles in these types of seminars.
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Pagan, Victoria. "Being and becoming a “good” qualitative researcher? Liminality and the risk of limbo." Qualitative Research in Organizations and Management: An International Journal 14, no. 1 (2019): 75–90. http://dx.doi.org/10.1108/qrom-04-2017-1523.
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PurposeThe purpose of this paper is to re-conceptualise “good” qualitative research by discussing the intersection between “good” qualitative research and different identity states of “good” qualitative researcher. It uses the anthropological concept of liminality and related concept of limbo to help illustrate the implications of this intersection.Design/methodology/approachA reflexive and personal confessional account is provided of the author’s “living in” the liminal transition of the identity states from full-time PhD student to full-time early career researcher, questioning the author’s experiences in relation to others and the implications for the social construction of “good” qualitative research.Findings“Good” qualitative research is not just what to do but how to be. “PhD student” is a defined and temporary transitional liminal identity state. It has a clear point of separation (acceptance and registration of student status) and aggregation (“good” qualitative research signed of through thesis and viva). Contrasting with this is the “early career researcher” identity state, any point of aggregation towards “established researcher” is predicated on the unpredictability of publication and delivering impact indicators.Originality/valueThe paper demonstrates unsettling and in-betweenness of “good” qualitative research intersecting with the experience and composition of being a “good” qualitative researcher in the academy. It is important for debates regarding the qualities of academic development from PhD student to established researcher.
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Darwin Holmes, Andrew Gary. "Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide." Shanlax International Journal of Education 8, no. 4 (2020): 1–10. http://dx.doi.org/10.34293/education.v8i4.3232.
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Masters and PhD student researchers in the social sciences are often required to explore and explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
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McCulloch, Alistair, and Michelle Yvette Picard. "“PhD, meet QPR”." International Journal for Researcher Development 6, no. 1 (2015): 2–8. http://dx.doi.org/10.1108/ijrd-03-2015-0008.
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Purpose – The purpose of this paper is to provide an overview of the relationship between the quality in postgraduate research conference (QPR) and the developing doctoral education agenda, as well as serving as an introduction to this special edition of the International Journal for Researcher Development. Design/methodology/approach – The paper adopts a conceptual and rhetorical approach. Findings – The paper argues that, over its two decades of existence, the QPR conference has been at the forefront of developments in doctoral education and has also influenced practice and policy in the area. Originality/value – The paper is the first to review the QPR conference and its place in the development of doctoral education.
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Dowling, Robyn, and Lilia Mantai. "Placing researcher identifications: labs, offices and homes in the PhD." Area 49, no. 2 (2016): 200–207. http://dx.doi.org/10.1111/area.12317.
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Ebersole, Priscilla. "Graham McDougall, Jr., PhD, RN, CS: Academic, Leader, and Researcher." Geriatric Nursing 21, no. 5 (2000): 260–61. http://dx.doi.org/10.1067/mgn.2000.110839.
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Enache, Mădălin. "SCIENTIFIC RESEARCHER 1STDEGREE, UNIVERSITY PROFESSOR IOAN ARDELEAN, PHD IN MEMORIAM." Romanian Journal of Biology - Plant Biology 68, no. 1-2 (2023): 3–4. http://dx.doi.org/10.59277/rjb-pb.2023.1-2.01.
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Sankowski, Olga, Kevin Otto, Seung Ki Moon, and Dieter Krause. "PhD Research Learning in Product Architecture Design." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 549–58. http://dx.doi.org/10.1017/dsi.2019.59.
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AbstractThe field of design research has been expanding into a wide diverse range of multidisciplinary topics. It takes substantial time for young researchers to attain a cumulative overview of state of the art on ever more complex methodologies. Teaching doctoral candidates in summer schools is an approach being taken by the design society to support them attaining an immersed understanding of a chosen research field as well as to help them formulate their own line of research. The aim for a new researcher is to form exchanges and collaborations with other researchers. The 'International Summer School on Product Architecture Design - PAD 2018' was such an effort, where 17 international PhD researchers and three international faculties met for a week and explored research in product architecture through hands-on exercises. We surveyed the researchers for effectiveness of the summer school and found that structure and concept of the summer school was effective for providing a background baseline of state of the art. We found there was a significant but less impact on individual participant´s research. We have yet to understand if the creation of collaborations among participants will occur.
