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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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Viteri, Maria Amelia, and Adelaide Lusambili. "Parenting as an International PhD Student." Anthropology News 50, no. 3 (2009): 4–6. http://dx.doi.org/10.1111/j.1556-3502.2009.50304.x.
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Johnson, Carl Hirschie. "Reminiscences from Pittendrigh’s last PhD student." Resonance 11, no. 5 (2006): 22–31. http://dx.doi.org/10.1007/bf02839368.
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Panchenko, L. F., H. O. Korzhov, T. V. Kolomiiets, and M. N. Yenin. "PhD student training: principles and implementation." Journal of Physics: Conference Series 1840, no. 1 (2021): 012056. http://dx.doi.org/10.1088/1742-6596/1840/1/012056.
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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.
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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Lee, Kyungmee. "A Phenomenological Exploration of the Student Experience of Online PhD Studies." International Journal of Doctoral Studies 15 (2020): 575–93. http://dx.doi.org/10.28945/4645.
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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.
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Quinn, Brenna L. "Precepted Experiences for Doctoral Student Nurses." Creative Nursing 23, no. 2 (2017): 124–28. http://dx.doi.org/10.1891/1078-4535.23.2.124.
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Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.
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Keller, Franziska, Suzanne Dhaini, Matthias Briel, et al. "How to Conceptualize and Implement a PhD Program in Health Sciences—The Basel Approach." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051877136. http://dx.doi.org/10.1177/2382120518771364.
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Objectives: Over the past decade, several excellent guidelines have been published on how to enhance the quality of PhD education in Europe. Aimed primarily at preparing students for innovative roles in their fields, they include variously structured approaches to curricular offerings, as well as other program components applicable across specialties (eg: supervisor support, scientific conduct, transferable skills). Since 2012, the interdisciplinary PhD Program in Health Sciences (PPHS) at the Faculty of Medicine of the University of Basel in Switzerland has focused on translating these guidelines into a 21st-century health sciences PhD program. Results: The PPHS started in 2012 based on the European Union (EU) guidelines for PhD education. This article describes the resulting interdisciplinary PhD program’s conceptual underpinnings, rationale, structures, and 10 building blocks, like student portfolios, thematic training, interdisciplinary research seminars, student-initiated interdisciplinary activities, financial support of course participation, top-up and extension stipends, PhD supervision, research integrity, alumni follow-up network, and promotional tools including a dedicated website. Students enter from Clinical Research, Medicine Development, Nursing Science, Epidemiology and Public Health including Insurance Medicine, Sport Science (all from the Faculty of Medicine), and Epidemiology (Faculty of Science). Discussion and Conclusion: The Basel PPHS exemplifies state-of-the-art PhD education in Health Sciences based on European guidelines and offers guidance to other groups from conceptualization to rollout of an interdisciplinary health sciences PhD program.
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Schwartz, Bill N., and W. Darrell Walden. "From Doctoral Student To Faculty Member: Ph.D. Project Alumnis Evaluation Of Their Preparedness." Journal of Diversity Management (JDM) 7, no. 1 (2012): 35–46. http://dx.doi.org/10.19030/jdm.v7i1.6934.
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In response to the important issues regarding diversity in business schools and corporate America, the KPMG Foundation established the PhD Project. The PhD Project helps business professionals and recent college graduates earn doctoral degrees in business disciplines and join business school faculty. While the PhD Project has helped increase the number of minority faculty members in business schools, it may be helpful to gather insights from the recent PhD alumni who have received support from the PhD Project. Our study examines attitudes about preparedness of PhD Project alums for their first faculty position after completing their PhD program. Results show that PhD Project alumni and majority PhD alumni (alumni not associated with the PhD Project) felt they were prepared for their first faculty position, but they were not significantly different in their evaluation in most respects. However, to our surprise, majority PhD alumni felt they were better prepared for research than PhD Project alumni. This difference was significant and further analyses showed that younger faculty and those in the ethnic majority were better prepared for research. Both groups considered themselves well prepared for research and teaching. Neither group was as optimistic about being prepared for service responsibilities and the academic climate or politics of an academic career. Our findings show that the PhD Project is necessary to help ensure that minority faculty members are adequately prepared for research and their academic careers.
