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Relevant bibliographies by topics / PhD Student

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Academic literature on the topic 'PhD Student'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "PhD Student"

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Konrad Kulikowski, Anna Potoczek, Emil Antipow, and Szymon Król. "How to Survive in Academia: Demands, Resources and Study Satisfaction Among Polish PhD Students." Educational Sciences: Theory & Practice 19, no. 4 (2019): 65–79. http://dx.doi.org/10.12738/estp.2019.4.005.

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There is a great deal of research showing that PhD students suffer from dissatisfaction. Whereas most studies in this field strived to identify factors negatively related to PhD students’ well-being, still little is known about factors positively related to the well-being of young academics. We based our analysis on the Job Demands-Resource Theory (JD-R), to identify study resources positively related to PhD student satisfaction. Building on the results of the survey conducted among 360 PhD students of the Jagiellonian University (Poland) we singled out seven main resources most strongly related to PhD student satisfaction. Our findings might provide initial evidence about what type of resources are worth developing to maximize PhD student well-being. These results could be of particular importance and interest for candidates who look for PhD positions and PhD students already working in different academic environments, as well as for broader academic community and higher education policymakers.

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Regmi, Pramod R., Amudha Poobalan, Padam Simkhada, and Edwin Van Teijlingen. "PhD supervision in Public Health." Health Prospect 20, no. 1 (2021): 1–4. http://dx.doi.org/10.3126/hprospect.v20i1.32735.

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Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.

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AB Marais, Gabriel, Rebecca Shankland, Pascale Haag, Robin Fiault, and Bridget Juniper. "A Survey and a Positive Psychology Intervention on French PhD Student Well-being." International Journal of Doctoral Studies 13 (2018): 109–38. http://dx.doi.org/10.28945/3948.

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Aim/Purpose: The present work focuses on French PhD students’ well-being: an understudied working population thus far, which impedes the development of evidence-based policies on this issue in France.The focus of this work is the well-being of French PhD students, on which almost nothing has been published thus far, impeding any evidence-based policy on this issue to be carried out in France. Background: Research studies from several countries have shown that carrying out a PhD can be a difficult experience resulting in high attrition rates with significant financial and human costs. Methodology: The two studies presented in this article focus on biology PhD students from University Lyon 1, a very large French university (~40,000 students). A first study aimed at measuring the mental health and well-being of PhD students using generalist and PhD-specific tools. In a second study, we carried out and assessed a positive psychology intervention (PPI) aimed at improving PhD students’ well-being. Contribution: Our work is one of the first characterizations of French PhD students’ mental health and well-being. As with other recent studies conducted in Western coun-tries, we found a high level of mental distress among PhD students. Our work also underlines the importance of taking many dimensions of the PhD (not only supervisor behaviour) in order to understand PhD student well-being. Cultural specificities are highlighted and can help inform the design of interventions adapted to each situation. The PPI showed pre-to-post positive changes on PhD students’ well-being. Further research is needed on a larger sample size in order to detect more subtle effects. However, these results are promising in terms of interventions that help reduce PhD student distress. Findings: Study 1 involved 136 participants and showed that a large fraction of the PhD students experiences abnormal levels of stress, depression, and anxiety. We found that career training and prospects, research experience, and the impact of carrying out a thesis on health and private life have more impact on PhD students’ mental health than the supervisors’ behaviour. French PhD students’ well-being is specifically affected by career uncertainty, perceived lack of progress in the PhD, and perceived lack of competence compared to UK PhD students well-being, which suggests cultural differences about the PhD experi-ence in France compared to other countries. In study 2, the scores of the test and control groups (N = 10 and N = 13, respectively) showed a clear effect of the intervention on reducing anxiety. Impact on Society: The high levels of mental health issues and reduced well-being in French PhD students reported in this study underline the importance of developing interventions in this field. Improving the supervisor-student relationship is one possibility but is not the only one. Interventions aimed at learning how to cope with the research experience and with the uncertainty with career pathways, and a good balance between PhD work and personal life present other promising possibilities

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Ivanovic, Lidija, Bojana Dimic Surla, Dusan Surla, Dragan Ivanovic, Zora Konjovic, and Gordana Rudic. "Improving the discoverability of PhD student work through a CRIS system." Electronic Library 36, no. 3 (2018): 471–86. http://dx.doi.org/10.1108/el-05-2016-0104.