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Choudhury, Sabina. "A Rediscovery of Voice: The Story of Self Through a Qualitative Lens." LEARNing Landscapes 11, no. 2 (2018): 77–91. http://dx.doi.org/10.36510/learnland.v11i2.948.
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The following article tells the story of how a qualitative research methods PhD course and the creation of a researcher portfolio helped to answer the sometimes elusive question of, “Who am I as a researcher?” and ultimately led to a rediscovery of voice. This story describes how using various modes of inquiry set the groundwork for my rediscovery of voice. This is my story. This is my story about voice. This is my story about how this PhD course provided the starting point to discover who I was as a researcher, and, more importantly, allowed me to reclaim my lost voice.
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Cooper-Stanton, Garry. "PhD: what is it and where to start? Personal reflections of a doctoral researcher." British Journal of Community Nursing 27, Sup10 (2022): S6—S12. http://dx.doi.org/10.12968/bjcn.2022.27.sup10.s6.
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A PhD starts with a passion in a subject area, which may occur through reading literature, or professional or personal experience. This journey is one that is taken over years, with multiple steps to support the person to grow and develop their own knowledge within research. The intention for any PhD is to produce original research. This should add to the existing evidence base through the production of a thesis, and subsequent article publications. The experience can be beneficial and rewarding but needs planning to ensure there are supportive strategies, funding, time, resources, and motivation.
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Kasket, Elaine. "The counselling psychologist researcher." Counselling Psychology Review 27, no. 2 (2012): 64–73. http://dx.doi.org/10.53841/bpscpr.2011.27.2.64.
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Content and FocusMany doctoral trainees struggle with what it is to be a counselling psychologist researcher. This paper, based upon observations compiled over six years of training, supervision, and examination of counselling psychology doctoral candidates, identifies four common phenomena. First, many aspirant and actual trainees do not realise what ‘professional doctorate’ really means in practice. Second, researchers often do not consider how the values of counselling psychology may translate into a research context. Third, trainee counselling psychologist researchers repeatedly make the same mistakes, to the detriment of doctoral success. Fourth, trainees frequently neglect to disseminate their research. To address these issues, this paper defines professional doctorates and distinguishes them from the traditional PhD; describes the author’s view of how counselling psychology values may be put into action in the research context; identifies and suggests remedies for the ‘seven deadly sins’ of counselling psychology doctoral research; and highlights the importance of and various routes for dissemination.
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Kasket, Elaine. "The counselling psychologist researcher." Counselling Psychology Review 27, no. 2 (2012): 64–73. http://dx.doi.org/10.53841/bpscpr.2012.27.2.64.
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Content and FocusMany doctoral trainees struggle with what it is to be a counselling psychologist researcher. This paper, based upon observations compiled over six years of training, supervision, and examination of counselling psychology doctoral candidates, identifies four common phenomena. First, many aspirant and actual trainees do not realise what ‘professional doctorate’ really means in practice. Second, researchers often do not consider how the values of counselling psychology may translate into a research context. Third, trainee counselling psychologist researchers repeatedly make the same mistakes, to the detriment of doctoral success. Fourth, trainees frequently neglect to disseminate their research. To address these issues, this paper defines professional doctorates and distinguishes them from the traditional PhD; describes the author’s view of how counselling psychology values may be put into action in the research context; identifies and suggests remedies for the ‘seven deadly sins’ of counselling psychology doctoral research; and highlights the importance of and various routes for dissemination.
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Nhung, Vu Thi Tuyet. "Lessons learnt from being an 'insider' to the research context: Gathering data 'at home' while enrolled as a PhD student overseas." Waikato Journal of Education 25 (November 24, 2020): 117–22. http://dx.doi.org/10.15663/wje.v25i0.769.
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This article retells the story of a researcher from the time she prepared for the data-gathering in her home country, to the time she was in the field. The story, in her own words, are reflections on how she utilised the advantages of being an insider to the studied context. The lessons illustrated by the researcher in this article may help other international postgraduate students studying in New Zealand—as well as their PhD supervisors—understand some of the multiple factors that affect the PhD students’ study, and how each PhD student may negotiate and adjust to accomplish their mission to gather data in their home country while enrolled in an overseas university.
