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Journal articles on the topic 'PhD researchers'
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Deakin, Hannah, and Kelly Wakefield. "Skype interviewing: reflections of two PhD researchers." Qualitative Research 14, no. 5 (2013): 603–16. http://dx.doi.org/10.1177/1468794113488126.
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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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Skakni, Isabelle, and Lynn McAlpine. "Post-PhD researchers’ experiences: an emotionally rocky road." Studies in Graduate and Postdoctoral Education 8, no. 2 (2017): 205–19. http://dx.doi.org/10.1108/sgpe-d-17-00026.
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Purpose This study aims to examine how post-PhD researchers construct their identities through significant work experiences as they endeavour to develop their research independence and a distinct scholarly profile. The authors were especially interested in how they made meaning of their important work experiences, the ones that were emotionally salient. Design/methodology/approach Using a narrative approach, the analysis was conducted on a data subset from a large cross-national mixed-methods research project about early-career researchers’ identity development. The sample included 71 post-PhD researchers from the UK who completed an online survey. Ten of whom were also interviewed through a semi-structured protocol. Findings Post-PhD researchers considered work experiences to be significant when those experiences helped them to gauge whether their self-representation as researchers was coherent and a further research career was practicable. The same type of significant event (e.g. publishing in a prestigious journal) could hold different meanings depending on who experienced it. Positive experiences helped to maintain their motivation and made them feel that they were consolidating their identities. Negative experiences tended to challenge their sense of identity and their sense of belonging to academia. Whereas positive feelings towards a significant experience appeared to persist over time, negative feelings seemed to fade or evolve through self-reflection, but ultimately had greater saliency. Originality/value Few previous studies have been conducted on how emotionally powerful work experiences influence post-PhD researchers’ identity development. Besides highlighting how emotions and feelings, often-neglected aspects of identity development, influence the process, this study offers a constructive – and, in some ways, alternative – view of the impact that negative experiences have on their identity development.
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Prestage, Marilyn, and Anna Lichtenberg. "Reluctant Researchers." Australian Journal of Career Development 5, no. 2 (1996): 28–33. http://dx.doi.org/10.1177/103841629600500209.
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The aim of this study was to identify factors contributing to the low participation rates of women in research-based postgraduate study. Although it was acknowledged that there were increases in the participation of women in postgraduate studies, this was primarily at the Graduate Diploma and Graduate Certificate level. As these courses do not provide a direct entry point to Masters and PhD programs, a large potential source of research degree candidates is being lost. In recognition of the value of successful completion of an Honours degree as a foundation for research-based higher degree qualifications, the parameters of this project were narrowed in order to examine the specific factors influencing the enrolment of students in Honours programs.
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M. Alammar, Fahad, Ali Intezari, Andrew Cardow, and David J. Pauleen. "Grounded Theory in Practice: Novice Researchers’ Choice Between Straussian and Glaserian." Journal of Management Inquiry 28, no. 2 (2018): 228–45. http://dx.doi.org/10.1177/1056492618770743.
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Novice researchers face challenges in applying grounded theory and choosing between its two historical approaches—Glaserian and Straussian. Although much has been discussed regarding the differences between the Glaserian and Straussian approaches, these differences can confuse early researchers, leading to the flawed use of grounded theory in management and organizational research. Using three case studies (a PhD graduate, a PhD candidate, and a PhD supervisor) in a management and organizational research context, this article illustrates these key differences and provides guidance for researchers in choosing between them. By providing examples and commentary, this article aims to help researchers to choose and apply the most appropriate form of grounded theory within the field of management and organizational research.
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Mothe, Josiane, Aurelie Bayer, Valentina Castello, et al. "InnEO’Space PhD: Preparing Young Researchers for a successful career on Earth Observation applications." IOP Conference Series: Materials Science and Engineering 1226, no. 1 (2022): 012084. http://dx.doi.org/10.1088/1757-899x/1226/1/012084.
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Abstract InnEO’Space PhD project is preparing young researchers for a successful career by developing modernised and transferable PhD courses and learning resources based on innovation skills and employers’ needs as well as in-depth knowledge of high stakes and approaches of Earth Observation in many application domains. The mains objectives of Inn’EO Space PhD are to enhance and develop researchers’ innovation-oriented mind-sets and skills through Earth Observation, raise awareness about employment opportunities in academia and industry among researchers and scientists, tackle future skills mismatches and create new synergies between PhD students and researchers and potential employers. The first action has been to develop the InnEOStartech where the program was set for European PhD students with the aim of developing their taste for entrepreneurship spirit through idea of founding a company or designing an application. The second action has been to develop a summer school that delivered both technical skills and soft skills, thus providing all the ingredients for an innovation-oriented mindset. From these activities we shall develop a series of SPOCs (Small Private Online Courses) that will be made available to the community for further dissemination and exploitation.
