Relevant bibliographies by topics / PhD students

Contents

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

Academic literature on the topic 'PhD students'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "PhD students"

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ROPER, D. I. "PhD students." Nature 344, no. 6261 (1990): 10. http://dx.doi.org/10.1038/344010c0.

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Fotios, Steve. "Opinion: Supporting PhD students." Lighting Research & Technology 54, no. 3 (2022): 198. http://dx.doi.org/10.1177/14771535221102479.

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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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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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Allen, Barry J. "A note to PhD students." Bangladesh Journal of Medical Physics 6, no. 1 (2014): 1–2. http://dx.doi.org/10.3329/bjmp.v6i1.19750.

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Ginsberg, Daniel. "PhD Students Talk about Jobs." Anthropology News 58, no. 3 (2017): e187-e189. http://dx.doi.org/10.1111/an.447.

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Penny, Christopher. "Professional Internships for PhD Students." Biochemist 37, no. 3 (2015): 44–45. http://dx.doi.org/10.1042/bio03703044.

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According to NIH statistics, only 8% of people that begin a biology PhD in the USA become tenure-track faculty members. Anecdotally, this number can vary between 1 and 10%, depending on the institution and field. For those young scientists who want a career within academia, these statistics can be both daunting and depressing. For those who can't wait to leave, or for those who choose to leave with perhaps less enthusiasm, there is a world of opportunities in a diverse range of sectors. However, many non-academic jobs require experience or skills that are difficult to obtain or apply while studying for a PhD. Recently, the research councils within the UK, and in particular the Biotechnology and Biological Sciences Research Council (BBSRC), have made some large investments to provide PhD students with additional skills and experience beyond their academic work.
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Guinnessy, Paul, and Matin Durrani. "Grant boost for PhD students." Physics World 11, no. 9 (1998): 7. http://dx.doi.org/10.1088/2058-7058/11/9/6.

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Durrani, Matin. "PhD blues." Physics World 36, no. 3 (2023): 15. http://dx.doi.org/10.1088/2058-7058/36/03/18.

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Naidoo, Devika. "Understanding non-traditional PhD students habitus – implications for PhD programmes." Teaching in Higher Education 20, no. 3 (2015): 340–51. http://dx.doi.org/10.1080/13562517.2015.1017457.

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Dissertations / Theses on the topic "PhD students"

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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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Mikhnenko, Galyna. "Difficulties in foreign languages teaching to PhD students." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13096.

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Ives, Glenice 1947. "The PhD supervisory relationship and process." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8692.

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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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Martek, Marian Jazvac. "Emerging academic identities : how education PhD students experience the doctorate." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=105371.

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The purpose ofthis qualitative, multi-case, and longitudinal study was to examine how doctoral students’ experiences of the doctorate influence their emerging academic identities. The development of academic identities is often alluded to in higher education research as the heart of the doctoral pursuit. There is, however, little information on how the activities of the doctorate, particularly everyday student experiences, contribute to the emergence of academic identities. The guiding framework for this study was a social-psychological role identity perspective, blended with elements of Activity Theory. Through this combined view, identity is constructed through and embedded in interpersonal relationships, with identity emerging as a property of interactions with others. Data for the study were collected over a two year period. Nine Education doctoral students participated by tracking their experiences for a particular week every month across four academic semesters (15 months) and then discussed these in interviews at the end of each year. These students were selected from a larger sample based on their explicit aim to pursue academic careers upon completion of their degrees. [...]<br>Cette étude de cas multiples, à la fois qualitative et longitudinale, a permis d’examiner chez des doctorants comment l’expérience au quotidien de leur programme d’études influençait l’émergence d’une identité universitaire. Dans le domaine des recherches portant sur l’enseignement supérieur, on réfère souvent au développement d’une identité universitaire comme étant au coeur même de l’expérience doctorale. Il existe toutefois peu d’informations qui précisent comment les activités inhérentes au doctorat, notamment les expériences vécues au quotidien par les doctorants, contribuent à l’émergence de cette identité universitaire. Le cadre d’analyse de cette recherche s’est élaboré autour d’une perspective socio-psychologique du rôle identitaire amalgamée avec des éléments de la théorie de l’activité humaine. Examinée de ce double point de vue, l’identité se construit au fil des relations interpersonnelles et s’y intègre. L’identité se révèle ainsi comme une propriété des relations avec les autres personnes. Les données de cette étude ont été amassées sur une période de deux ans. Chaque mois, l’expérience quotidienne de neuf doctorants en éducation était documentée pendant une semaine complète. À la fin de chaque année scolaire, ces expériences ont été discutées dans le cadre d’entrevues. Ces doctorants ont été sélectionnés à partir d’un échantillon plus large d’étudiants au doctorat en raison de leur intention explicite de s’engager dans une carrière universitaire à la fin de leur programme d’études. [...]
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Yang, Chunyan. "Learning Strategy Use of Chinese PhD Students of Social Sciences in Australian Universities." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366475.