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Purpose Dissertations from the University of Novi Sad (UNS) are integrated with the research information system called the current research information system (CRIS) UNS. This paper aims to present a proposal for an extension of this system to enable the storage of student papers as prescribed by PhD study exam obligations. The proposed extension enables preservation and improves discoverability of scientific and technical works produced by students during their PhD studies. Design/methodology/approach An analysis of examination modes in accredited PhD study programs has been conducted. It was noted that students in examination modes verify the obtained results in the form of scientific and technical work. The main idea of this paper is to enable the preservation of those student results and to implement electronic services for retrieving those results by current and future PhD students to empower the development of science. Findings The proposal includes an extension of the CRIS UNS to store and publish student papers as prescribed as a PhD study exam obligation; an extension of the CERIF data model to enable storing of student papers; cataloguing student papers in the MARC 21 format; and a way to represent student papers in the Dublin Core format. Practical implications This paper can be a starting point for initiatives for the creation of institutional, regional, national and international Web portals for searching and browsing papers by PhD students. Social implications This system offers the improvement of cooperation between PhD students from different institutions and countries. Originality/value The paper presents an extension of institutional, national and international current research information system (CRIS) systems which will enable the preservation and improve discoverability of student papers produced during PhD studies. The proposed extension has been verified by its implementation within the CRIS UNS system, which also supports monitoring of the scientific competencies of students based on an automatic evaluation of published scientific results.

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Mercer, Theresa, Andrew Kythreotis, Carol Lambert, and Gill Hughes. "Student‐led research training within the PhD: “PhD experience” conferences." International Journal for Researcher Development 2, no. 2 (2011): 152–66. http://dx.doi.org/10.1108/17597511111212736.

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Le, Mai, Long Pham, Kioh Kim, and Nhuong Bui. "The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 269–85. http://dx.doi.org/10.53761/1.18.4.18.

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This study focuses on investigating impact of supervisor – PhD student relationship on PhD students’ satisfaction with their supervisors’ supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students’ satisfaction with supervisors’ supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students’ satisfaction. The strict relationship did not negatively affect PhD students’ satisfaction with their supervisors’ supervisory styles. Furthermore, PhD students’ satisfaction with their supervisors’ supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.

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Seeber, Marco, and Hugo Horta. "No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?" Higher Education Evaluation and Development 15, no. 1 (2021): 2–18. http://dx.doi.org/10.1108/heed-10-2020-0044.

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PurposeHow frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.Design/methodology/approachWe focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.FindingsThe results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.Originality/valueThe article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.

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Bovbjerg, Trine, Monika Janfelt, and Hanne Dauer Keller. "Arbejdsmiljø og karriere - to ph.d.-udfordringer." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (2013): 6–16. http://dx.doi.org/10.7146/dut.v8i15.7860.

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Artiklen afrapporterer de erkendelser omkring ph.d.-studerendes arbejdsmiljø og karriereudvikling, som vi har opnået i gennemførelsen af et udviklingsforløb for ph.d.-studerende på fire af landets universiteter i 2012-2013. De ph.d.-studerendes arbejdsmiljø er ikke særligt velbelyst, og igennem en analyse af deltagernes udviklingsplaner og evalueringer af forløbet vil vi pege på 4 karakteristikker ved arbejdsmiljøet: Work-life-balance, dobbelt identiet som både studerende og medarbejder, forventninger og krydspres samt usikre karriereveje. De ph.d.-studerende trives pga. engagementet i deres faglige forskningsprojekt, mens deres udfordringer med arbejdsmiljøet primært bunder i kollegiale, ledelsesmæssige og organisatoriske forhold. For at få inspiration til forbedringer af de ph.d.-studerendes arbejdsmiljø foreslås det at anlægge et situeret læringsperspektiv på ph.d.-uddannelsen. Et situeret perspektiv inddrager dele af arbejdsmiljøet som væsentlig faktor for faglig udvikling. Findings are reported for a development program for PhD students that took place in 2012/2013 at four Danish universities. The focus of the program was doctoral students’ work and career development. To date PhD students’ work environments have not been documented in detail, however, analysis of data collected during the program revealed four areas of concern to doctoral students: Challenges relating to work-life balance, uncertainty over identity relating to status as student and employee, risks associated with the work and uncertainty over career paths. The problems are primarily rooted in collegiate, managerial and organizational issues. In order to identify areas for improvement in the PhD students’ learning process, it is proposed that a situated learning perspective on the PhD programme be adopted.

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Frame, Iain A., and ILiz Allen. "A flexible approach to PhD research training." Quality Assurance in Education 10, no. 2 (2002): 98–103. http://dx.doi.org/10.1108/09684880210423582.

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The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews. A number of factors affect the “success” of the PhD training experience; what is considered good (i.e. fit for purpose) PhD research training may be different for the student and the supervisor. Compares and contrasts the views of PhD students and PhD supervisors on a number of issues including reasons for doing a PhD, the purpose of PhD training and perceptions of the quality of PhD research training. Suggests that to support the different needs of students, supervisors and the science base, a flexible yet quality assured approach to PhD research training is required.

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Chenevix-Trench, Georgia. "What makes a good PhD student?" Nature 441, no. 7090 (2006): 252. http://dx.doi.org/10.1038/nj7090-252b.

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Dissertations / Theses on the topic "PhD Student"

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Wright, Toni Elizabeth. "PhD study outcome and the student experience." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433722.

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DeAngelo, Linda Teresa. "Increasing faculty diversity how institutions matter to the PhD aspirations of undergraduate students /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481675181&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Cox, Elizabeth K. "" Just a Teacher” with a PhD: The Doctoral and Professional Experiences of K-12 Practitioners." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108385.