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Coutinho, Isabel Ribau. "When we look at the supervisor image in the mirror, what do we see? The supervisors' mirror image regarding doctoral supervision." Advances in Social Sciences Research Journal 8, no. 2 (2021): 398–410. http://dx.doi.org/10.14738/assrj.82.9714.
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Studies regarding doctoral education can focus the PhD student, the supervisor, higher education institution (policy, curriculum, professional career support, culture, among others). PhD students, supervisors and higher education institution, constitute three keys for the same door (doctoral education), and without one of them, the door can´t be well open. Choose which of them should be analyzed is the researcher responsibility, as present data and look carefully to it. During the last years' doctoral education and the doctoral supervision process at UNL as been studied, looking to PhD students, supervisors and institution [1-5].
 In the present research, the focus is on supervisor perception. It is important to know supervisor opinion, to attempt and captures their perceptions regarding the doctoral supervision process. When the supervisor thinks and responds to surveys regarding supervision, he/she is presenting an image of himself/herself.
 This study occurred among the PhD supervisor population at a Science engineering school (Faculdade de Ciências Tecnologia) at Universidade Nova de Lisboa, a Portuguese Higher education institution, with a footprint in the research area. It was possible to capture the image that reflected in the mirror when the supervisor looked. The unexpected image reflected is of a researcher and not a supervisor. When they look to their doctorates, they generally see future technicians/ qualified workers and not a future researcher. Nonetheless, they consider that to finish the PhD, doctorates have to acquire the research profile. This mismatch is consistent with the reality, where attrition exists and many students think to live the academy after the enrollment in the PhD.
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Luo, Xingqi, Jie Yin, Yang Zou, Xianwei Liu, Wanli Ma, and Yichu Deng. "Becoming a Researcher: An Empirical Study on the Factors Influencing Chinese PhD Students’ Research Career Intentions." Behavioral Sciences 15, no. 2 (2025): 123. https://doi.org/10.3390/bs15020123.
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Increasing the attractiveness of research careers for PhD students has been a key objective of science, technology, and innovation policies worldwide. This study draws on an expanded career construction theory framework to examine the effects of proactive personality, employability social capital, and career adaptability on PhD students’ research career intentions as well as the moderating role of gender in this structural model. We collected data from 795 Chinese PhD students at 10 universities via an online questionnaire survey. Structural equation modeling analysis revealed that proactive personality had no significant direct effect on research career intentions; however, it could influence research career intentions indirectly via the separate and chain mediating effects of employability social capital and career adaptability. In addition, gender was shown to moderate the relationship between employability social capital and research career intentions. The theoretical and practical implications of this research are highlighted, and recommendations for future research are discussed.
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Niwas, Ram, H. B. Patel, and Shankar Lal Bika. "Development of Functional Academic Skills through Smartphones: A Field Experience." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 8 (2022): 23–26. http://dx.doi.org/10.31305/rrijm.2022.v07.i08.004.
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This paper is based on the researcher's experience during his PhD. The paper's main aim was to share the field experience of the development of functional academics among persons with intellectual disabilities through the usage of smartphones. The storytelling method and qualitative design were used to explicit the story of the researcher's experience during an ongoing PhD in education. The researcher explained how he had been admitted to PhD in education after six years of working experience. He also shared about the phases of research in which he completed the assigned task while facing many difficulties. He emphasized how he collected the review of related literature and pre-pilot study for the tool preparation with patience during the COVID-19 pandemic and collected the data from the reputed institute in rehabilitation. At last, he discussed the difficulties faced in publishing. Supervisors had been the role model for the researcher who shaped the researcher as a philosopher in his subject.
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Willison, John, and Femke Buisman-Pijlman. "PhD prepared: research skill development across the undergraduate years." International Journal for Researcher Development 7, no. 1 (2016): 63–83. http://dx.doi.org/10.1108/ijrd-07-2015-0018.
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Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.
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Thurlow, Lisa. "Grounded theory and the PhD – notes for novice researchers." Journal of Humanities and Applied Social Sciences 2, no. 4 (2020): 257–70. http://dx.doi.org/10.1108/jhass-05-2020-0079.