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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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Barkauskaitė, Marijona, and Daiva Karužaitė. "Meilė Lukšienė through the Eyes of Young Researchers." Pedagogika 112, no. 4 (2013): 107–12. http://dx.doi.org/10.15823/p.2013.1782.
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Meilė Lukšienė, the initiator of Lithuanian education system reform, has named PhD students of education science as the hope for the further development of democracy process by doing everybody‘s job. The object of this research is the relation between young researchers and the ideas proclaimed by Meilė Lukšienė. The purpose of this article is theoretical and empirical revelation of the relation between young researchers and the ideas proclaimed by Meilė Lukšienė.
 Methods of the research include analysis of scientific literature of Meilė Lukšienė and about her; empirical quantitive research (case study) and statistical data analysis. The empirical research was carried out in 2013 and included 19 PhD students of education science from Lithuanian University of Educational Sciences.
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Skakni, Isabelle, María del Carmen Calatrava Moreno, Mariona Corcelles Seuba, and Lynn McAlpine. "Hanging tough: post-PhD researchers dealing with career uncertainty." Higher Education Research & Development 38, no. 7 (2019): 1489–503. http://dx.doi.org/10.1080/07294360.2019.1657806.
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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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Hou, Junxia, and Anwei Feng. "Juggling Multiple Identities: The Untold Stories Behind a PhD Ethnographic Study." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691988414. http://dx.doi.org/10.1177/1609406919884147.
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This article explores the fluidity and dynamicity of a Chinese PhD student’s research experience in negotiating her identities in a longitudinal ethnographic study, first in China and then in the UK. It adopts retrospective and reflexive document analysis of research journals written by her over a 5-year period of overseas study. The analytical framework for the critical reflection of knowledge production synthesizes key concepts of ontology, epistemology, reflexivity, positionality, serendipity, and intersectionality to describe and interpret the researcher’s struggles between insider and outsider, uncertain feelings about different values and beliefs, and emotions due to changing circumstances of family life. The reflexive analysis indicates that PhD students who undertake qualitative studies would function in a far more fluid manner than the often simplistically documented binary roles between an “insider” participant and an outsider researcher in their theses. The article argues that this fluidity in identity shifts and complexity in data collection and analysis are in most cases part and parcel of the research process, which is crucial for researchers to be aware of. Researchers should feel confident to tell the “messy stories” reflexively so as to enhance credibility and trustworthiness of the research findings.
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Thelwall, Mike, and Ruth Fairclough. "All downhill from the PhD? The typical impact trajectory of U.S. academic careers." Quantitative Science Studies 1, no. 3 (2020): 1334–48. http://dx.doi.org/10.1162/qss_a_00072.
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Within academia, mature researchers tend to be more senior, but do they also tend to write higher impact articles? This article assesses long-term publishing (16+ years) United States (U.S.) researchers, contrasting them with shorter-term publishing researchers (1, 6, or 10 years). A long-term U.S. researcher is operationalized as having a first Scopus-indexed journal article in exactly 2001 and one in 2016–2019, with U.S. main affiliations in their first and last articles. Researchers publishing in large teams (11+ authors) were excluded. The average field and year normalized citation impact of long- and shorter-term U.S. researchers’ journal articles decreases over time relative to the national average, with especially large falls for the last articles published, which may be at least partly due to a decline in self-citations. In many cases researchers start by publishing above U.S. average citation impact research and end by publishing below U.S. average citation impact research. Thus, research managers should not assume that senior researchers will usually write the highest impact papers.
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Bakx, Anouke, Arthur Bakker, Maaike Koopman, and Douwe Beijaard. "Boundary crossing by science teacher researchers in a PhD program." Teaching and Teacher Education 60 (November 2016): 76–87. http://dx.doi.org/10.1016/j.tate.2016.08.003.
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Rienecker, Lotte, and Peter Stray Jørgensen. "Hvordan kan kriterier for ph.d.-bedømmelser danne grundlag for ph.d.-uddannelse? Pædagogiske perspektiver af en analyse af 41 ph.d.-bedømmelser fra et humanistisk fakultet." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (2013): 17–35. http://dx.doi.org/10.7146/dut.v8i15.8810.