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Thesis advisor: Audrey A. Friedman<br>Much of the research on doctoral students’ experiences is reported quantitatively from national studies across disciplines or in the form of abstractions about ways in which institutions might improve graduate education (e.g., Golde & Dore, 2001; Nerad, 2004). Qualitative, empirical research exploring the reasons for doctoral graduates’ career choices is limited, especially for doctoral students in the field of education. Given that ~ 50% of doctoral graduates pursue careers outside of academia, it might be beneficial for institutions of higher education to prepare their doctoral students for the careers they ultimately choose. After teaching high school English for seven years, I decided to pursue a PhD in Curriculum and Instruction because I thought I might want to become a teacher educator. My experience in the doctoral program challenged my expectations, and after completing coursework, I returned to the high school classroom. This dissertation sought to understand the experiences of doctoral students who earned PhDs in Curriculum and Instruction and chose to return to or remain in K-12 settings as opposed to pursuing careers in academia. I applied narrative inquiry (Clandinin & Connelly, 2000) and autoethnography (Denzin, 2014) as methodologies to present an exploratory, multiple-case study (Yin, 2014) of six graduates (and one almost-graduate) from a Curriculum and Instruction doctoral program. Written narratives, individual interviews, documents, and artifacts provided the data for this study. Findings reveal the factors that influence students’ experiences in the doctoral program, as well as their ultimate career choices, which include: a commitment to and passion for public education, the financial implications of pursuing a career in academia compared to one in K-12 schools, the specific requirements of the program (e.g., coursework, assistantship, and dissertation), the misconceptions upon entering the program, and the ability to share new knowledge within K-12 schools. Participants overwhelmingly agreed that the knowledge and skills they developed during the program impacted their practice in positive and powerful ways<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Groen, Jovan. "Perceptions of Transformation and Quality in Higher Education: A Case Study of PhD Student Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40130.

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Stemming from increased levels of participation and diversity of the student base (Biggs & Tang, 2011) and growing scrutiny on the quality of university degrees (Crowley, 2013; Marr, 2013), governments have begun putting in place mechanisms to monitor and support quality in higher education. Over the last few decades, a notion of quality that has gained traction in the scholarly community is that of quality in terms of enhancement and transformation (Cheng, 2017; Houston, 2008; Williams, 2016). Guided by the discourses of Transformative Learning Theory (Mezirow, 2000) and transformative conceptions of quality in higher education (Harvey & Green, 1993), this study examined graduate student learning experiences and perceptions of quality. Of further interest was the extent to which these learners were living the intended transformation that academic programs are seeking to foster. Using a multiple case-study design, Seidman’s (2013) three-stage interview protocol served as primary source of data from a sample of six PhD candidates across three faculties. Secondary data sources included collected documents, a reflexivity journal and field notes. A within-case analysis was performed for each case and compared via a cross-case analysis. Institutional characterizations of quality were examined across 25 artifacts via a document analysis. The four principal factors that characterized the PhD candidate learning experience emerged as the significance of intentional individualized guidance, becoming an independent scholar, the importance of social interactions and community, and the transformative nature of learning. Gaps were identified between institutional intent and the learner experience. However, complementarity between discourses of transformation appeared to offer bridges between the macro-level institutional orientation toward fostering student transformation and the micro-level transformative learning experiences lived by students. The dissertation makes conceptual, methodological and empirical contributions to the domains of postsecondary quality and transformative learning. Implications for policy related to quality assurance as well as practice in program development and doctoral supervision are equally shared.

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Giles, David Laurance. "Exploring the teacher-student relationship in teacher education a hermeneutic phenomenological inquiry : a thesis submitted to AUT University in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/537.

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

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

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Brown, Christy J. "Learning Communities or Support Groups: The Use of Student Cohorts in Doctoral Educational Leadership Programs." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2378.

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This mixed-method study explored how students in a doctoral educational leadership cohort at one university used the cohort structure as a learning community or as a method of social support. Survey data were collected from 45 past and present cohort students and qualitative data were collected from three focus groups of 15 participants total. The survey measured four factors: General Cohort Experience, Trust Within the Cohort, Network, and Community of Learners. Quantitatively, one cohort was found to be significantly different from the others in terms of Trust Within the Cohort; and the 60 hour cohorts were found to be more satisfied with the cohort experience than the 48 hour doctoral cohorts at the university studied. The theme of trust and support from and to fellow members both during and after the cohort had dissolved was a strong recurrent theme in this study. Cohort members felt that they developed and strengthened their skills professionally as a result of participating in the cohort; however, they first had to develop a sense of community and trust with their fellow members in order to learn from them.

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Voisin, Vincent. "Etude d’activités d’exploration de pratiques de recherche de scientifiques dans le cadre d’un partenariat." Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLN035/document.