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Purpose This paper aims to consider the realities and problematics of applying a grounded theory (GT) approach to research, as a novice, within a mixed methods study during post graduate research. Its intention is to provide the novice user with a framework of considerations and greater awareness of the issues that GT can expose during research activity. Design/methodology/approach Using empirical evidence and a comparative approach, the paper compares the efficacy of both the classic Glaserian and Straussian models. It observes the effects of a positivist academic environment upon the choice of approach and its application. This study was specific to design education; however, its reliance upon a social science epistemology results in findings beneficial to research novices across broader disciplines. Findings GT presents the novice researcher with several potential pitfalls. Most problematic were the immutable, positivist institutional requirements, researcher a priori knowledge, the reliance upon literature for the research proposal and structure of the proposal itself. These include suspension of the notion that the purist use of either model can be applied in the current academic environment, the need for a close relationship with the data and toleration of a non-linear process with unexpected results. Originality/value The practicalities of GT research are often reflected upon by the academy, but use by novice researchers is little considered. The findings from this study provide a novel set of guidelines for use by those embarking on GT research and particularly where the requirements of formal education may cause a conflict.
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Eberhard, Mark L., Barnett L. Cline, Peter F. Weller, and James W. Kazura. "McWilson Warren, PhD (1929–2021), Scientist, Malaria Researcher, and ASTMH Editor." American Journal of Tropical Medicine and Hygiene 104, no. 4 (2021): 1602–3. http://dx.doi.org/10.4269/ajtmh.21-1929.
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Umpierrez, Guillermo E. "Abbas E. Kitabchi, PhD, MD: An Exemplary Mentor and Clinical Researcher." Diabetes Care 39, no. 3 (2016): 333–36. http://dx.doi.org/10.2337/dc15-0552.
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Maritschnegg, Elisabeth. "Elisabeth Maritschnegg, PhD, MSc, ist Researcher of the Month Dezember 2016." Wiener klinische Wochenschrift 128, no. 23-24 (2016): 932–33. http://dx.doi.org/10.1007/s00508-016-1152-0.
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Foley, Louise, Bridget Kiely, Aisling Croke, et al. "A protocol for the evaluation of the process and impact of embedding formal and experiential Public and Patient Involvement training in a structured PhD programme." Journal of Multimorbidity and Comorbidity 11 (January 1, 2021): 263355652110247. http://dx.doi.org/10.1177/26335565211024793.
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Background: Incorporating Public and Patient Involvement (PPI) into doctoral research is valued by PhD scholars. The importance of providing early career researchers with appropriate education and training to develop skills to conduct meaningful involvement has been articulated. The Collaborative Doctoral Award in MultiMorbidity (CDA-MM) PhD programme embedded formal PPI training as a postgraduate education component. Four PhD scholars taking part in the CDA-MM established a PPI panel comprising people, and carers of people, living with multimorbidity (≥2 chronic conditions), presenting an opportuning for experiential PPI training. The proposed study aims to evaluate the process and impact of formal and experiential PPI training during a PhD programme. Design: Embedding PPI training in a PhD programme is a novel approach. This evaluation will include a process evaluation to provide an understanding of the workings of the PPI panel and explore the experiences of key stakeholders involved, and an impact evaluation to assess the impact of embedding PPI training in a PhD programme. This study is a longitudinal mixed-methods evaluation, conducted over 24 months. Participants include PhD scholars, PPI contributors and PhD supervisors. An independent researcher not aligned with the CDA-MM will lead the evaluation. Data collection methods include focus groups, individual interviews, an impact log and group reflections. Qualitative data will be analysed using thematic and content analysis and quantitative data will be analysed using descriptive statistics. Discussion: This evaluation will report the learnings from embedding formal and experiential PPI training and education across a PhD programme.
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Chessell, Chloe. "Managing risk in qualitative interviews." PsyPag Quarterly 1, no. 116 (2020): 14–18. http://dx.doi.org/10.53841/bpspag.2020.1.116.14.
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During my PhD, I have faced challenges navigating the boundaries between my role as a researcher and my previous experience as a clinician. In this article, I have applied Gibb’s (1988) six-stage reflective cycle to explore issues related to the management of risk information (i.e. suicidal ideation, self-harm) which I encountered during my PhD research (specifically when conducting qualitative interviews with parents of children with Obsessive Compulsive Disorder). On the basis of this reflection, I present an action plan to assist researchers in managing risks that become apparent within research contexts.Content AcknowledgementThis article includes discussions of sensitive topics such as suicide and self-harm.
