To see the other types of publications on this topic, follow the link: PhD students.
Dissertations / Theses on the topic 'PhD students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'PhD students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Yang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.
Full textAbstract:
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.
2
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.
Full text
3
Ives, Glenice 1947. "The PhD supervisory relationship and process." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8692.
Full text
4
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.
Full text
5
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.
Full textAbstract:
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. [...]
6
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.
Full textAbstract:
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
7
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.
Full text
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full text
11
Anderson, Tim. "Negotiating academic discourse practices, ideologies, and identities : the socialization of Chinese PhD students." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57444.
Full textAbstract:
The internationalization of Canadian universities and the rising number of students who speak English as an additional language have greatly influenced higher education in the country. A central component of this change involves the ways incoming students are able to negotiate the academic discourse practices, identities, ideologies, and communities that are essential for success. Against such a backdrop, this dissertation explores the academic discourse socialization of seven foreign Chinese PhD students in the faculties of arts and education at a major Canadian research university. This study draws on the theoretical frameworks and constructs of language socialization (Duff, 2007a, 2010a; Ochs, 1986; Ochs & Schieffelin, 1984, 2012), transnationalism (Duff, 2015; Ong, 1993, 1999; Vertovec, 2009), internationalization (Altbach & Knight, 2007; de Wit, 2002; Marginson, 1999), and panopticism (Foucault, 1995). A multiple case study method was used to address the various sources of socialization and their outcomes in terms of the students’ academic trajectories. The primary data sources include semi-structured interviews conducted near the start and end of the study period, narrative accounts produced by each participant charting their academic writing experiences, and voluntarily submitted academic texts that contained varying degrees and types of written feedback.
This study provides insight into the diverse and influential sources of internal and external socialization that affect second language students’ academic discourse practices, identity and ideological (re)negotiation, and community integration. Although much prior case study research involving similar populations has concentrated primarily on students’ deficits and perceived or actual barriers to success, this study largely uncovered the opposite characteristics and experiences of its doctoral participants: students who were resilient, grounded, and exceedingly talented in the face of considerable adversity, and who exemplified strategies and positionalities conducive to achieving their desired goals. In some cases, however, insufficient or undesirable academic support provided to the students resulted in missed opportunities to improve academic language and literacy practices and subsequent socialization into discourses and communities. These stories of both success and neglect, and the socialization that did or did not occur, are of pedagogical and theoretical importance in determining best practices in doctoral student support and education.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
12
Lariviere, Vincent. "A bibliometric analysis of Quebec's PhD students' contribution to the advancement of knowledge." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92362.
Full textAbstract:
Graduate students are an important part of the academic workforce. However, little is known on their overall contribution to science. Using the participation in Web of Science indexed peer-reviewed publications of the complete population of doctoral students in Quebec over the 2000-2007 period (N=27,393), this thesis achieves three main contributions to the advancement of knowledge in the fields of information science, sociology of the scientific community and sociology of higher education.<br>The first contribution is a technical one and involves the creation of an algorithm that allows the automatic attribution of a large proportion of individual researchers' papers. Indeed, using the patterns found in Quebec university researchers' use of keywords, cited references and discipline of publication, the algorithm automatically attributes or rejects at least one scientific paper to 88% of doctoral students.<br>The second contribution is to provide a large-scale analysis of doctoral students' socialization to research, using the percentage of doctoral students who have published at least one paper during their program as an indicator. It shows that this integration varies greatly among disciplines, with students in the natural and medical sciences being more integrated into research than their colleagues of the social sciences and humanities. Collaboration is an important component of this socialization: disciplines in which student-faculty collaboration are higher are also those in which doctoral students are the most integrated into research. Access to research funds also influences doctoral students participation in peer-reviewed papers, as specialties where professors receive greater research funds are also those where students are the most likely to publish. Although the papers to which doctoral students contribute are most often written in collaboration, they are less likely to be the result of international collaboration. Such socialization to research is also positively linked with students' degree completion and the likelihood of a subsequent career in research.<br>Finally, the third contribution of this thesis is to measure the percentage of the research output of the research system produced by doctoral students. It provides evidence that, for all disciplines combined, PhD students account for 33% of the publication output of the province, a percentage that is considerably higher than that of Quebec hospital researchers taken together and more than 5 times higher than that of federal and industrial researchers of the province. In terms of scientific impact, papers to which doctoral students have contributed obtain significantly lower citation rates than other Quebec papers to which they have not contributed, although the average impact factor of the journals in which they publish is significantly higher. This suggests that the scientific impact of doctoral students' papers may suffer from a Matthew Effect, the sociological phenomenon observed by which recognition for discoveries is more easily attributed to well known scientists than to others less known.