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Extensive research into students’ learning strategy use in classroom settings has convincingly established that effective use of learning strategies enables learners to take responsibility for their own learning, promotes learner autonomy, and positively relates to students’ academic performance. However, little research has systematically examined the learning strategy use of PhD students. Consequently, relatively little is known about how students carry out their doctoral learning, in which learner autonomy is of paramount importance. Even less is known about Chinese PhD students in Australian universities and how they cope with independent doctoral study. Few investigations have explicitly focused on the learning processes of this student cohort, and anecdotal evidence has often described Chinese school and university students as passive, dependent and reproductive learners, even though empirical studies assert otherwise. To better understand the learning processes of Chinese PhD students in Australian universities, this study examines their learning strategy use and the factors influencing their application of learning strategies. Using qualitative research methods, which focused on understanding the phenomenon from the students’ perspectives within the context, this study collected interview data from a group of Mainland Chinese PhD students of social sciences. Computer assisted qualitative analysis was performed to provide an in-depth, grounded understanding of the students, their interactions with the learning environment, and their learning processes. This study shows that the investigation of learning strategies is a powerful tool to reveal how PhD students develop autonomy in the doctoral learning process. The results show that the students adopted a range of learning strategies to improve their learning efficiency, to enhance their self-teaching, and to facilitate development of their research competence. Despite the commonalities in their learning strategy use, the students exhibited significant individual differences in applying specific learning strategies, which were determined by their personal qualities, their perceptions of learning contexts, and the demands of the research tasks. This reveals the idiosyncrasies in the learning behaviours of this group of Chinese students and their learner autonomy. This study demonstrates that theoretical and methodological preparation for PhD study was the most significant influence on the students’ learning experience. By applying effective learning strategies, the students who encountered problems of theoretical deficiency, insufficient methodological knowledge, and underdeveloped research skills were able to develop their knowledge and enhance their research competence through the actual process of doing the research. Nevertheless, it appears that methodological training and support were needed to assist them in further enhancing their learning efficiency. The findings of this study reveal that this group of Chinese PhD students were autonomous learners and their application of learning strategies was a result of dynamic interactions between their personal variables and the contextual demands. This study lends support to the argument that, in cross-cultural settings, it is constructive to develop a contextualised understanding of students’ learning behaviours. Furthermore, from the students’ perspective, supervisors who understand them as individuals at the personal level are better able to assist them in learning. Within the stated limitations, this study recommends that future research on Chinese PhD students’ learning strategy use incorporates the perspectives of both students and their supervisors and involves their counterparts from other ethnic backgrounds in order to further understand the effects of cultural differences on their learning strategy use.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Cognition, Language and Special Education<br>Full Text
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齋藤, 芳子, and Yoshiko SAITOH. "Career Development Skills Training for PhD Students and Graduates in Japan." 名古屋大学高等研究教育センター, 2012. http://hdl.handle.net/2237/16416.

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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.