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Pointen i denne artikel er at indholdet i ph.d.-bedømmelser kan og bør have pædagogiske implikationer for ph.d.-skrivning og ph.d.-vejledning. For at skabe grundlag for sådanne implikationer har vi analyseret 41 ph.d. bedømmelser fra 2009 på Det Humanistiske Fakultet med henblik på at identificere styrker og svagheder i afhandlingerne. Analysen er baseret på international empirisk forskning i ph.d.-bedømmelser. Analysen viste tydelige mønstre i bedømmelserne: Mens afhandlingernes analysedel vurderes meget positivt, samler kritikken sig om de afsnit hvor afhandlinger skal trække de store linjer op: forskningsoversigt hvor eget bidrag skal positioneres i forhold til feltets litteratur, og diskussionen hvor analysens resultater skal sættes i sammenhæng med det øvrige felts teorier og metoder. Vi afslutter artiklen med forslag til ph.d.-studerende, vejledere/undervisere, bedømmere og ph.d.-administration og -forskerskole. In an alignment perspective, PhD thesis examination reports contain valuable information and implications for PhD thesis writing and supervision. The basis of this article is an analysis of a total of 41 PhD examination reports from one humanities department, identifying criteria for positive and negative evaluative comments. The method of analysis is adapted from methods of examination report analysis developed primarily by the Australian SORTI group of examination report researchers. Our analysis shows a pattern: While analysis and empirical work are positively evaluated with few critical comments from examiners, negative comments centre on the PhD candidates’ depiction of ”The big picture” of their research: literature review and critical appraisal and discussion where results are placed, positioned and contextualised within the field. We conclude with pedagogical recommendations for PhD-students, supervisors and –educators, examiners and graduate schools.
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Mueni Matheka, Hyrine, Ellen E.P.W.A. Jansen, and Adriaan W.H.A Hofman. "PhD Students’ Background and Program Characteristics as Related to Success in Kenyan Universities." International Journal of Doctoral Studies 15 (2020): 057–74. http://dx.doi.org/10.28945/4467.
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Aim/Purpose: Kenya plans to be a middle-income country by the year 2030. To achieve this development target, the country has rapidly expanded its university sub-sector in order to produce the requisite skilled professionals. This has put a strain on the available PhD holders thus heightening the pressure on universities to produce more PhD graduates to meet the required larger pool of highly qualified professionals to service the academia and other sectors of the economy. However, the PhD graduation rate per year is very low and unexplained. This study sought to explain the factors influencing PhD success rates in Kenyan universities. Background: This cross-sectional study set out to establish how PhD students’ background and program characteristics are related to their success. This knowledge will inform policies and strategies to enhance PhD training and success in Kenya. Methodology: Data on 1,992 PhD students was collected from 10 universities by using the Microsoft Excel data tool to collect administrative data. The researchers utilized the data collection to construct a quantitative research design. The PhD students were enrolled in the following program domains/clusters: Humanities and Social Sciences, Business and Economics, Physical and Life Sciences, Applied Sciences and Medical Sciences. Contribution: PhD success factors have been extensively studied in developed countries. This paper builds on this body of knowledge with a specific focus on developing countries like Kenya. Findings: Students’ background characteristics (age, nationality, gender, financial support and marital statuses) were not related to PhD students’ success, however, full-time employed PhD students had better progression than their part-time colleagues. Program characteristics (program cluster and mode of study) were significantly related to students’ success. Students who had delayed for two years or more years had limited chance to graduate. Recommendations for Practitioners: To improve the PhD education system, practitioners should endeavor to monitor and track the progress of their PhD students. To do this, the researchers recommend that the universities collect and keep good records of these types of data. Universities should come up with strategies to build on or mitigate against the factors that have been identified to influence PhD success. Recommendation for Researchers: The researchers recommend further research, especially in developing countries, to understand the PhD study systems and inform effective interventions. Impact on Society: To identify, conceptualize or mitigate against the factors which influence PhD success lead to higher success in PhD training in order to enhance knowledge to solve societal problems. Future Research: Further research is recommended especially in the context of developing countries to establish how supervisor–student interactions, availability of infrastructural resources, and students’ motivation, efficacy and well-being relate to PhD success in Kenyan universities
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Chen, Roy K., Miranda Lopez, and Javier N. Rodriguez. "Supply of and Demand for PhD-Level Rehabilitation Counseling Educators and Researchers: An Investigation of Perceptions and Trends." Rehabilitation Research, Policy, and Education 32, no. 4 (2018): 218–30. http://dx.doi.org/10.1891/0889-7018.32.4.218.