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Pyrzyńska, Agata. "Selected Problems Regarding the Status of PhD Student." Białostockie Studia Prawnicze 25, no. 4 (2020): 111–24. http://dx.doi.org/10.15290/bsp.2020.25.04.08.
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Abstract The Act of 20 July 2018 Law on Higher Education and Science modifies the system of education of PhD students in a significant way. In this act, the doctoral studies model was abandoned in favor of the doctoral school system. Along with the indicated change, the status of PhD students as a separate academic group was also ordered. Thus, the practice of treating PhD students as quasi-students has been broken. The new education model also provides for a number of institutional guarantees, which should have a pro-quality impact on the education system of future academic staff. The paper discusses selected solutions in this area, paying special attention to the universal scholarship system, the social security system of PhD students and mechanisms of parenthood protection among doctoral students.
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Squires, Allison, Christine Kovner, Farida Faridaben, and Deborah Chyun. "Assessing nursing student intent for PHD study." Nurse Education Today 34, no. 11 (2014): 1405–10. http://dx.doi.org/10.1016/j.nedt.2013.09.004.
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Cartwright, Jon. "Iranian PhD student wins human-rights prize." Physics World 26, no. 11 (2013): 10. http://dx.doi.org/10.1088/2058-7058/26/11/16.
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Ohnishi, Satomi, and Judith Helen Ford. "Student seminar program for improving academic presentation skills for PhD students in science." International Journal for Researcher Development 6, no. 1 (2015): 57–76. http://dx.doi.org/10.1108/ijrd-09-2014-0027.
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Purpose – The study aims to reveal how the students improved their academic presentation skills and the limitations to improvement with or without influences of students’ language backgrounds. Since the career paths of postgraduates have become more diverse in recent years, generic skills training is increasingly included in postgraduate programmes in addition to specific research training. However, PhD education generally adopts a traditional style, often relying on an individual supervisor without the inclusion of specific programmes to improve students’ generic skills. As academic presentation skills are crucial to research and are a generic skill that PhD students in science must acquire, we propose that existing student seminar programmes can be used effectively as an active training programme to improve these skills. Design/methodology/approach – To design effective student seminars, we investigated how PhD students improved their academic presentation skills when opportunities to give regular seminars were provided and students were given detailed scores that measured performance in specific areas of presentation competency. We outline an extensive case study of 95 PhD students who presented at student seminars over a period of six years (2006-2011). Valid data of 73 students were collected, and data of 58 students were used for detailed analysis. Performance in three major factors important to presentation skills: structure, visuals and delivery, were scored for each seminar, and the scores underwent detailed statistical analysis. Findings – Our key findings are that international students obtained better scores than Australian students for their first presentations while Australian students obtained a better score than international in for their second and the later presentations. The improvement of international students is slower than Australian students but occurs at a steadier pace. International students showed difficulty in improving answering questions. Originality/value – This is the first time that a longitudinal study on PhD students’ development of academic presentation skills has been undertaken. Our results revealed how the students improved academic presentation skills and that the limitations to improvement depended on their language backgrounds. We discuss our findings from the viewpoint of student language backgrounds and the process of adaptation to academic culture.
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Bøgelund, Pia, and Erik de Graaff. "The Road to Become a Legitimate Scholar: A Case Study of International PhD Students in Science and Engineering." International Journal of Doctoral Studies 10 (2015): 519–33. http://dx.doi.org/10.28945/2325.