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Balazinska, Magdalena. "Congratulations! You Have Become a Senior Researcher. Now What?" ACM SIGMOD Record 50, no. 4 (2022): 36–38. http://dx.doi.org/10.1145/3516431.3516440.
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It probably seems like yesterday that you were starting at your first post-PhD position, but with this latest promotion, whether it is tenure or promotion to a senior level at your company, you can no longer call yourself "junior". You are now stepping into the shoes of a senior researcher. Congratulations! This is a tremendous accomplishment, and you should celebrate. The road was long and often uphill. You finally made it.
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Coutinho, Isabel Ribau. "A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher." Advances in Social Sciences Research Journal 7, no. 11 (2020): 272–308. http://dx.doi.org/10.14738/assrj.711.9361.
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 The PhD journey is different from all other activities in higher education. It ́s a period of construction of the research and is also a time for integration in the academy, in the field of research, and at the higher education system.
 During the enrolment in the PhD, the person's growth and the live experience change the perception that the doctorate has of the PhD and the research journey. The experiences as a doctoral student and as a researcher under construction, who is supervised/oriented/ guided by a supervisor, shape the way of thinking and action regarding the institution and the academy but also influence the way they see and felt the PhD journey and their beliefs. It is argued in this paper that an initial (de)formed perception of the real PhD journey and supervision, may influence the satisfaction of the students with it, and the disappointment impact the option to leave the academy or to continue.
 The current paper describes the change in the perception, motives, and of the curriculum quality and adequacy to doctoral personal journeys, during the doctorate. But it also reflects a PhD students’ personal journey and their perceptions concerning the PhD supervisors, host institutions, and the academy.
 
 
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D'Cruz, Heather. "‘Social Work Research as Knowledge/Power in Practice’." Sociological Research Online 5, no. 1 (2000): 5–19. http://dx.doi.org/10.5153/sro.421.
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Traditionally, social research is represented as a neutral (objective) search for knowledge as an entity, for which claims of ‘reliability’, ‘validity’ and ‘credibility’ may be made if the researcher follows prescribed techniques of inquiry. From this perspective, techniques of inquiry may cause harm to informants who are subjected to the process of inquiry. Therefore, ethical research is about the legal and moral protection of subjects from the researcher's techniques of inquiry. The research relationship is constituted as one between ‘powerful researcher’ and ‘powerless researched’. Alternative views which foreground the researcher (and informants’) subjectivities as positioned sites of power challenge the unitary identities of ‘more powerful researcher’ and ‘less powerful researched’. In this paper I show through reflection on my PhD research, how the identities of ‘researcher’ and ‘researched’ are fluid, dynamic relations of power, by which ‘knowledge’ is achieved through processes of negotiation and access to ‘sites of knowledge/power’. From this perspective, knowledge is not an entity for which definitive claims of ‘reliability’, ‘validity’ and ‘credibility’ can be made. Nor are ‘research ethics’ simply the responsibility of the researcher but instead are complex and shifting micropractices of power/knowledge between ‘researcher’ and ‘researched’.
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Cowdean, Elizabeth. "Pivot, Pivot, Pivot– Navigating PhD Research on Lgbtqia+ Creative Professionals During a Pandemic." PsyPag Quarterly 1, no. 123 (2022): 37–44. http://dx.doi.org/10.53841/bpspag.2022.1.123.37.
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This article outlines an experiential journey of undertaking PhD research during the Covid-19 pandemic. The PhD project seeks to explore LGBTQIA+ professional’s experience of working in the screen industries in Northern Ireland and associations with their mental health and wellbeing. The current study began in September 2019, six months prior to the March 2020 lockdown, which impacted the study’s two-tier sequential qualitative approach consisting of interviews and a photovoice project. The study is ongoing at the time of publication. This article describes how the original study plans were adjusted across the course of the PhD due to the coronavirus pandemic, in light of challenges such as low response rates despite extensive recruitment strategies, and adjustments within the research design. Global events combined with working with an underreached and under-researched group brought about challenges to ensuring PhD progress and meeting research aims. The article ends with reflection on this journey, acknowledging the importance of supportive supervisors and university systems, and the learning and development that has been facilitated which serves to build researcher resilience.