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Le dispositif des enseignements d’exploration de la réforme du lycée de 2010 se distingue des enseignements traditionnels par la liberté octroyée dans sa conception au niveau de curriculum potentiel et parce qu’il s’apparente à une éducation à l’orientation par l’exploration de cursus et d’activités professionnelles. Un partenariat, nommé EDIFICE, conçu par l’université d’Orléans, est une forme curriculaire potentielle du dispositif d’enseignement d’exploration de Méthodes et Pratiques Scientifiques pour la classe de seconde. Dans sa tranche n°1, il regroupe des laboratoires de recherche avec des lycées d’enseignement général et technologique, et vise la participation d’élèves à des activités de recherches de doctorants au cours de moments en laboratoire. Chaque doctorant encadre deux à six élèves accompagnés par un enseignant du lycée. Le contexte éducatif des laboratoires nous conduit à définir l’action d’exploration, afin de constituer le fondement théorique relatif à ce travail. Nous questionnons ensuite la mise en œuvre du dispositif EDIFICE par rapport à une approche curriculaire associée à la notion de pratiques sociales de référence: 1) Comment les élèves explorent les pratiques sociales de référence des laboratoires ? 2) Comment ils explorent les pratiques de recherche doctorale ? 3) Comment les explorations en laboratoire sont co-produites par les trois types d’acteurs impliqués : le doctorant, les élèves et l’enseignant accompagnateur ? Notre recueil de données porte sur la totalité des 26 groupes doctorant, élèves et enseignant accompagnateur de la première année de mise en œuvre du dispositif. Nous analysons, selon la question de recherche, des réponses écrites des élèves, des entretiens réalisés avec les trois types d’acteur, des observations lors d’un congrès des élèves et dans les laboratoires visités. Des cahiers de laboratoire et les diaporamas du congrès des élèves sont également étudiés, ainsi que des articles de recherche, des supports de présentations et des thèses des doctorants. Tout d’abord, nous constatons que les élèves élaborent des représentations nombreuses sur les sciences et la pratique sociale des chercheurs, puisqu’ils se rendent compte de l’importance des écrits, des flux d’informations en réseau et entrevoient maintenant le laboratoire comme un espace de collaboration. La rencontre avec la résistance du réel et la phénoménotechnique contribuent à décloisonner les sciences, les technologies et la société. Les sciences en action sont considérées, pour certains, comme imaginées et inventées et cette expérience permet globalement un élargissement des possibilités d’orientation. Ensuite, nous inférons quatre modes distincts d’exploration de la recherche doctorale. Un mode se focalise sur l’acquisition de concepts généraux de la thèse, un autre transpose de manière synthétique une démarche de la recherche doctorale. Un troisième mode correspond à une démarche personnelle de problématisation. Dans le mode ethnographique, la recherche est explorée à un instant donné, sans adaptation. Les explorations des élèves apparaissent tributaires de l’épistémologie de la discipline de recherche. Enfin, les enseignants accompagnateurs et les élèves exercent une influence majeure sur la nature des explorations lors du processus de co-production qui conduit à des modifications sur la conception du curriculum potentiel. La possibilité pour chacun des acteurs d’explorer est discutée en lien avec l’enrichissement mutuel conféré par le cadre partenarial<br>French High Schools experienced a national reform plan in 2010 incorporating exploration courses breaking with traditional teachings. This granted more freedom in their conception as potential curriculums because these courses can involve career choice and thus enable students to explore both curriculums and professional environments. A partnership, named EDIFICE, set up by the University of Orléans, France, is a potential curricular form of the course entitled “Scientific methods and practices” for 10th grade students. In the first phase of the project, a partnership between research labs and High Schools has been set up in order to involve High School students in the research activities of PhD Students in their labs. Each PhD student works with two to six students who are themselves chaperoned by a High School teacher. The educational context of the labs makes it necessary to define the exploration, in order to constitute the theoretical foundation of this work. The implementation of the EDIFICE project is then questioned and compared to a curricular approach associated to the notion of social practice of reference: 1) How do the students explore the social practices of reference in the labs? 2) How do they explore the practices of PhD research? 3) How are the explorations in labs co-produced by the PhD student, the students, and the chaperoning High School teacher? Our data covers the 26 groups of PhD students, High School students and chaperoning teachers over the first year of implementation of the project. Data analysis consisted of the written answers provided by the students, the interviews of the three types of participants, the observations’ notes made during a conference of the High School students and the labs visits. Lab notebooks and slide shows from the High School students’ conference are also studied, as well as research articles, presentation materials, and the PhD thesis from the PhD students involved in the project. First of all, it can be observed that students have numerous representations of sciences and the social practices of researchers since they have realized the importance of the written medium, of the flows of networking information and are now able to perceive the lab as a space for collaboration. The experience of the resistance of the real and phenomenotechnique contribute to remove the partitions between sciences, technologies, and society. The sciences in action are considered, by some, as imagined or invented and this experience enables, more generally speaking, to enlarge the possibilities of course and career choices for the High School students involved. Then, four distinct modes of exploration of PhD research are inferred. One mode is focused on the acquisition of general concepts of the thesis, another one transposes synthetically one approach of the PhD research. A third mode corresponds to the personal approach of the formulation of the research question. In the ethnographic mode, the research is explored at a given moment, without adaptation. The explorations of the students seem dependent on the epistemology of the researched discipline. Finally, the chaperoning teachers and the students have a major influence on the nature of the explorations during the process of co-production which leads to modifications of the conception of the potential curriculum. The possibility for each and one of the participants to explore is discussed in connection with a mutual enrichment made possible by the partnership framework of the EDIFICE project

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Cordero, Gamboa Nadia. "Le devenir professionnel des jeunes diplômés étrangers en France." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC013/document.