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The purpose of the doctoral education process is to create and legitimize scholarly researchers. This transformation, from student to scholar, is widely discussed in the literature. However, recent rapid changes in university culture have resulted in less time for supervision, stricter completion deadlines, and a greater focus on efficiency and productivity. This has had an impact on this transition process, and this impact has not been widely studied. The aim of this article is to understand the consequences of the current trends for PhD students and the education of PhD students in general. The article is based on interviews with 14 international students from two different research programs at the Faculty of Engineering and Science at Aalborg University in Denmark. The case of international PhD students in a western setting is singled out as a challenging case for becoming a legitimate scholar, since they face the additional challenge of becoming socialised into their new foreign setting. Overall, the study concludes that the transition process of doctoral students is affected by the way different supervisors deal with current university trends and how PhD students fit or do not fit into their knowledge production practices. The study identifies matches or mismatches in a knowledge production perspective, quality of contact, and degree of independence of the PhD student as factors that influence whether a transition process can be marked as sound, troublesome, or lacking. Finally, the study identifies an overall risk of neglecting the more interdependent types of international PhD students. Suggestions are given as how to address this risk.
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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Articles 48, no. 3 (2019): 82–97. http://dx.doi.org/10.7202/1057130ar.
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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Canadian Journal of Higher Education 48, no. 3 (2018): 82–97. http://dx.doi.org/10.47678/cjhe.v48i3.188161.
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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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Watts, Jacqueline H. "Challenges of supervising part-time PhD students: towards student-centred practice." Teaching in Higher Education 13, no. 3 (2008): 369–73. http://dx.doi.org/10.1080/13562510802045402.
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Björkman, Beyza. "“This is not familiar to most people”: navigating peer reviewers’ comments and knowledge construction practices by PhD students in supervision interactions." Journal of English as a Lingua Franca 7, no. 2 (2018): 333–54. http://dx.doi.org/10.1515/jelf-2018-0018.
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Abstract This paper focuses on the under-researched genre of PhD supervision meetings (but see Vehviläinen, Sanna. 2009a. Problems in the research problem: Critical feedback and resistance in academic supervision. Scandinavian Journal of Educational Research 53[2]. 185–201; Vehviläinen, Sanna. 2009b. Student-initiated advice in academic supervision. Research on Language and Social Interaction 42[2]. 163–190; Björkman, Beyza. 2015. PhD supervisor–PhD student interactions in an English-medium Higher Education [HE] setting: Expressing disagreement. European Journal of Applied Linguistics 3[2]. 205–229; Björkman, Beyza. 2016. PhD adviser and student interactions as a spoken academic genre. In K. Hyland & P. Shaw [eds.], The Routledge handbook of English for Academic Purposes, 348–361. Oxon: Routledge; Björkman, Beyza. 2017. PhD supervision meetings in an English as a Lingua Franca [ELF] setting: Linguistic competence and content knowledge as neutralizers of institutional and academic power. Journal of English as a Lingua Franca 6[1]. 111–139) and investigates knowledge construction episodes in PhD students’ discussions with their supervisors on their co-authored papers. In these meetings, all supervisors and students use English as their lingua franca (ELF). Such supervision meetings are made up of “social negotiation” and “collaborative sense-making,” providing a good base for learning to take place (Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press), which in the present context is the “enculturation” of the PhD student into the research community (Manathunga, Catherine. 2014. Intercultural postgraduate supervision: Reimagining time, place and knowledge. New York: Routledge). It is precisely these negotiation and collaborative sense-making practices that the present paper focuses on, in order to investigate knowledge construction practices. While there is an abundance of research in disciplinary knowledge construction and academic literacy practices from cognitive and behavioral sciences, knowledge about novice scholars’ knowledge construction practices is scant in applied linguistics (but see Li, Yongyan. 2006. Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication. Journal of Second Language Writing 15[3]. 159–178). Even less is known about how PhD students may negotiate knowledge construction and engage in meaning-making practices in interaction with their supervisors. The material comprises 11 hours of naturally occurring speech by three supervisors and their students where they discuss the reviewers’ comments they have received from the journal. The predominant method employed here is applied conversation analysis (CA) (Richards, Keith & Paul Seedhouse [eds.]. 2005. Applying conversation analysis. Basingstoke: Palgrave Macmillan), which includes both local patterns of interaction as well as “the tensions between [these] local practices and any ‘larger structures’ in which these are embedded, such as conventional membership categories, institutional rules, instructions, accounting obligations, etc.” (Have, Paul ten. 2007. Doing conversation analysis. London: Sage 199). The analyses here aim to show how the PhD supervisors and students discuss the reviewers’ comments with reference to (i) their own disciplinary community of climate science, and (ii) the domestic discourse community of the target journals (see also Li, Yongyan. 2006. Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication. Journal of Second Language Writing 15[3]. 159–178). The preliminary findings of the analyses show a tendency by the PhD students to focus more heavily on the domestic discourse community of the target journals, especially when justifying their methodological choices. The PhD supervisors, on the other hand, base their meaning-making on the conventions of the disciplinary community of climate science, pointing out broader disciplinary community practices. These findings, highlighting a need to focus on novice scholars’ meaning-making efforts, can be used to inform PhD supervision in general.