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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.
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Mallow, Stefanie. "Between Dark Days and Light Nights : International PhD Students’ Experiences in Uppsala." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313651.

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Analysing what it means being neither immigrant nor tourist in a foreign country, this thesis looks at the experiences of international PhD students and their supervisors in the Swedish university town Uppsala. The Faculty of Science and Technology of Uppsala University and the Swedish University of Agricultural Sciences (SLU) are the universities studied. Based on anthropological methods, this thesis focuses on the individual actors as they attempt to match the objective of doing a PhD while at the same time being in a different country. Using practice theory, the study highlights that the experiences of international PhD students and the people working with them vary greatly from PhD student to PhD student. Yet, almost all undergo a certain form of self-formation and adjustment process to match the requirements of not only their host country, but also the international field of science they attempt to enter. Being connected to other people in similar situations can help them adapt to this new environment, and many international PhD students join communities of practice. I argue that most develop an internationally recognised habitus, which helps them being recognised by the international community. The habitus can further, under certain circumstances, become partially conscious.
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Varley, Amanda. "Coaching in the Collective: How Group Coaching Affects the Progress and Well-being of PhD Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1607688379342405.

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Books on the topic "PhD students"

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@adistorderedmind_zines. PhD Life in a Pandemic. @adistorderedmind_zines, 2020.

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Khoo-Lattimore, Catheryn. Conversations with academics: Secrets of promising PhD scholars revealed. Enzed Pub. House, 2011.

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Savage, M. Stress in female and male PhD students: A comparative study. UMIST, 1993.

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University of Surrey. Department of Educational Studies. Resource center catalogue: Students' theses MSc/MPhil/Phd 1971-1987. University of Surrey, 1987.

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N, Lear Robert, and Institute for Research in History (New York, N.Y.), eds. Corporate PhD: Making the grade in business. Penguin, 1987.

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Waring, Marilyn, and Kate Kearins. Thesis survivor stories: Practical advice on getting through your PhD or Masters thesis. AUT Media, 2011.

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Salman, Pugh Derek, ed. How to get a PhD: A handbook for students and their supervisors. 4th ed. Open University Press, 2005.

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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. 3rd ed. Open University Press, 2000.

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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. Open University Press, 1987.

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Institute of Chartered Accountants of Scotland., ed. Accountancy and finance research study in Scottish universities: A guide for PhD students. Institute of Chartered Accountants of Scotland, 2001.

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Book chapters on the topic "PhD students"

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Chen, Shen, and Thi Thuy Le. "International PhD students." In The TESOL Research Training Journey. Routledge, 2021. http://dx.doi.org/10.4324/9781003015567-31a.

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Grant, Wyn, and Philippa Sherrington. "Supervising and Examining PhD Students." In Managing your Academic Career. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20860-5_5.

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Helliwell, John R. "How to Supervise PhD Postgraduate Students." In Skills for a Scientific Life. CRC Press, 2016. http://dx.doi.org/10.1201/9781315394428-27.

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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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Fernandez, Frank, Hyun Kyoung Ro, Miranda Wilson, and Veronica Crawford. "The Pathway to the PhD." In An Asset-Based Approach to Advancing Latina Students in STEM. Routledge, 2020. http://dx.doi.org/10.4324/9781003002758-5.

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Wisker, Gina. "Supporting students towards a successful PhD viva." In The Good Supervisor. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02423-7_20.

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Landoy, Ane, Natalia Cheradi, and Angela Repanovici. "Moldovan and Norwegian PhD-Students’ Information Needs." In Communications in Computer and Information Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14136-7_36.

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Alladi, Krishnaswami, John R. Klauder, and Calyampudi R. Rao. "List of PhD Students of Alladi Ramakrishnan." In The Legacy of Alladi Ramakrishnan in the Mathematical Sciences. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6263-8_7.

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Yang, Yibo, and Judith MacCallum. "Doing a STEM PhD abroad." In Chinese Students and the Experience of International Doctoral Study in STEM. Routledge, 2022. http://dx.doi.org/10.4324/9781003258841-4.