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PurposeThe purpose of this study was to examine the supply of and demand for PhD-level rehabilitation counseling educators and researchers.MethodA national study was conducted using online survey to collect data. The participants comprised 128 educators and researchers. The analytical techniques included t-tests, measures of central tendency, and correlational analyses.ResultsThe findings show that 54.4% participants believed there is a shortage of PhD-level educators and researchers; however, only 14.3% felt optimistic regarding the employment outlook for future PhD graduates. From the supply-side perspective, 141 doctorates were awarded during the four academic years from 2011–2012 through 2014–2015. Over the same period, there was a demand to fill 418 openings, albeit most not tenured or tenure-track positions.ConclusionThe tenuous link between supply and demand makes predicting this job market a challenge. The potential glut of PhD graduates is of concern and needs to be addressed.
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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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Friberg, Jennifer, John Folkins, Ana Harten, and Monica Pershey. "SIGnatures: Undergrad Today, CSD PhD Tomorrow." ASHA Leader 18, no. 7 (2013): 54–55. http://dx.doi.org/10.1044/leader.sign.18072013.54.
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Bietz, Matthew J., Cinnamon S. Bloss, Scout Calvert, et al. "Opportunities and challenges in the use of personal health data for health research." Journal of the American Medical Informatics Association 23, e1 (2015): e42-e48. http://dx.doi.org/10.1093/jamia/ocv118.
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Abstract Objective: Understand barriers to the use of personal health data (PHD) in research from the perspective of three stakeholder groups: early adopter individuals who track data about their health, researchers who may use PHD as part of their research, and companies that market self-tracking devices, apps or services, and aggregate and manage the data that are generated. Materials and Methods: A targeted convenience sample of 465 individuals and 134 researchers completed an extensive online survey. Thirty-five hour-long semi-structured qualitative interviews were conducted with a subset of 11 individuals and 9 researchers, as well as 15 company/key informants. Results: Challenges to the use of PHD for research were identified in six areas: data ownership; data access for research; privacy; informed consent and ethics; research methods and data quality; and the unpredictable nature of the rapidly evolving ecosystem of devices, apps, and other services that leave “digital footprints.” Individuals reported willingness to anonymously share PHD if it would be used to advance research for the good of the public. Researchers were enthusiastic about using PHD for research, but noted barriers related to intellectual property, licensing, and the need for legal agreements with companies. Companies were interested in research but stressed that their first priority was maintaining customer relationships. Conclusion: Although challenges exist in leveraging PHD for research, there are many opportunities for stakeholder engagement, and experimentation with these data is already taking place. These early examples foreshadow a much larger set of activities with the potential to positively transform how health research is conducted.
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Blackford, Sarah. "Researching for a career: Translating laboratory skills." Biochemist 34, no. 4 (2012): 22–25. http://dx.doi.org/10.1042/bio03404022.
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Have you ever asked yourself why you decided to commit to a PhD and whether the time and effort you have invested has paid off in terms of your career? If you are reading this as a lecturer, permanent researcher or professor, you may well be satisfied with the outcome. If you are like many doctoral students and postdoctoral researchers, a research career is what you most desire and aspire towards. You may be passionate about your research topic, enjoy the research environment and would prefer to remain in it for the duration of your career. However, these days, if you are considering aiming for one of the top academic jobs in a university, bear in mind that, in most countries, only around 10% of researchers will obtain a permanent senior academic position1,2. The good news to offset this rather gloomy statistic is that, as highly qualified and skilled people, PhD-qualified researchers have the potential to forge a successful career in many different occupational fields.
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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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Islam, MT, and MA Baten. "Writing a Quality Thesis/Dissertation for MS or PhD Degree A Note for Researchers, MS and PhD Students." Journal of Environmental Science and Natural Resources 5, no. 1 (2012): 301–8. http://dx.doi.org/10.3329/jesnr.v5i1.11596.
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Thesis or dissertation is a research report concerns a problem or series of problems in the area of applied or basic research. Abstract should contain all elements of the thesis in an extreme shorter form. Need to try to accommodate the description of the works including introduction, design and methodology within 2-3 sentences. Key findings of the experiments should be written in very brief. After findings, key words are written. The key words have to be different from the words in the title and to be arranged alphabetically. Introduction covers (i) identification of scientific problem stated in brief, (ii) critical analysis of relevant background information of the study to justify the problem using past research reports, (iii) identification of scientific information gap based on background analysis, (iv) formulation of the hypothesis, i.e making researchers best guess at the answer to the problem, and (v) formulation of specific objective(s) of the work. Review of literature has two reasons. One is to explain the results, need to collect only the relevant information and the other is to find out the gap or unexplored area for the study, that the designed work is either original or some works done still gaps are remained and/or different workers on the line to find contrast results. In materials and methods, the materials including treatments used in the study are recorded. Listed parameters are also mentioned. New technique(s) should be described in detail, other wise mention name only if necessary giving a brief note. Mention the layout/design of the experiments and analysis procedure. In results and discussion, we describe results chronologically and conclude logically. Presentation of the same result both in table and graph is prohibited. Summary and conclusion include introduction (importance) about the works, methodology, design/layout, etc. in very brief. In conclusion key message should be provided. DOI: http://dx.doi.org/10.3329/jesnr.v5i1.11596 J. Environ. Sci. & Natural Resources, 5(1): 301-308, 2012
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Cleary, Michelle, Jan Horsfall, and Glenn E. Hunt. "Top tips for PhD thesis examination: Nurse clinicians, researchers and novices." Nurse Education Today 32, no. 1 (2012): 7–9. http://dx.doi.org/10.1016/j.nedt.2011.08.004.