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Strokova, T. А. "BUILDING RESEARCH COMPETENCE OF PHD STUDENTS: AN ANALYSIS OF EXPERIENCE OF A PHD SCHOOL." Education and science journal 20, no. 10 (2018): 9–30. http://dx.doi.org/10.17853/1994-5639-2018-10-9-30.
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Introduction.Postgraduate education of the Russian higher school is traditionally considered as a strategic reserve, which provides the continuity of academic and teaching personnel and the efficiency of education of future experts. However, the total number of this key resource of the higher education system, which guarantees its stable functioning and further forward development, has been reduced in recent years. Postgraduate admission has decreased, in particular, pedagogical training programmes. What is most important, the PhD student quality has substantially dropped.Theaimof the present publication was to identify the level of research skills of PhD students of pedagogical specialisation and present the most productive ways for the formation of skills to carry out research activities.Methodology and research methods.The study was based on the ideas of systemic-activity approach, competency-based approach and major provisions of the theory of action. Scientific publications on research projects of PhD students and the concept of “new” post graduate school in the Russian education were analysed. Online survey and questionnaire survey of PhD students, their supervisors and members of dissertation boards were conducted. The assessment of results of research conducted by PhD students, synthesis and description of productive teaching practices and positive pedagogical experience gained at Tyumen State University (TSU) were applied.Results and scientific novelty.Based on the classical interpretation of nature and contents of human activity, a definition of research activity is formulated. It constitutes as the grounds for development of the contents and procedure for the list of research tasks for PhD students to master in order to successfully complete their PhD studies (as yet, the similar register has been compiled and scientifically based only for a bachelor degree). Insufficient competence of many PhD students to organise and conduct an independent scientific and pedagogical search is proved. Unstable components of their research competence are revealed: inability to use the most important elements of the methodology corpus and problems in writing scientific texts. Practically verified methods and means to develop the research competence of PhD students, doctoral candidates, applicants on academic degrees and their research supervisors are described: methodological seminars of the education department, a group analysis of scientific texts for publication, group visits and discussion of open lectures and seminars for teachers of the education department and PhD students, role mini-plays, public preliminary dissertation defense, participation in the events held by the department, etc.Practical significance.Knowledge of the gaps in research competence of PhD students will allow their supervisors to selectively improve the students’ skills, which are necessary for writing and defending the dissertation. Creative application and systematically scientific-pedagogical work will help achieve a significant improvement in building PhD student competence for scientific and teaching activities.
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Russell, Lisa. "Pedagogical Implications for Using a Wiki in Peer-to-Peer Learning Environments." LEARNing Landscapes 11, no. 1 (2018): 233–42. http://dx.doi.org/10.36510/learnland.v11i1.934.
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 The pedagogical potentials and challenges experienced when trying to incorporate the use of a wiki social media site with undergraduate childhood study students are reported. The wiki was introduced to inspire students to engage in student peer-learning, develop their writing skills, and facilitate a PhD student’s developmental teaching beyond the dissertation phase from PhD student to scholar. Although these aims were achieved to a degree, they were reached in unexpected ways. A “community of practice” (Lave & Wenger, 1991) was evident within the actual seminar session space rather than within an online community capacity.