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Les migrations professionnelle et étudiante ont été abordées sous l’angle des réseaux, de la socialisation ou des échanges entre les pays d’origine et la France. Cette recherche anthropologique, quant à elle, s’attache à analyser la situation professionnelle des jeunes diplômés de master ou de doctorat issus de pays n’appartenant pas à l’Union européenne. Ceux-ci souhaitent s’engager dans une activité professionnelle en France, toutefois « la question du retour au pays d’origine se pose souvent à l’issue de leurs cursus universitaire ». Pour eux, l’entrée dans le monde professionnel prend une dimension administrative très marquée. Ils se trouvent confrontés à des obligations administratives (pendant leurs études, dans la vie quotidienne ou au travail), à des contraintes d’insertion professionnelle ou de poursuite de carrière (postes réservés aux ressortissants de l’Union européenne, problèmes pour changer de statut) en passant par des difficultés à établir un projet professionnel après l’obtention de leur diplôme. Dans le cadre d’une démarche anthropologique, un travail d’immersion est mené au sein d’associations représentatives des doctorants travaillant sur la valorisation du parcours doctoral et d’associations qui informent et apportent leur soutien aux jeunes diplômés étrangers, afin d’appréhender la manière dont ils envisagent la suite de leur parcours en France et de connaître la manière dont ils le vivent<br>Professional and student migrations have been considered from the point of view of networks, socialization and exchanges between countries of origin and France. For its part, this anthropological study focuses on analysis of the professional status of recent foreign graduates of a PhD or a master degree coming from non european union countries. Those foreign graduates wish to start a professional activity in France, however "the return home issue often comes up at the end of their university curriculum". For them, entering the labor market takes on a strong administrative dimension. They have to face administrative obligations (during their studies, in their everyday life or at work), constraints to integrate the labor market or to carry on with their career (reserved positions for citizens of the european union, problems to get a change of legal status) or even difficulties to determine a professional project after graduating. Within an anthropological approach, an immersion work is led in representative associations of PhD students interested in the promotion of PhD experience and in associations that provide information and support to recent foreign graduates, in order to apprehend the way they consider the continuation of their experience in France and to know how they feel about it

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Yang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.

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The majority of research on academic procrastination has been conducted among undergraduate students, and there is relatively little research investigating procrastination among doctoral students. PhD students are different from undergraduates: they might need a higher level of self-regulatory ability to conduct research. The aim of this thesis was to fill the research gap in the investigation of academic procrastination among PhD students in the UK. More specifically, the current investigation combined different perspectives to examine the extent to which PhD students procrastinate, explores the relationships between a variety of psychological variables, doctoral satisfaction and academic procrastination, and identifies the antecedents and influence of procrastination in relation to PhD students’ own experience. This thesis comprises three studies. Firstly, a cross-sectional study (N=285) was conducted in order to assess the relationship between doctoral satisfaction, Big Five personality traits, self-efficacy, self-esteem, anxiety, depression, and academic procrastination. In Study 2, a longitudinal research design was employed to examine the stability of the identified relationships over a 12-month period (N=79). The results indicated that doctoral satisfaction and depression had long-term influence on PhD students’ procrastinatory behaviour. In addition, conscientiousness was found to have an effect on academic procrastination only in the cross-sectional study, while openness was found to predict procrastination longitudinally. Moreover, doctoral satisfaction also had meditional effect on the relationship between personality traits, self-efficacy, anxiety, and procrastination. In Study 3, the antecedents and consequences of academic procrastination in terms of UK PhD students’ own perspectives were explored in twenty-one in-depth interviews. Data were thematically analysed and a description of the themes concerning antecedents, positive and negative consequences of procrastination, and coping strategies used to help reduce procrastination, is provided. The findings indicates that PhD students’ procrastination is a multifaceted phenomenon with cognitive, affective, and behavioul factors influencing its likelihood. Causes and effects of academic procrastination among PhD students are discussed on the basis of findings from the quantitative and qualitative studies, by considering individual differences, psychological state, and contextual factors in a new conceptual model of academic procrastination. The findings point to a range of possible procrastination-reduction interventions focused on doctoral satisfaction and psychological wellbeing. The strengths and limitations of this work are discussed.

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Books on the topic "PhD Student"

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Council, British. The British PhD and the overseas student. British Council, 1986.