<br>Overall, this interdisciplinary thesis provides a significant insight into the extent, the context and the effect of socialization to research in the PhD curriculum, as well as a better understanding of the importance of doctoral students' scientific contributions within Quebec's research system. These findings should be of great interest to university administrators as well as for research councils and the science policy community in general.<br>Les étudiants gradués comptent pour une part importante de la main d'uvre académique. Toutefois, nous ne savons que très peu de choses sur leur contribution globale à l'avancement des connaissances. À partir des articles publiés dans des revues à comités de pairs et indexés dans le Web of Science par la population complète des étudiants au doctorat au Québec entre et 2000 et 2007 (N=27,393), cette thèse effectue trois contributions principales à l'avancement des connaissances en sciences de l'information et en sociologie de la communauté scientifique et de l'enseignement supérieur.<br>La première contribution est de nature technique et consiste en la création d'un algorithme qui permet l'attribution automatique à un chercheur d'un pourcentage important de ses articles scientifiques. En effet, en utilisant les régularités trouvées dans les mots-clés, références citées et la discipline de publication des chercheurs universitaires québécois, cet algorithme permet l'attribution ou le rejet automatique d'au moins un article à 88% des étudiants de doctorat.<br>La seconde contribution est l'analyse à grande échelle de la socialisation des doctorants à la recherche, en utilisant comme indicateur le pourcentage d'étudiants au doctorat qui ont publié au moins un papier au cours de leur programme. Les données montrent que cette intégration varie considérablement entre les disciplines : les étudiants des sciences naturelles et médicales étant plus intégrés à la recherche que leurs collègues des sciences sociales et humaines. La collaboration est un élément important de cette socialisation: les disciplines dans lesquelles la collaboration doctorant-professeur est la plus élevée étant celles où les doctorants sont les plus intégrés dans la recherche. L'accès à des fonds de recherche influence également la participation des étudiants à des publications; les spécialités où les professeurs reçoivent davantage de fonds étant également celles où les étudiants sont plus susceptibles de publier. Bien que les documents auxquels ont contribués les doctorants soient pratiquement tous écrits en collaboration, ils sont moins souvent le résultat d'une collaboration internationale. Cette socialisation à la recherche est également liée de façon positive avec l'obtention du diplôme et la poursuite d'une carrière en recherche.<br>Enfin, la troisième contribution de cette thèse est la mesure de l'importance, dans l'ensemble de la recherche québécoise, des résultats de recherche auxquels des étudiants de doctorat ont contribué. On y constate que, toutes disciplines confondues, les doctorants ont participé à 33% de la production scientifique de la province, un pourcentage considérablement plus élevé que celui des chercheurs en milieu hospitalier de la province combinés et plus de 5 fois supérieur à celui des chercheurs du gouvernement fédéral et du secteur industriel. En termes d'impact scientifique, les articles auxquels les doctorants ont contribué obtiennent un nombre moyen de citations significativement plus faible celui des autres papiers québécois auxquels ils n'ont pas contribué, même si le facteur d'impact moyen de revues dans lesquelles ils publient est, au contraire, significativement plus élevé. Cela suggère que les articles des doctorants souffrent de l'effet St-Matthieu, phénomène selon lequel la paternité d'une découverte sera plus aisément attribuée à un chercheur reconnu qu'à un autre l'étant moins.<br>Dans l'ensemble, cette thèse interdisciplinaire fournit une mesure unique de la prévalence, du contexte et de l'effet de la socialisation à la recherche dans les programmes de doctorat ainsi qu'une une meilleure compréhension de l'importance des doctorants au sein de la communauté scientifique québécoise. Ces résultats devraient être d'un grand intérêt pour les administrateurs d'université, les conseils subventionnaires ainsi que les chercheurs dans le domaine des politiques scientifiques.
13
Dlamini, Khosie Konkhekluhle. "Library research support for masters and PhD students at the University of Eswatini." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32628.
Full textAbstract:
The changing academic and technological environment coupled with evolving research practices have greatly impacted the role played by academic libraries within the institutions they serve. This has sparked a global concern amongst academic libraries to re-evaluate their services as a means to aligning themselves to this new environment. As a result, academic libraries are transforming themselves and bringing about new services, particularly focussing on how they can enhance research output by providing support to researchers. Given this context, this study seeks to ascertain the extent of research support by University of Eswatini (UNESWA) Libraries for masters and PhD students at UNESWA. To address this objective, the following critical questions were generated: What are the current services being provided by UNESWA Libraries to support masters and PhD students at the University of Eswatini?; What are the library research needs of masters and PhD students at UNESWA?; To what extent are these needs being met by UNESWA Libraries?; and, If there are library research needs of masters and PhD students at UNESWA that are not being met by UNESWA Libraries, what research support services need to be put in place to address this deficiency? Schoombee's (2014) research lifecycle adapted for library research support was used as a supporting theoretical framework to guide the study. The study adopted a convergent parallel mixed methods approach within a pragmatism paradigm and a case study design. Academic staff members and librarians at UNESWA were purposively sampled whilst a census was conducted for all masters and PhD students at UNESWA. Data was collected using a structured paper-based questionnaire and semi-structured interviews. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) and qualitative data was analysed thematically (by content analysis). The study concludes, inter alia, that despite the various library research support services provided by UNESWA Libraries for masters and PhD students, an expanded suite of research support services to more fully meet UNESWA's masters and PhD students' library research needs, is required. The study recommends that UNESWA Libraries should utilise available technologies and incorporate additional research support services that speak to the research needs of digital age masters and PhD students.