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Paschke, Melanie, and Karina Zurgilgen. "Science-policy boundary work by early-stage researchers: Recommendations for teaching, internships and knowledge transfer." GAIA - Ecological Perspectives for Science and Society 28, no. 3 (2019): 310–15. http://dx.doi.org/10.14512/gaia.28.3.13.
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Establishing mechanisms for involving scientists in policymaking for the Sustainable Development Goals (SDGs) is a long-term requirement. The Zurich-Basel PhD program Science and Policy involves early-stage scientists in science-policy boundary work through internships and co-supervision at academic and policy institutions. In a Delphi study, students reported to have acquired new skill sets for science-policy dialogue. However, challenges remain, including the lack of time for policy work during a PhD project or the different incentive systems in academia and policy.
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Krogh, Peter Gall, and Ilpo Koskinen. "How Constructive Design Researchers Drift: Four Epistemologies." Design Issues 38, no. 2 (2022): 33–46. http://dx.doi.org/10.1162/desi_a_00680.
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Abstract This article contributes to methodological studies of constructive design research by explicating its underlying epistemological foundations. At the heart of this article is the notion of drifting, defined as those actions that move design from its original objective or question to sometimes unanticipated results. The article explicates four traditions of knowledge production as derived from a corpus based on PhD theses. These traditions relate knowledge production to methods, research programs, design experience, and to a dialectic between researchers and user communities. As a result, they form epistemological traditions.
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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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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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Koenig, Sven. "What I Wish I Had Known Early in Graduate School but Didn’t." AI Magazine 41, no. 1 (2020): 90–100. http://dx.doi.org/10.1609/aimag.v41i1.5291.
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Begin with the end in mind!1 PhD students in artificial intelligence can start to prepare for their career after their PhD degree immediately when joining graduate school, and probably in many more ways than they think. To help them with that, I asked current PhD students and recent PhD computer-science graduates from the University of Southern California and my own PhD students to recount the important lessons they learned (perhaps too late) and added the advice of Nobel Prize and Turing Award winners and many other researchers (including my own reflections), to create this article.
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Deblasio, Lisamarie. "From PhD Thesis to Monograph." Amicus Curiae 2, no. 2 (2021): 255–60. http://dx.doi.org/10.14296/ac.v2i2.5257.
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This essay provides a personal and reflective account of the process of adapting a PhD thesis, which was written for a panel of examiners to demonstrate academic competence, to a monograph, which in simple terms is written for a wide audience including students and academics with the aim of communicating ideas. It is hoped that this article provides insight to postdoctoral researchers who may be thinking about submitting a proposal to a publisher for adaptation of their PhD thesis to a monograph.
 Keywords: thesis adaptation; monograph; academic publishers.
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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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Philippi, Fiona. "Evaluating the impact of a multi-disciplinary, international course for PhD researchers." International Journal for Researcher Development 5, no. 2 (2014): 135–43. http://dx.doi.org/10.1108/ijrd-06-2014-0008.
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Purpose – The aim of this study is to highlight how responses to student evaluation of a European Commission-funded multi-disciplinary summer course for international PhD students can be used to demonstrate a range of potential outcomes for individual researchers. It details the mixed-methods approach taken to evaluation of this course and shows how the results of this can be used to inform, validate and strengthen future provision of intensive training of this nature for PhD researchers. Design/methodology/approach – The two-week LEADER course held in Edinburgh in July 2013 is used as a case study for the use of a mixed-methods evaluation approach to measuring potential impact. The Vitae Impact Framework is used as a tool to map three different evaluation methods and responses to impact levels. Further analysis of evaluation responses gives insight into rates of participant satisfaction, learning attributed to the course and behavioural changes made as a result of the experience. Findings – The results of this study demonstrate the potential value of intensive, multi-disciplinary courses in providing lasting benefits to researchers both in personal and professional contexts. Research limitations/implications – The timeframe of this study spans a total of seven months. Although initial findings demonstrate clear short-term positive effects of the course on researchers, a longitudinal tracking study over several years would be required to assess longer term impact. Originality/value – These findings can be used to inform and strengthen researcher development activities of this nature at other institutions.