 
 
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Crais, Elizabeth, and Melody Harrison Savage. "Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program." Perspectives of the ASHA Special Interest Groups 5, no. 2 (2020): 463–78. http://dx.doi.org/10.1044/2020_persp-19-00107.
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Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480
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Panchenko, Liubov, and Nataliia Samovilova. "Secondary data analysis in educational research: opportunities for PhD students." SHS Web of Conferences 75 (2020): 04005. http://dx.doi.org/10.1051/shsconf/20207504005.
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The article discusses the problem of using secondary data analysis (SDA) in educational research. The definitions of the SDA are analyzed; the statistics of journals articles with secondary data analysis in the field of sociology, social work and education is discussed; the dynamics of articles with data in the Journal of Peace Research 1988 to 2018 is conducted; the papers of Ukrainian conference “Implementation of European Standards in Ukrainian Educational Research” (2019) are analyzed. The problems of PhD student training to use secondary data analysis in their dissertation are discussed: the sources of secondary data analysis in the education field for Ukrainian PhD students are proposed, and the model of training of Ukrainian PhD students in the field of secondary data analysis is offered. This model consists of three components: theory component includes the theoretic basic of secondary data analysis; practice component contains the examples and tasks of using SDA in educational research with statistics software and Internet tools; the third component is PhD student support in the process of their thesis writing.
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C. Johnson, Paula. "Dissertations and discussions: engineering graduate student research resource use at New Mexico State University." Collection Building 33, no. 1 (2013): 25–30. http://dx.doi.org/10.1108/cb-09-2013-0037.
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Purpose – The aim of this paper is to determine whether the accelerated growth of web content during the years 1989-2011 had an effect on New Mexico State University engineering PhD students' use of the library's collections. The research also solicited direct input from PhD advisors regarding their expectations for and perceptions of present day PhD reference lists. If the collections were being used with less frequency, there would be reason to increase outreach to the engineering graduate student population, as well as to review current engineering collection development policies. Design/methodology/approach – Reference lists from College of Engineering PhD dissertations produced 1989-1991 (pre-web), 1999-2001 (web-emergent), and 2009-2011 (post-web) time periods were analyzed using descriptive statistics. PhD faculty advisors from the College of Engineering were interviewed about their expectations for, and perceptions of, research resources used in PhD dissertations. Findings – The number of resources cited, percentages of type of resource (e.g. book, journal, patent, etc.) and age of citation did not vary substantially over time, although the percentage of journal articles cited to total number of citations per dissertation increased post-web. Some websites were cited in the post-web period, but not in significant numbers. Engineering faculty expressed concerns that some PhD students were not critically evaluating and fully synthesizing the information they were citing in the literature review sections of their dissertations. Originality/value – The results of the citation study provided PhD faculty advisors with the positive news that there appears to be no degradation in the quality of references post-web. However, the expressed faculty interest in seeing some dissertators undertake a more robust analysis of the literature created an outreach opportunity for the engineering librarian: a graduate student workshop in how to use the library collections to perform a thorough survey of the relevant research in order to write an effective literature review.
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Chakraverty, Devasmita. "PhD Student Experiences with the Impostor Phenomenon in STEM." International Journal of Doctoral Studies 15 (2020): 159–79. http://dx.doi.org/10.28945/4513.