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Mantai, Lilia, and Robyn Dowling. "Supporting the PhD journey: insights from acknowledgements." International Journal for Researcher Development 6, no. 2 (2015): 106–21. http://dx.doi.org/10.1108/ijrd-03-2015-0007.
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Purpose – The aim of this paper is to explore the types of social networks and relationships that PhD candidates identify as important in a successful PhD journey. Design/methodology/approach – We use an under-utilised yet rich data source: PhD thesis acknowledgements. The paper employs a sample of 79 PhD acknowledgements drawn from diverse disciplines across Australian universities to illustrate the types of social support provided, who and what is acknowledged as providing support and the intersections between the types and providers of support. Findings – Key findings of the paper are that three types of support are evident – emotional, academic and instrumental – and that families, colleagues and supervisors, as well as others, are acknowledged for providing all three forms of support. Further, acknowledgements give insights into students’ personal and professional development and identification as researchers. Research limitations/implications – This research helps higher degree research recognise the breadth of relationships in the PhD process to make provisions that encourage such network building. It delineates the meaning and value of social support in successful doctoral candidature. So far, little empirical research has outlined the types of support valued by students. Originality/value – The study confirms the critical place of candidates’ networks in the PhD journey, broadens the view of what constitutes support and identifies the range of individuals involved in the process. It identifies potential in acknowledgements as a source of evidence of social support and researcher development in the PhD experience.
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Milovanović, Petar, and Tatjana Pekmezović. "Supervisor education and quality of PhD studies: Current status and future challenges." Medicinska istrazivanja 55, no. 3 (2022): 1–6. http://dx.doi.org/10.5937/medi55-40099.
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Supervision is a specific relationship, where an experienced senior researcher provides guidance, support, and advice to navigate a junior colleague through the barriers to becoming an independent researcher. While supervision is clearly a rewarding duty, it is also associated with a number of challenges. It is clear that supervision involves many responsibilities, which means that the supervisor needs to possess a certain set of skills. While many of these skills are learned in the direct interaction with PhD candidates, it would be beneficial if a more formal and structured training was offered to supervisors, especially at the beginning of their supervision careers, so as to avoid frequent mistakes in the supervisor-PhD candidate relationship. Hence, the idea is to shift from experience-based supervision to professionalization, believing that such an approach would reduce the risk of poor supervision. At present, many universities offer formal education of supervisors. The practice of organized education of supervisors at University of Belgrade Faculty of Medicine started in 2019 with the aim of preparing future supervisors to establish productive and responsive relationships with PhD candidates. After a break due to the COVID-19 pandemic, a revised supervision course was organized in 2022. The survey conducted among the attendees of the two organized courses supported the need for better education of university teachers in terms of supervision skills and leading of PhD candidates. Indeed, considering the fact that PhD outcomes are largely dependent on the supervisor and the successful supervisor-PhD candidate relationship, supporting supervision through formal training and education may be an important step in improving PhD experience and outcomes for both supervisors and PhD candidates.
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Ersoy, Ali. "Investigation of Phd students' initial qualitative research experiences via their diaries." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (2015): 549–68. http://dx.doi.org/10.14527/pegegog.2015.030.
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The aim of this study is to understand initial qualitative research experience and the qualitative researcher identities they try to build via diaries they reflect. This research is a analytical research model. Research data were obtained 25 diaries which were selected by criterion sampling from 60 doctoral students' diaries that they wrote in qualitative research methods course between the years 2008 and 2014. Content analysis was applied to the data. As a result of the analysis, "becoming a qualitative researcher" category which consists of "I learned from my experiences", "I discovered my researcher identity", and "I discovered myself" have emerged. I learned from my experiences themes that compose "I learned from my mistakes", "I read, implemented, reflected", and found out that "I realized that I wasn't a qualitative researcher." I discovered my researcher identity theme includes subthemes such as "I should be open-minded", "I should try to understand", and "I should be patient." I discovered myself theme consists of subthemes such as "I realized my prejudices", "I learned criticizing myself", and "I saw the limits of my abilities." It has emerged that researcher diaries are functional tools to understand the research experiences of PhD students. Therefore, doctoral students can be encouraged to write diaries in the research process.