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Clemente, Pedro J., Miguel A. Pérez, Sergio Lujan, and Hans Reiser. "Workshop for PhD Students in Object Oriented Programming." In Object-Oriented Technology. ECOOP 2003 Workshop Reader. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-25934-3_6.

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Conference papers on the topic "PhD students"

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Gerrard, Daniel. "Investigating Stance Expression by Czech Phd Students and Expert Writers: A Pilot Interview Study." In Výzkum v didaktice cizích jazyků. Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0534-2023-8.

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This paper reports on a pilot study investigating the use of stance features in academic writing by Czech PhD students and expert writers. Semi-structured interviews were conducted with a PhD student and an academic to better understand their views on stance expression and the perceived needs of PhD students. Some adjustments to the content and format of the interviews are suggested for a future study
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Zapletalová, Petra. "The Criminal Commissions at the National Committees in Czechoslovakia." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-17.

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This contribution aims to describe and analyse the criminal commissions at the national committees in Czechoslovakia during the socialism. The first part of the text is devoted to the features and various parts of the National Committees, especially in the 1950s to 1970s. The second part of this contribution defines the Criminal Commissions at the National Committees with the focus on the importance of their existence and their criminal administrative proceedings against citizens. The next part of the paper presents a selection of cases that were adjudicated by the local national committee in the Brno-venkov district. The conclusion of the article considers the questions of whether the Criminal Commissions at the National Committees properly and lawfully sanctioned offences and may be regarded as the appropriate authorities for the protection and education the socialist society in Czechoslovakia.
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Löbling, Zuzana. "The Struggle for Justice: Post-WWII Restitution of Richard Morawetz’ Art Collection." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-14.

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This paper examines the post-WWII restitution efforts for the significant art collection of Richard Morawetz, which was deposited in the National Gallery Prague in 1939. Following the family’s escape from Czechoslovakia to avoid Nazi persecution, Richard Morawetz engaged in a legal battle after the war to reclaim his art collection. Although his ownership was legally recognised, the artworks remained in the gallery’s vaults and were officially confiscated by the state in the 1960s. This research paper focuses on the immediate post-war restitution efforts, detailing the court proceedings and illustrating how state institutions misused laws, specifically Restitution Act No. 128/1946 Coll. and Standing Committee Measure No. 255/1938 Coll., along with alleged tax arrears, in order to retain control over the art pieces. The paper is part of the Charles University SVV No. 260 621 and contributes to a dissertation project on looted art restitution in the Czech Republic.
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Novák, Jakub. "Special Court Martial of General Radola Gajda." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-9.

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Immediately after the Czechoslovak legionnaires got involved in the Russian Civil War, a legal confusion arose in their ranks. Although their own military courts were slowly being established, the Czechoslovak Army Corps was fragmented throughout Siberia into several groups that were in minimal contact with each other and in varying states of organization. The commander of one of these groups was the ambitious officer Radola Gajda who, depending on whether we believe the testimony of his officers or not, either did not receive or ignored the order to create a unified court system and instead created his own, the so-called Special Court Martial. This paper deals with the functioning of this specific judicial body, which became known for the arbitrariness of its decisions and draconian punishments. The result of an investigation that was later ordered to clarify the courts legitimacy and mitigate some of the punishments will also be described.
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Šplíchal, Adam. "Legal Regulation of Collectivisation and its Implementation on the Example of a Particular Family." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-16.