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Aim/Purpose: This US-based study explored various facets of impostor phenomenon experienced during PhD training in science, technology, engineering, and mathematics (STEM). Specifically, the purpose of this research was to identify certain experiences that trigger this phenomenon. Background: Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. It is characterized by the notion that one has fooled others into overestimating their ability, not attributing one’s accomplishments to ability, and living with the fear of being discovered as a fraud. Methodology: Data were collected using convenience and snowball sampling. Qualitative, semi-structured interviews from 90 PhD students were analyzed thematically. Contribution: Study findings contribute to a less-understood area of what constitutes triggers for the impostor phenomenon among PhD students in STEM fields. Findings: Participants described the following themes that triggered impostor phenomenon during PhD training: 1) Progress and public recognition, 2) Comparing oneself with others, 3) Developing skills: public speaking and scientific writing. 4) Application of new knowledge, and 5) Asking for help. Recommendations for Practitioners: PhD faculty, mentors, advisers, and administrators should be cognizant of the triggers that could give rise to the impostor phenomenon among their students. Professional development activities for students could focus on earlier and more rigorous training for improving scientific communication. Recommendation for Researchers: Future research should continue to explore if other stakeholders in academia such as postdoctoral trainees and faculty also experience similar stress due to the impostor phenomenon. Impact on Society: Institutes of higher education should continue to focus on improving student mental health and retention rates, alleviating some of the PhD training stressors by designing interventions that improve students’ mindset and self-efficacy. Future Research: Findings point to avenues for further research on how to support those with impostor phenomenon. Future research could explore the topic in other disciplines outside STEM and examine if long-term interventions could mitigate impostor-feelings, including the nature and length of interventions that could be helpful.
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Capello, Sarah. "Leveraging PhD Students to Support EdD Dissertation Writing." Impacting Education: Journal on Transforming Professional Practice 5, no. 3 (2020): 8–13. http://dx.doi.org/10.5195/ie.2020.110.
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Doctoral faculty have long advocated for writing support for doctoral candidates during the dissertation stage. However, schools of education often fail to provide organizational supports to assist struggling dissertators. EdD students in CPED institutions may need additional supports due to shorter time-to-degree programs and full-time work commitments. This paper reports how one PhD student in a CPED institution acted as a dissertation consultant for 35 EdD dissertators and successfully guided them through their dissertations. The author examines how her background in composition, experiences in education research, and willingness to address socio-emotional needs contributed to this success and argues that PhD students with similar backgrounds can take up dissertation consulting work in schools of education as an organizational support for EdD dissertators. The mutual benefits of engaging in this work are discussed as is the potential for school-university partnerships stemming from PhD-EdD student collaboration during doctoral study.
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Vince, Russ. "Experiencing Emotion in Conducting Qualitative Research as a PhD Student." Journal of Management Education 44, no. 4 (2020): 508–23. http://dx.doi.org/10.1177/1052562920910170.
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This article explores doctoral students’ emotional experience as they learn about conducting qualitative research. Emotions emerging from a shared learning experience provided doctoral students with opportunities to reflect on their experience as qualitative researchers and on the practice of qualitative research. Explicit links are made between students’ learning how to do research and their research as learning, to provide an example of experiential and engaged teaching practice within a doctoral program in management. A study of a module on qualitative research focused on the emotional experience of being a doctoral student, captured a range of emotions, and offered students the opportunity to understand the importance and value of emotional reflexivity within their qualitative research.
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Hands, Africa S. "What’s your type? An examination of first-year doctoral student motivation." Education for Information 36, no. 4 (2020): 371–87. http://dx.doi.org/10.3233/efi-200373.
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Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.
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Fisher, Monica, Violet Nyabaro, Ruth Mendum, and Moses Osiru. "Making it to the PhD: Gender and student performance in sub-Saharan Africa." PLOS ONE 15, no. 12 (2020): e0241915. http://dx.doi.org/10.1371/journal.pone.0241915.
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Women’s underrepresentation in science, technology, engineering, and mathematics (STEM) impedes progress in solving Africa’s complex development problems. As in other regions, women’s participation in STEM drops progressively moving up the education and career ladder, with women currently constituting 30% of Africa’s STEM researchers. This study elucidates gender-based differences in PhD performance using new survey data from 227 alumni of STEM PhD programs in 17 African countries. We find that, compared to their male counterparts, sampled women had about one less paper accepted for publication during their doctoral studies and took about half a year longer to finish their PhD training. Negative binomial regression models provide insights on the observed differences in women’s and men’s PhD performance. Results indicate that the correlates of publication productivity and time to PhD completion are very similar for women and men, but some gender-based differences are observed. For publication output, we find that good supervision had a stronger impact for men than women; and getting married during the PhD reduced women’s publication productivity but increased that of men. Becoming a parent during the PhD training was a key reason that women took longer to complete the PhD, according to our results. Findings suggest that having a female supervisor, attending an institution with gender policies in place, and pursuing the PhD in a department where sexual harassment by faculty was perceived as uncommon were enabling factors for women’s timely completion of their doctoral studies. Two priority interventions emerge from this study: (1) family-friendly policies and facilities that are supportive of women’s roles as wives and mothers and (2) fostering broader linkages and networks for women in STEM, including ensuring mentoring and supervisory support that is tailored to their specific needs and circumstances.