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Biswas, Roshni, Axel Schiller, Chiara Casolani, et al. "Doctoral Studies as part of an Innovative Training Network (ITN): Early Stage Researcher (ESR) experiences." Open Research Europe 1 (April 7, 2021): 34. http://dx.doi.org/10.12688/openreseurope.13094.1.
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Background: The Marie-Skłodowska-Curie Actions’ (MSCA) Innovative Training Network (ITN) is a doctoral training programme jointly implemented by academic institutions and industries from countries across Europe and beyond. To our knowledge no study has examined the experience of students participating in MSCA-ITNs. This study aims to evaluate and report MSCA-ITN Early Stage Researcher (ESR) experiences. Methods: The Innovative Training Network - Evaluation Questionnaire (ITN-EQ) was developed to assess supervision, training, collaborations and experiences of ESRs and forwarded to two tinnitus-related ITNs and seven ITNs of other disciplines. Results: Key advantages identified included better career prospects, multidisciplinary research opportunities/ collaborations, international exposure, personal/ professional development, plus generous salaries and research budgets. However, lack of a common EU framework resulted in the experience being largely dependent on host institution, country and supervisor. Moreover, managing the dual requirements of ITNs and host institutions while completing a three-year PhD seemed challenging for most ESRs. ESR involvement in workshop and training school planning was desirable. More than 80% of ESRs rated the overall ITN experience favourably and 98.3% would recommend the same to prospective PhD students. Conclusions: This report could provide valuable insights in planning and management of future ITNs and could assist prospective students in their decision of joining an ITN for their PhD.
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Caddick, Nick, and Hamish Cox. "Managing transitions Part 2: From MSc to PhD student." Sport & Exercise Psychology Review 8, no. 2 (2012): 75–79. http://dx.doi.org/10.53841/bpssepr.2012.8.2.75.
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In this article, we provide two contrasting personal reflections on the transition from the same MSc course to a self-funded and a grant-funded PhD. We begin with Nick’s reflexive account of the transition to a self-funded PhD where we outline the challenges involved in becoming a researcher. We then detail Hamish’s experience of securing a funded PhD and discuss the skills needed to be successful in research, alongside the value of self-reflection. Making the transition from MSc to PhD can be a challenging and uncertain time. We hope this article will provide a useful resource for students considering embarking on a research career.
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Santos, Maria Ivanilde Pereira, Bárbara Gusmão Lopes Leite, Lívia Máris Ribeiro Paranaíba, et al. "Profile and scientific production of Brazilian researchers in oral pathology." Revista de Odontologia da UNESP 41, no. 6 (2012): 390–95. http://dx.doi.org/10.1590/s1807-25772012000600004.
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OBJECTIVE: This study evaluated the profile and scientific production of researchers in oral pathology who received grants in the area of Dentistry from the Brazilian National Research and Development Council. MATERIAL AND METHOD : The standardized online curriculum vitae (Curriculum Lattes) of 34 researchers in oral pathology who received grants in the years 2008-2010 were analyzed. The variables were: gender, affiliation, time from completion of the PhD program, scientific production, and supervision of undergraduate students and Master's and PhD programs. RESULT: The States of São Paulo (52.94%) and Minas Gerais (26.47%) were responsible for 79.41% of the researchers. Regarding affiliation, three institutions accounted for approximately 44.11% of the researchers: UNICAMP (17.64%); USP (14.70%); and UFMG (11.76%). The researchers published a total of 906 full-text articles, with a median of 26.64 articles per researcher in the triennium and 8.88 articles per year. It was found that of 906 articles published, 366 (40.39%) were published in strata A (qualis-CAPES). Oral pathology researchers supervised 437 scientific initiation and post-graduate students. Of these, 138 (31.57%) were scientific initiation, 169 (38.67%) were Master and 130 (29.74%) were PhD students. CONCLUSION: An important scientific production of oral pathology researchers in the 2008-2010 triennium was observed. By knowing the profile of researchers in oral pathology, more effective strategies for encouraging scientific production and demanding resources to finance research projects can be defined.
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Biswas, Roshni, Axel Schiller, Chiara Casolani, et al. "Doctoral Studies as part of an Innovative Training Network (ITN): Early Stage Researcher (ESR) experiences." Open Research Europe 1 (September 6, 2021): 34. http://dx.doi.org/10.12688/openreseurope.13094.2.