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Ebersole, Priscilla. "Researchers who have made a difference: Beverly Baldwin, PhD, RN, FAAN, FGSA, and Barbara Resnick, PhD, CRNP, FAAN, FAANP." Geriatric Nursing 23, no. 2 (2002): 99–101. http://dx.doi.org/10.1067/mgn.2002.123798.
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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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Dillon, Pamela, Joyce Lloyd, and Devanand Sarkar. "476 Training basic researchers in translational approaches to facilitate the application of laboratory discoveries." Journal of Clinical and Translational Science 6, s1 (2022): 95. http://dx.doi.org/10.1017/cts.2022.279.
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OBJECTIVES/GOALS: To maximize health outcomes from their work, basic researchers must understand the process by which lab discoveries are translated into clinical care. We developed an academic course designed to provide students in our Clinical and Translational Sciences PhD program with an in-depth understanding of translational applications of basic research. METHODS/STUDY POPULATION: A preliminary needs assessment was done with students, educators, and clinicians to identify the course content. Based on these data, didactic modules including research question identification, research team development, participant recruitment, and research data collection were piloted in a synchronous, virtual course. Then, for 6 weeks, students shadowed clinical mentors who worked in the students research areas. Finally, with their mentors, students developed and presented clinical research protocols. Student pre- and post-course surveys gauged alignment of course objectives and learning outcomes. A post-course, focus group with students gathered feedback on course content, structure, and students confidence in implementing their experiences from the course into real-world settings. RESULTS/ANTICIPATED RESULTS: Six MD/PhD and PhD students participated in the pilot course. Pre/post-assessments (n=4) showed students were more confident in clinical question/research protocol formulation, development of patient recruitment/enrollment strategies, and integration of research methodologies into their research projects after completing the course. Students asked for additional content on budgeting and grant funding. Post-course focus group participants (n=2) appreciated the experience of writing a clinical protocol and the flipped classroom teaching style, which allowed them to network with clinical faculty leading didactic sessions. Students also noted course content was relevant and motivating, although they suggested adding content about clinical trials measures to enhance their shadowing experiences. DISCUSSION/SIGNIFICANCE: A course that combines didactic and clinical experiential training provides a robust, translational research foundation for basic scientists. This training is critical to help them contribute to the effective/efficient translation of lab discoveries to clinical practice. Future course development will include students from other PhD programs.
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Regmi, Krishna, and Sharada Regmi. "How to Write a Good PhD Proposal: The Experience of Novice Researchers." Nurse Author & Editor 19, no. 1 (2009): 1–3. http://dx.doi.org/10.1111/j.1750-4910.2009.tb00091.x.
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Castelló, Montserrat, Lynn McAlpine, and Kirsi Pyhältö. "Spanish and UK post-PhD researchers: writing perceptions, well-being and productivity." Higher Education Research & Development 36, no. 6 (2017): 1108–22. http://dx.doi.org/10.1080/07294360.2017.1296412.
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Perko, Igor, and Raul Espejo. "Norbert Wiener Memorial Gold medal is awarded to Matjaž Mulej." Kybernetes 49, no. 5 (2019): 1529–31. http://dx.doi.org/10.1108/k-07-2019-0459.
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Purpose The purpose of this memorandum is to share the awarding of one of the most prestigious recognitions in systems thinking and cybernetics: The World Organisation of Systems and Cybernetics (WOSC) Norbert Wiener Memorial Gold medal was awarded in June 2019 to Professor Emeritus, PhD, PhD, Matjaž Mulej for his long-life contributions. Design/methodology/approach The Norbert Wiener Memorial Gold medal was awarded to Professor Emeritus, PhD, PhD, Matjaž Mulej based on the combination of extensive literature analysis and the Delphi approach. Findings Based on Professor Emeritus, PhD, PhD, Matjaž Mule’s exceptional accomplishments in the field of systems thinking and cybernetics, especially the Dialectical Systems Theory and the notion of requisite holism, combined with his visionary projects as, for instance, the development and application of social responsibility concepts, he was nominated and awarded this esteemed medal. Research limitations/implications The Norbert Wiener Memorial Gold medal draws the focus to important work of exceptional individuals and at the same time drives researchers to follow his example in research and overall behaviour. Originality/value The Norbert Wiener Memorial Gold medal has been awarded to 12 people during the past 50 years of WOSC’s existence. Only researchers that have provided significant imprint in systems thinking and cybernetics with their research and organisational activities in society, organisations and communities can be nominated for this prize.