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In everyday life, one encounters the term farmer or peasant mainly in the designation of quality products or when referring to something as wise or clever. However, few people realize the turmoil of the fate of the original bearers of this designation stemming from the peasant class. Today, more than 60 years after the end of the most intense persecution of its members, we still know very little about the tragedy. However, this is not due to a lack of professional or popular bibliography, this chapter of our history has simply been forgotten. The eye of the 21st century has already become accustomed to the large cooperative complexes on the outskirts of villages, as well as to the many hectares of fields that make up our countryside. And yet our grandmothers still experienced getting up early every day to the cows or manually cultivating the land, most rural families worked in agricultural production. A few decades later, the Moravian and Czech countryside is completely different. The trauma that the generation of persecuted people has passed on from generation to generation has had a significant influence on this, as has the stubbornness of the former initiators of the persecution.
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Schlachta, Boglárka. "The Disciplinary Cases of the Judges Regarding the Judicial Practice... of the (Royal) Court of Appeal of Budapest (1936–1950)." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-12.

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At the beginning of the indicated time period the disciplinary liability of the judges was governed by Act III of 1936 in Hungary. In the course of my research, I analyse the corresponding judicial practise from 1936 to 1950 based on the sources in the Capital Archives of Budapest. I observed the judicial practice of the disciplinary council of the Royal Court of Appeal of Budapest. During the processing of the cases, I categorized the disciplinary cases according to the subject of the proceedings. As per this categorization, the following ones shall be highlighted: breach of official duty, insulting or endangering the authority of the judges, cases initiated by private prosecution, cases remained in the supervisory inquiry stage, and the cases of judges who were sentenced to loss of office. Act XXII of 1948 entered into force introducing changes in the disciplinary liability that reflected to the transforming zeitgeist. According to several literature standpoints, the disciplinary offence and disciplinary sanction ceased to exist from this point. Therefore, during my research I paid particular attention to the disciplinary cases initiated between 1948 and 1950.
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7

Horvath, Fabian. "The Judicial Practice of Hungarian People’s Courts in the Trials of Certain Administrative Officials 1945–1950." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-13.

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This study aims to present some of the proceedings against public officials in the Hungarian People’s Court and examine whether the jurisprudence of the People’s Court panels in these cases differed significantly. Numerous excellent academic works have been written on the general perception of People’s Courts, the dogmatic analysis of the judiciary, and the most famous trials. What is lacking, however, is an analysis of the trials of the people’s courts from the perspective of proceedings against civil servants of the “ancien regime”, which were specifically used as a tool for communist positioning. In this study, I will explain the development of the Hungarian People’s Courts and its procedural rules. I will describe and examine the essence of some criminal cases brought against Horthy-era public officials in the People’s Court, highlighting typical procedural violations and political decisions. I have classified the trials covered by this research into two categories: trials against municipal officials and chief bailiffs.
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Encheva, Ivona. "Some Problems of Exceptio in Roman Law." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-3.

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The exceptio in Roman Law is an institute, which raises many questions. At first introduced by the praetor in order to protect the interest of the defendant, it becomes a legal remedy of great importance. A lot of different versions and types of exceptions emerge, depending on the actio they counter. However, we observe lack of information, concerning the exceptio’s nature and characteristics as a whole, and while we owe that to the well-known abstractness of Roman jurists, a need for systematization appears, in order to better our understanding of the Roman law and procedure.
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Binder, Michael. "Premature Debt Repayment Then and Now. A comparison of D. 12.6.10 and § 1434 ABGB." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-1.

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In certain cases, the debtor is not forced to make the payment immediately because either the payment or the obligation is deferred. In such cases, the creditor cannot immediately enforce his claim. However, if the debtor makes a premature payment to the creditor by mistake, it is questionable whether he can claim this payment back from the creditor with a condictio indebiti. Such an action seems problematic because after the lapse of the deferral, the debtor would have to pay that which he received from the creditor back to the creditor. In this article, cases with a premature debt repayment in Roman law and Austrian civil law are analysed.
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Kabát, Jan. "Lay Participation in the Law-Making on the Example of Czechoslovak Codification during the Legal Biennial." In International Legal History Meeting of PhD Students. Masaryk University Press, 2024. https://doi.org/10.5817/cz.muni.p280-0628-2024-15.