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Eaton, Linda H., Debra B. Gordon, and Ardith Z. Doorenbos. "Innovation in Learning: PhD and DNP Student Collaborations." Journal of Nursing Education 56, no. 9 (2017): 556–59. http://dx.doi.org/10.3928/01484834-20170817-08.
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Perry, Amanda, and Nick Hammond. "Systematic Reviews: The Experiences of a PhD Student." Psychology Learning & Teaching 2, no. 1 (2002): 32–35. http://dx.doi.org/10.2304/plat.2002.2.1.32.
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Manathunga, C., and P. Lant. "How Do We Ensure Good PhD Student Outcomes?" Education for Chemical Engineers 1, no. 1 (2006): 72–81. http://dx.doi.org/10.1205/ece.05003.
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Jervis, Sue. "A former PhD student remembers professor Simon Clarke." Psychoanalysis, Culture & Society 25, no. 1 (2020): 88–90. http://dx.doi.org/10.1057/s41282-019-00152-6.
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Mahns, Wolfgang. "Searching and Researching PhD–Student in Music Therapy." Norsk Tidsskrift for Musikkterapi 4, no. 2 (1995): 76–82. http://dx.doi.org/10.1080/08098139509477851.
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Preston, Jane P., Marcella J. Ogenchuk, and Joseph K. Nsiah. "Peer mentorship and transformational learning: PhD student experiences." Canadian Journal of Higher Education 44, no. 1 (2014): 52–68. http://dx.doi.org/10.47678/cjhe.v44i1.182924.
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 The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.
 
 
 
 
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Snyder, Rachel. "Los Recuerdos de la Maestra Turned PhD Student." Anthropology & Education Quarterly 48, no. 4 (2017): 374–75. http://dx.doi.org/10.1111/aeq.12218.
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Maphosa, Cosmas, and Newman Wadesango. "Exploring Student-specific Factors Affecting PhD Theses Completion." Journal of Communication 7, no. 1 (2016): 118–26. http://dx.doi.org/10.1080/0976691x.2016.11884890.
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Sallis, Rosie. "Day in the life: …of a PhD student." Biochemist 24, no. 4 (2002): 9–10. http://dx.doi.org/10.1042/bio02404009.
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Hannam-Swain, Stephanie. "The additional labour of a disabled PhD student." Disability & Society 33, no. 1 (2017): 138–42. http://dx.doi.org/10.1080/09687599.2017.1375698.
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Eaton, Linda H., Debra B. Gordon, and Ardith Z. Doorenbos. "Innovation in Learning: PhD and DNP Student Collaborations." Journal of Nursing Education 56, no. 9 (2017): 556–59. http://dx.doi.org/10.3928/01484834-20178017-08.
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Cunningham-Williams, Renee M., Ellie Wideman, and LaShawnda Fields. "Ph.D. Student Development: A Conceptual Model for Research-Intensive Social Work PhD Programs." Journal of Evidence-Based Social Work 16, no. 3 (2019): 278–93. http://dx.doi.org/10.1080/26408066.2019.1588820.
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L. Orellana, Martha, Antònia Darder, Adolfina Pérez, and Jesús Salinas. "Improving Doctoral Success by Matching PhD Students with Supervisors." International Journal of Doctoral Studies 11 (2016): 087–103. http://dx.doi.org/10.28945/3404.
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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.