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British Council Committee for International Co-operation in Higher Education. The British Phd and the overseas student. British Council, 1991.

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British Council. Committee for International Cooperation in Higher Education. The British PhD and the overseas student. British Council, 1986.

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British Council. Committee for International Cooperation in Higher Education. The British PhD and the overseas student. British Council, 1986.

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Education, British Council Committee for International Cooperation in Higher. The British PhD and the overseas student. British Council, 1986.

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Council, British. The British PhD and the overseas student. British Council, 1986.

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The unruly PhD: Doubts, detours, departures, and other success stories. Palgrave Macmillan, 2014.

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Student and faculty guide to graduate school admissions: Get accepted into biomedical phd or md programs. Jones and Bartlett, 2009.

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

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Dissemination of scientific results is an important and necessary component of research activity. Nowadays research asks to be widely diffused and shared in a larger community in the effort to demonstrate its innovation and originality, so to enlarge network and obtain funds to keep working. In this context, PhD students, as part of scientific community and young researchers in training, have to understand the rule of publications to define the best strategy for the dissemination of their research. The present book, through the experiences of national and international PhD candidates, PhDs and Professors, is a contribute in the current opened debate on the most effective strategies and related tools to design specific actions, to highlight and improve the peculiar qualities and disciplines of each research.

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Completing your PhD. Palgrave Macmillan, 2011.

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Book chapters on the topic "PhD Student"

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Hribar, Tina, and Slavko Dolinšek. "Choice Patterns of PhD Students: Why Should I Pursue a PhD?" In Understanding Student Participation and Choice in Science and Technology Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_11.

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Barnett-Vanes, Ashton, and Henry D. I. De'Ath. "Presenting and publishing as a PhD student." In How to Complete a PhD in the Medical and Clinical Sciences. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119189657.ch8.

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Zhang, Kuo. "Being Pregnant as an International PhD Student." In Arts-Based Research in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315305073-6.

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Leão, Celina P., and Ana C. Ferreira. "Mentoring Relationships: Shedding Light on PhD Student Perspective." In New Contributions in Information Systems and Technologies. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16528-8_22.

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Obse, Kalkidan. "10.2.5 Of PhD, beer and Redbull: My student life." In Appear. Böhlau Verlag, 2015. http://dx.doi.org/10.7767/9783205201731-076.

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Delicado, Ana. "‘Home Is Where the Heart Is’: The Experiences of Expatriate PhD Students and Returnees." In International Student Connectedness and Identity. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2601-0_9.

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Hoffmann, Christoph Gregor. "Time Evolution of a PhD Student’s Mood—A Review of My Time as PhD Student of the Research School ESSReS." In Towards an Interdisciplinary Approach in Earth System Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13865-7_3.

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Mendoza, Cristóbal, and Anna Ortiz. "Student on the Move: Academic Career and Life Transitions of Foreign PhD Students in Barcelona (Spain)." In Global Change and Human Mobility. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0050-8_13.

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Utami, Ade Dwi. "Walking a Tightrope: Juggling Competing Demands as a PhD Student and a Mother." In Wellbeing in Doctoral Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9302-0_8.

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Häggström, Margaretha. "Deep Valleys, Dense Swamps, Narratives from a Life-World of a PhD-Student." In Storied Doctorates. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67506-6_2.

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Conference papers on the topic "PhD Student"

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Cechlárová, Katarína, Laurent Gourvès, and Julien Lesca. "On the Problem of Assigning PhD Grants." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/19.

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In this paper, we study the problem of assigning PhD grants. Master students apply for PhD grants on different topics and the number of available grants is limited. In this problem, students have preferences over topics they applied to and the university has preferences over possible matchings of student/topic that satisfy the limited number of grants. The particularity of this framework is the uncertainty on a student's decision to accept or reject a topic offered to him. Without using probability to model uncertainty, we study the possibility of designing protocols of exchanges between the students and the university in order to construct a matching which is as close as possible to the optimal one i.e., the best achievable matching without uncertainty.

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Mandel, Travis, and Jens Mache. "Examining PhD Student Interest in Teaching." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3022427.

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Jiang Hao and Yen Ching-Chiuan. "PhD in design: a reflection from a PhD student and his supervisor." In 2009 IEEE 10th International Conference on Computer-Aided Industrial Design & Conceptual Design. IEEE, 2009. http://dx.doi.org/10.1109/caidcd.2009.5375111.

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Li Shang Ly, Samie, Raafat George Saadé, and Danielle Morin. "Immersive Interactive Learning Environments (A PhD Case Study)." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2218.

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Teaching and learning is no longer the same and the paradigm shift has not settled yet. In this study we frame immersive learning as a method which we believe can be designed by experiential, constructivist, and collaborative elements. We then present a peer to peer interactive web-based learning tool, which was designed, and implemented in-house and piloted in a PhD course on ‘Pedagogical Methods’. We present the results showing how the learning tool has immersive elements and the student outcomes. The tool engages students to learn a specified subject matter, synthesize the information, create question and rate their peer’s questions. Tests are then generated by professor from the students’ questions. Student performance shows that in such a context, students who spent more time doing the test scored less. In the results section, we also present the item response theory as a more appropriate analysis tool to assess and study immersive learning, and provide examples.