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Nylander, Elisabeth, and Margareta Hjort. "Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 - 2018)." Evidence Based Library and Information Practice 15, no. 1 (2020): 142–58. http://dx.doi.org/10.18438/eblip29630.
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Abstract
 Objective – Doctoral studies offer a unique phase in the development and legitimization of researchers, in which PhD students shift from the consumption to the production of knowledge. If librarians are to support this process in an evidence based manner, it is essential to understand the distinct practices of this user population. While recent reviews exist concerning the information behaviours of graduate students and researchers, there is little knowledge synthesis focused on the information literacies of PhD students in specific disciplines. The aim of this article is to explore the depth and breadth of recent evidence which describes the information literacies of students pursuing a doctoral degree in the health sciences.
 Methods – Strategic searches were performed in databases, hand-searched key journals, and reference lists. Records were screened independently by both authors based on pre-determined criteria. General trends within the literature were mapped based on the extraction of the following data: geographic location, population, study aims, and method of investigation. Further analysis of the articles included charting the academic disciplines represented, summarizing major findings related to PhD students in health sciences, and which databases indexed the relevant articles.
 Results – Many studies fail to treat doctoral studies as a unique process. PhD students are often grouped together with other graduate students or researchers. Studies tend to be based on small populations, and the number of PhD students involved is either unclear or only equals a few individuals within the entire group of study. In addition, of the limited number of studies which focus exclusively on PhD students, few conduct explicit examination of information practices in the health sciences. The result is that this user group is underrepresented within recent journal publications.
 Conclusion – This review highlights the need for more primary, in-depth research on the information literacies of PhD students in the health sciences. In addition, librarians are encouraged to share their knowledge in scholarly publications which can reach beyond their own professional circles.
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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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Mallika, M. H., and M. Veerabasavaiah. "Citing Pattern of Marketing Management Research: A Study with Special Reference to Ph.D. Theses Submitted to CBSMS, Bangalore University During 1996-2012." Indian Journal of Information Sources and Services 8, no. 3 (2018): 75–78. http://dx.doi.org/10.51983/ijiss.2018.8.3.544.
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The present study analyses 1740 citations appended to 12 PhD thesis in Marketing management submitted to Canara Bank School of Management Studies (CBSMS) affiliated Bangalore University, Bangalore during 1996/2012 for the award of PhD degree. The main purpose of this study is to find out year wise submission of PhD thesis in Marketing Management by researchers, to identify the types of literature cited, to prepare core periodicals cited, to know the country wise periodicals publications and to understand degree of collaborative authorship pattern.
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McAlpine, Lynn, Montserrat Castello, and Kirsi Pyhaltö. "What influences PhD graduate trajectories during the degree: a research-based policy agenda." Higher Education 80, no. 6 (2020): 1011–43. http://dx.doi.org/10.1007/s10734-019-00448-7.
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AbstractDuring the past two decades, PhD graduate numbers have increased dramatically with graduates viewed by governments as a means to advance the knowledge economy and international competitiveness. Concurrently, universities have also invested in policies to monitor satisfaction, retention, and timely completion—and researchers have expanded the study of PhD experience. We, as such researchers, have increasingly received invitations from university decision-makers to present research evidence which might guide their doctoral programs. Their interest provoked us to do a qualitative systematized review of research on doctoral experience—seeking evidence of practices that influenced retention, satisfaction, and completion. The result contributes a synthesis of the critical research evidence that could be used to inform doctoral education policy. We also demonstrate the possibilities of such evidence by suggesting some potential recommendations, while recognizing that there is no direct relationship between research results and their transformation into particular institutional contexts in ways that enhance doctoral experience. We hope our initiative will be taken up and extended by other researchers, particularly the research gaps we note, so we can collectively support the use of research evidence to influence both doctoral policies and practices—with the goal to better prepare PhD researchers for their futures and better support their supervisors.
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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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Silva Santos, Patrícia, and Maria Teresa Patrício. "Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?" International Journal of Doctoral Studies 15 (2020): 685–704. http://dx.doi.org/10.28945/4665.
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Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.
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Vanderford, Nathan L., Teresa M. Evans, L. Todd Weiss, Lindsay Bira, and Jazmin Beltran-Gastelum. "Use and effectiveness of the Individual Development Plan among postdoctoral researchers: findings from a cross-sectional study." F1000Research 7 (July 25, 2018): 1132. http://dx.doi.org/10.12688/f1000research.15610.1.