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Background: The Marie-Skłodowska-Curie Actions’ (MSCA) Innovative Training Network (ITN) is a doctoral training programme jointly implemented by academic institutions and industries from countries across Europe and beyond. To our knowledge no study has examined the experience of students participating in MSCA-ITNs. This study aims to evaluate and report MSCA-ITN Early Stage Researcher (ESR) experiences. Methods: The Innovative Training Network - Evaluation Questionnaire (ITN-EQ) was developed to assess supervision, training, collaborations and experiences of ESRs and forwarded to two tinnitus-related ITNs and seven ITNs of other disciplines. Results: Key advantages identified included better career prospects, multidisciplinary research opportunities/collaborations, international exposure, personal/professional development, plus generous salaries and research budgets. However, lack of a common EU framework resulted in the experience being largely dependent on the host institution, country and supervisor. Moreover, managing the dual requirements of ITNs and host institutions while completing a three-year PhD seemed challenging for most ESRs. ESR involvement in workshop and training school planning was desirable. More than 80% of ESRs rated the overall ITN experience favourably and 98.3% would recommend the same to prospective PhD students. Conclusions: This report could provide valuable insights in planning and management of future ITNs and could assist prospective students in their decision of joining an ITN for their PhD.
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Caffyn, Kayleigh. "The highs and lows of being a PhD researcher with Bipolar Disorder." Health Psychology Update 33, no. 1 (2024): 21–22. http://dx.doi.org/10.53841/bpshpu.2024.33.1.21.
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Bipolar Disorder is a serious and enduring mental health condition that affects many facets of life; including our careers. There are many stigmatising preconceptions about this illness, of which the author aims to dispel within the context of academia. This is a personal account of the impact of Bipolar Disorder on her PhD studies, and the ways that this can be managed whilst studying.
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De Nadai, Priscila. "STATE, MARKET AND CIVIL SOCIETY AS ACTORS OF DEVELOPMENT: the Challenge of Sustainability in the 21st Century. Interview with Lecturer Heike Doering, PhD." Revista Foco 8, no. 2 (2016): 153. http://dx.doi.org/10.28950/1981-223x_revistafocoadm/2015.v8i2.200.
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In this edition, professor Priscila De Nadai interviewed Heike Doering, PhD in Sociology from Cardiff University (United Kingdom), lecturer at Cardiff Business School and researcher of the Centre for Local and Regional Government Research, also from Cardiff University. In the past few years, she has conducted research about reginal development and sustainability management, in emerging economies. One of her research projects is being developed in Espírito Santo in partnership with researchers from our State. In this interview, profesor Heike Doering will tell us about her trajectory as a researcher, about her studies and the specific research she is currently conducting in Espírito Santo.
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Chirape, Skye R. Tinevimbo. "Centring healing: reflexivity, activism and the decolonial act of researching communities existing on the margin." PINS-Psychology in Society 61, no. 1 (2021): 1–26. https://doi.org/10.57157/pins2021vol61iss1a5590.
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This paper introducing innovative, creative, and decolonial research methodology is part of the ongoing reflexivity of a PhD currently underway. I provide insight into the development of the research through which I reflexively present my thoughts, as a decolonial feminist psychology researcher conducting research with African LGBT individuals seeking asylum in the UK. I engage with concepts of reflexivity, activism, decolonisation, and autoethnography, as they are played out within the research process. The paper reflects on three integrated theories underpinning the study, Trauma Theory (Mollica, 2006), Structural Intersectionality Theory (Crenshaw, 1989; Brotman 2013), Afrocentric Decolonizing Kweer theory (Sharif “Herukhuti” Williams, 2016), and the decolonial methodologies proposed for the PhD research. The theories used are a deliberate effort to depart from a Eurocentric way of conducting academic research. Foregrounding reflexivity, I offer my research as a deeply political, ethical, moral, and decolonial act that can remedy researched communities. It is uncommon for PhD scholars to offer, for journal publication, meditations about a PhD project that is still underway. Yet such knowledge is also valuable. Thus, the reflexive paper serves as a demonstration of a social justice agenda for conducting the doctoral research, a decolonial act in itself.