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Petrova, Petya. "APPLYING A PERSONALIZED MODEL IN PHD STUDENT LEARNING." In 20th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sgem2020/2.1/s07.006.

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Malošíková, Šárka. "Design and Build: What Does Realisation of a Student Design Bring into Architectural Education?" In PhD Research Sympozium 2018. Fakulta architektury VUT v Brne, 2018. http://dx.doi.org/10.13164/phd.fa2018.15.

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Kosvyra, Alexandra, Dimitris Filos, Nicola Mountford, Tara Cusack, Minna Isomursu, and Ioanna Chouvarda. "PhD courses and the intersectoral experience: a comprehensive survey." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12978.

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It has been found that most PhD graduates (&gt;85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improvement of students' skills while an analysis of their attributes was also performed. Two target groups have been considered: (a) young researchers and (b) program directors each of which can provide different information regarding the courses of interest. 52 students and 11 directors from 5 European Universities, participated in the study. An absence of such courses in the standard PhD program was observed, while any intersectoral/interdisciplinary activities were conducted outside the PhD program, and organized by collaboration of academia and other organizations. The survey findings reveal the need to restructure the PhD programs.

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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedback, this paper describes the attributes of a successful program, and examines qualitative and quantitative assessments of the influence of summer residential undergraduate research experiences on the decision to pursue graduate study. Results indicate that students’ confidence in succeeding at graduate study and in conducting independent research increased significantly when provided with a well-advised research project, set in a learning based research environment, with a strong social community, and supplemented with seminars and workshops. The likelihood of a student pursuing a graduate degree increased slightly for an MS and significantly for a PhD. Students state that their REU experience was pivotal in their decision to attend graduate school.

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Lopez-Parra, Marcelo, Gustavo Olivares, Alejandro Rami´rez-Reivich, Victor J. Gonzalez-Villela, and Vicente Borja. "UNAM’s University-Industry PhD Engineering Program." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40770.

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This article presents UNAM’s University-Industry PhD Engineering Program that has been implemented over the last six years to help in the training of young researchers. The program expands along 8 semesters and is strengthened by the Mexican Science and Techology’s (CONACYT’s) funding schemes. Specifically, CONACYT’s new “Funds for Innovation Scheme”, which is intended for corporations that wish to design and develop new products, processes or services. The paper reports on the activities typically carried out by a research student (RS) in each of the 8 semesters and presents the results obtained in the PhD research work titled “Design and Development of a PVC Ampoule Filler-Sealer Machine System”.

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Torrecilla, José S., Santiaga Buitrón Ruiz, Manuel Sánchez, John C. Cancilla, Sandra Pradana, and Ana Maria Perez Calabuig. "Service-learning by PhD students to aid socially neglected people." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11153.

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In recent years, there have been calls for change in higher education to meet the needs of today's society. A higher education that enables our students to offer solutions to struggling areas of our society. Innovative and differentiating solutions from what we have been used to until now. In view of these needs, it is necessary to unite the society, which reveals its main needs, and the university community, which offers solutions on the knowledge acquired. One of the ways to carry out this integration is based on developing a methodology called "Service-Learning" (SL). This learning method is based on a strategy of collaboration between educational centers and society itself. At present, this methodology is spreading within higher education institutions worldwide. This learning strategy emerged as a learning methodology in America, to be later extended to Europe, from the United Kingdom to the rest of the continent, and from there, reaching a global impact. Throughout this long road, this methodology has been improving, encouraging the creation of increasingly strong links between educational institutions and universities, and society, by promoting the improvement of student training as well as the development of certain areas of society. This paper presents a SL project where two apparently disparate areas are related, such as doctoral students in the area of chemical engineering and sectors of society at risk of exclusion. Specifically, the objective is for the students to present some of the technological developments they have achieved to a neglected sector of society, which should participate not only in the developments, but also learning about the technical base of such technologies.

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Reports on the topic "PhD Student"

1

Myerson, Allan S. Final Report: Support for Polytechnic PhD Student, September 24, 1996 - June 30, 1999. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/764615.

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Jones, Todd, and Ronald Ehrenberg. Are High-Quality PhD Programs at Universities Associated with More Undergraduate Students Pursuing PhD Study? National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22372.

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Roach, Michael, Henry Sauermann, and John Skrentny. Are Foreign Stem PhDs More Entrepreneurial? Entrepreneurial Characteristics, Preferences and Employment Outcomes of Native and Foreign Science & Engineering PhD Students. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26225.

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Patricio Javier, Saavedra Morales. PhD supervisors and faculty members might help to avoid burnout as well as enhance engagement and organisational citizenship behaviour (OCB) among PhD students. University of Sussex, 2019. http://dx.doi.org/10.20919/psych(2019).001.