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This contribution examines the involvement of laypersons in the legislative process in Czechoslovakia during the Legal Biennial, which was the recodification process after the 1948 Czechoslovak coup d’état to implement the new people’s democratic law. The contribution focuses on how laypeople, particularly workers and members of mass organizations, were integrated into the drafting of new laws under the newly established communist regime. It explores the ideological motives behind this inclusion, aimed at reflecting the class-based nature of socialist law, while also highlighting the practical challenges faced during the codification process. Despite these challenges, the involvement of laypeople led to many benefits with direct impacts on the legislative level of the recodified laws, that contribution also identifies.
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Reports on the topic "PhD students"

1

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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Silverman, David. Writing Up a Qualitative PhD. Instats Inc., 2024. http://dx.doi.org/10.61700/6s3089uoego8j987.

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This workshop, led by senior professor David Silverman, is a transformative academic writing seminar designed to equip PhD students, professors, and researchers with the skills to effectively present their qualitative research and to supervise other researchers. It is based on professor Silverman's bestselling textbook Doing Qualitative Research, now in its 6th edition, as well as the many one-on-ones he has had with PhD students and colleagues during workshops across the world.
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Iatsyshyn, Andrii, Anna Iatsyshyn, Valeriia Kovach, et al. Application of Open and Specialized Geoinformation Systems for Computer Modelling Studying by Students and PhD Students. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4460.

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The article contains research on use of open and specialized geoinformation systems to prepare students and postgraduates on specialties: 101 “Environmental Sciences”, 103 “Earth Sciences”, 122 “Computer Sciences”, 183 “Environmental Technologies”. Analysis of the most common world open geoinformation systems is done. Experience of geoinformation systems use for students and postgraduates teaching for different specialties is described. Predominant orientation towards the use of geoinformation systems in educational process is determined based on the analysis of scientific publications and curricula of the most popular Ukrainian universities. According to the authors the material that is given narrows knowledge and skills of students and postgraduates, particularly in computer modeling. It is concluded that ability of students and postgraduates to use geoinformation systems is interdisciplinary. In particular, it develops knowledge and skills in computer modeling of various processes that may arise in the further professional activity. Examples of professional issues and ways to solve them using geoinformation systems are given. Recommendations are given on the use of open and specialized geoinformation systems in the educational process. It is recommended to use both proprietary (ArcGis, MapInfo) and open GIS (uDIG, QGIS, Whitebox GAT) to teach students. Open GIS (uDIG, QGIS, Whitebox GAT) and specialized (Modular GIS Environment, GEO + CAD, GeoniCS, AISEEM) can be used to teach both students and postgraduates.
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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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Nardon, Luciara. Qualitative Interviews: From Theory to Practice. Instats Inc., 2024. http://dx.doi.org/10.61700/gh11drxh3ouyw1420.

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This seminar provides essential training in qualitative interviews for PhD students, professors, and researchers, focusing on preparing effective questions, reflective interviewing, and analyzing qualitative data. Participants will gain skills in working with symbols, metaphors, and visual data, ensuring their research is rigorous and impactful. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers ECTS Equivalent points.
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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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Silverman, David. Credible Qualitative Research. Instats Inc., 2023. http://dx.doi.org/10.61700/qyww40gn48lun469.

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

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Qualitative research is often judged as if it were quantitative, with various critiques such as small sample sizes that can lead to the critique that it is not credible. This seminar offers a way to conceptualise and maximise the credibility of qualitative research in the context of a world that increasingly favours quantitative studies. The seminar is relevant to PhD students and post-PhD researchers who want to do qualitative research and to write it up rigorously and effectively. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.
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Corrigan, Jack, James Dunham, and Remco Zwetsloot. The Long-Term Stay Rates of International STEM PhD Graduates. Center for Security and Emerging Technology, 2022. http://dx.doi.org/10.51593/20210023.

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This issue brief uses data from the National Science Foundation’s Survey of Doctorate Recipients to explore how many of the international students who earn STEM PhDs from U.S. universities stay in the country after graduation. The authors trace the journeys that these graduates take through the immigration system and find that most remain in the United States long after earning their degrees.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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