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The individual development plan (IDP) is a career planning tool that assists PhD trainees in self-assessing skills, exploring career paths, developing short- and long-term career goals, and creating action plans to achieve those goals. The National Institutes of Health and many academic institutions have created policies that mandate completion of the IDP by both graduate students and postdoctoral researchers. Despite these policies, little information exists regarding how well the tool is used and whether it is useful to the career development of PhD trainees. Herein, we present data from a multi-institutional, online survey on the use and effectiveness of the IDP among a group of 183 postdoctoral researchers. The overall IDP completion rate was 54% and 38% of IDP users reported that the tool was helpful to their career development. Positive relationships with one’s advisor, confidence regarding completing training, one’s confidence about their post-training career, and a positive experience with institutional career development resources are associated with respondents’ perception that the IDP is useful for their career development. We suggest that there is a need to further understand the nuanced use and effectiveness of the IDP in general, to determine how to execute the use of the tool to maximize trainees’ career development, and to generally enhance the career development support for PhD trainees.
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Balaban, Corina. "Mobility as homelessness." Learning and Teaching 11, no. 2 (2018): 30–50. http://dx.doi.org/10.3167/latiss.2018.110203.
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This article discusses three kinds of mobility among early stage researchers: geographical mobility, mobility between disciplines – or interdisciplinarity – and cross-sectoral mobility. It focuses on how PhD fellows engage with and negotiate experiences of mobility. These types of mobility have largely been presented as inherently beneficial in mainstream policy discourse, but this article presents a more nuanced picture of mobility, showing the challenges of mobility, as experienced and articulated by PhD fellows and some of their supervisors. The research is based on twenty-six interviews with PhD fellows and principal investigators involved in two types of flagship doctoral programmes: the ITN in Europe, and the IGERT in the United States. The main finding is that PhD fellows associated all three types of mobility with feelings of homelessness.
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Waters, Jaime, Chalen Westaby, Andrew Fowler, and Jake Phillips. "The emotional labour of doctoral criminological researchers." Methodological Innovations 13, no. 2 (2020): 205979912092567. http://dx.doi.org/10.1177/2059799120925671.
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Embarking upon empirical qualitative research can be a daunting and emotional task, particularly for those who are new to research and for those who research vulnerable groups and emotive topics. Doctoral criminological researchers transect these realms, often making their research experiences acutely emotional and challenging. In addition, researchers must be able to perform emotional labour as an important part of their professional practice. Based on 30 semi-structured interviews, this is the first study to explicitly explore the emotional labour of criminological researchers. Using the lens of emotional labour, the performance and impact of undertaking qualitative data collection in doctoral research is examined. From the interview data, three main themes are discussed: emotional labour, the consequences of performing that emotional labour and coping mechanisms to deal with those consequences. The article concludes with recommendations around support and training for PhD candidates, their supervisors and the higher education sector more broadly.
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Vanhoorelbeke, Karen, Carolina Velàsquez Pereira, Kadri Kangro, and Nuno A. G. Graça. "PROFILE: Early-Stage Researchers Advancing Insights in TTP Through a Unique PhD Track." HemaSphere 2, no. 1 (2018): e22. http://dx.doi.org/10.1097/hs9.0000000000000022.
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Peck, Peggy. "Guiding Many Cancer Researchers Is the Wisdom & Insight of Colette Freeman, PhD." Oncology Times 26, no. 3 (2004): 39. http://dx.doi.org/10.1097/01.cot.0000291736.78901.1d.
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Paula, José Ricardo. "Lockdowns due to COVID-19 threaten PhD students’ and early-career researchers’ careers." Nature Ecology & Evolution 4, no. 8 (2020): 999. http://dx.doi.org/10.1038/s41559-020-1231-5.
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Perlin, Marcelo Scherer, and André Portela Santos. "Os pesquisadores, as publicações e os periódicos da área de Finanças no Brasil: Uma análise com base em currículos da plataforma Lattes." Brazilian Review of Finance 13, no. 2 (2015): 162. http://dx.doi.org/10.12660/rbfin.v13n2.2015.47157.
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This paper analyzes the scientific output of Finance researchers in Brazil. Using a proprietary software to download information directly from the Lattes platform it was possible to verify the profile and the tendencies of research in the area of Finance in the national territory. The main results of the study show that most of the researchers of Finance are relatively young with respect to their career, with PhD finished in between the years of 2005 and 2014, and located in the southeastern part of the country. The scientific output of Brazilian researchers in international journals is small in comparison to the total of publications. The number of published papers has risen exponentially, however the quality of the papers, measured by Qualis, has decreased. An analysis of the productivity of the researchers show that the most productive authors have two common attributes: PhD degree obtained in a foreign institution and the productivity scholarship from CNPQ.