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Neumark, David, and Rosella Gardecki. Women Helping Women? Role-Model and Mentoring Effects on Female Ph.D. Student in Economics. National Bureau of Economic Research, 1996. http://dx.doi.org/10.3386/w5733.

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.

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Nash, Jonathan D. Early Student Support for Shipboard LADCP/chi pod Profiling of Internal Wave Structure and Dissipation in the Luzon Strait. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada557120.

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.

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Treadwell, Jonathan R., James T. Reston, Benjamin Rouse, Joann Fontanarosa, Neha Patel, and Nikhil K. Mull. Automated-Entry Patient-Generated Health Data for Chronic Conditions: The Evidence on Health Outcomes. Agency for Healthcare Research and Quality (AHRQ), 2021. http://dx.doi.org/10.23970/ahrqepctb38.

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Background. Automated-entry consumer devices that collect and transmit patient-generated health data (PGHD) are being evaluated as potential tools to aid in the management of chronic diseases. The need exists to evaluate the evidence regarding consumer PGHD technologies, particularly for devices that have not gone through Food and Drug Administration evaluation. Purpose. To summarize the research related to automated-entry consumer health technologies that provide PGHD for the prevention or management of 11 chronic diseases. Methods. The project scope was determined through discussions with Key Informants. We searched MEDLINE and EMBASE (via EMBASE.com), In-Process MEDLINE and PubMed unique content (via PubMed.gov), and the Cochrane Database of Systematic Reviews for systematic reviews or controlled trials. We also searched ClinicalTrials.gov for ongoing studies. We assessed risk of bias and extracted data on health outcomes, surrogate outcomes, usability, sustainability, cost-effectiveness outcomes (quantifying the tradeoffs between health effects and cost), process outcomes, and other characteristics related to PGHD technologies. For isolated effects on health outcomes, we classified the results in one of four categories: (1) likely no effect, (2) unclear, (3) possible positive effect, or (4) likely positive effect. When we categorized the data as “unclear” based solely on health outcomes, we then examined and classified surrogate outcomes for that particular clinical condition. Findings. We identified 114 unique studies that met inclusion criteria. The largest number of studies addressed patients with hypertension (51 studies) and obesity (43 studies). Eighty-four trials used a single PGHD device, 23 used 2 PGHD devices, and the other 7 used 3 or more PGHD devices. Pedometers, blood pressure (BP) monitors, and scales were commonly used in the same studies. Overall, we found a “possible positive effect” of PGHD interventions on health outcomes for coronary artery disease, heart failure, and asthma. For obesity, we rated the health outcomes as unclear, and the surrogate outcomes (body mass index/weight) as likely no effect. For hypertension, we rated the health outcomes as unclear, and the surrogate outcomes (systolic BP/diastolic BP) as possible positive effect. For cardiac arrhythmias or conduction abnormalities we rated the health outcomes as unclear and the surrogate outcome (time to arrhythmia detection) as likely positive effect. The findings were “unclear” regarding PGHD interventions for diabetes prevention, sleep apnea, stroke, Parkinson’s disease, and chronic obstructive pulmonary disease. Most studies did not report harms related to PGHD interventions; the relatively few harms reported were minor and transient, with event rates usually comparable to harms in the control groups. Few studies reported cost-effectiveness analyses, and only for PGHD interventions for hypertension, coronary artery disease, and chronic obstructive pulmonary disease; the findings were variable across different chronic conditions and devices. Patient adherence to PGHD interventions was highly variable across studies, but patient acceptance/satisfaction and usability was generally fair to good. However, device engineers independently evaluated consumer wearable and handheld BP monitors and considered the user experience to be poor, while their assessment of smartphone-based electrocardiogram monitors found the user experience to be good. Student volunteers involved in device usability testing of the Weight Watchers Online app found it well-designed and relatively easy to use. Implications. Multiple randomized controlled trials (RCTs) have evaluated some PGHD technologies (e.g., pedometers, scales, BP monitors), particularly for obesity and hypertension, but health outcomes were generally underreported. We found evidence suggesting a possible positive effect of PGHD interventions on health outcomes for four chronic conditions. Lack of reporting of health outcomes and insufficient statistical power to assess these outcomes were the main reasons for “unclear” ratings. The majority of studies on PGHD technologies still focus on non-health-related outcomes. Future RCTs should focus on measurement of health outcomes. Furthermore, future RCTs should be designed to isolate the effect of the PGHD intervention from other components in a multicomponent intervention.

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‘Relative Age and Specific Learning Disorder Diagnosis’ – In Conversation with Dr. Bianca Arrhenius. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15518.

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With the launch of our third journal, JCPP Advances, we're bringing you a series of podcasts that focus on the papers and editors featured in the publication. In this podcast we speak to Dr. Bianca Arrhenius, medical doctor from Helsinki, Finland, and PhD student at the University of Turku, who is lead author on the paper 'Relative Age and Specific Learning Disorder Diagnosis'.

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