14
Wan, Chang Da. "An exploratory study of the educational processes of the PhD." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:b630c066-ff2a-4c53-8ca6-1e9ebdf78856.
Full textAbstract:
There has been a significant increase in the numbers of students undertaking doctoral study over the last 20-30 years. This means that the PhD is no longer solely an elite degree designed to prepare graduates for an academic career. Instead, emphasis has increasingly been placed on the role of the PhD in producing 'advanced knowledge workers' who are expected to make a contribution to the production of knowledge in a knowledge-driven economy. This has led to an increased focus on the educational dimension of the PhD and the educational processes involved in developing students to become researchers in a range of contexts. However, the educational processes involved in the PhD are complex and differ across higher education systems, institutions and disciplines. They include formal and informal activities and involve a large number of actors with different expectations about the aims and outcomes. This study aims to gain an in-depth understanding of the educational processes of the PhD by exploring the complexity underlying these processes. The research was based on case studies in six departments. The case studies focused on the PhD processes of the six departments from three disciplines in four higher education institutions in England. Interviews with PhD Programme Directors, supervisors and students were complemented by analysis of institutional and departmental documents. The research was guided by a multi-level framework to examine the institutional, departmental, interpersonal and individual levels, and the inter-relatedness between levels. As such rich narratives provide insight into factors such as the PhD thesis and its influence on the supervisory relationship, formal initiatives such as assessment and coursework, and the Skills Training Programme and its underlying notion of employability. Three forms of complexity were identified. The first relates to the fact that the educational processes are individualistic in nature, and there is a need to understand the influences of the personal, social, educational and professional domains of the individual students and supervisors independently and collectively in shaping these complex processes. The second underlines the tensions and potential contradictions within and between actors as a result of the interpretation and implementation of these processes across the four levels. The third concerns a tension between the need for these processes to remain individualistic and the pressure for departments and institutions to provide standardised processes for all students. By identifying and gaining a greater understanding of these complexities, this research contributes to a more comprehensive understanding of the educational processes of the PhD based on grounded empirical evidence. This understanding is important in developments for enhancing the quality of PhD education, and in developing programmes which support students to become researchers in a range of different employment contexts.
15
McIntyre, Anne Roberta. "The knowledge-in-use of expert and experienced supervisors of PhD students in the social sciences." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1256/.
Full textAbstract:
This thesis examines what expert and experienced PhD supervisors in the social sciences do well and how they do it. It is set in the context of the Economic and Social Research Council (ESRC) initiatives in the early 1990s to broaden the purposes of an academic research training and to promote timely PhD submissions. Many have claimed that PhD supervisors play a central role in the PhD process and this research aspired to achieve clearer understandings of the expertise involved in fulfilling that role. The research was informed by Schutz's phenomenological analysis of common sense and related concepts. It involved a student survey and six supervisor case studies. The survey aimed to determine the criteria in terms of which students judged supervision to be successful, and to identify those expert supervisors who most fully met these criteria. In going beyond criteria identified by students, the aim of the case studies was to ask how successful supervision could be achieved. 'Expert' supervisors agreeing to participate were observed over several supervision sessions and asked later in interview to talk about the various actions they took in the observed sessions. Conclusions drawn from the student survey and the case studies included a close match between student and supervisor criteria and priorities for supervision. A clear emphasis was placed by both supervisors and students on bridging gaps between student knowledge, skills and motivation at any stage and what was necessary to achieve success in their PhD studies. The distinctive nature of supervisory expertise and the willingness of supervisors to reflect usefully on their taken for-granted expert practices were thought to have important implications for the initial and continuing education of PhD supervisors, the relationships between supervision and formal research training, ESRC research training policy, and future research on the craft of PhD supervision.
16
Chen, Shuhua. "Making sense of the public PhD dissertation defense: a qualitative multi-case study of education students' experiences." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114288.
Full textAbstract:
A public oral defense of the written dissertation is mandatory for completion of the doctorate in most North American universities, yet how students experience it has rarely been documented. This study examined how a group of Canadian education PhD candidates experienced and made sense of their dissertation defenses. Employing an identity lens, it focused on how these students viewed themselves, performed, and were viewed by others as researchers before, during and after the defense. The perspective on identity was principally drawn from the communities of practice (COP) theory. Accordingly, doctoral candidates' researcher identities were defined by memberships (being members in the community of researchers in certain fields/areas of research), meanings (making sense of defense experiences) and trajectories (ways in which the defense connects doctoral candidates' past, present, and future). The participants were 11 PhD candidates (six women and five men) from three departments in a faculty of education at a Canadian research-intensive university. Each of them was interviewed before the defense about his/her preparation experience and after the defense about his/her defense experience. Through observation, questions from the 11 defense committees and the candidates' answers were recorded. Data also included the participants' background information and institutional documents regarding the conduct of the PhD dissertation defense. Over 20 other defenses were observed to understand the Faculty practices associated with the defense. Case-specific findings pointed to how doctoral candidates performed as researchers during the defense by balancing knowing and not-knowing in answering defense committees' questions. The candidates navigated across research areas, methodological and epistemological borders, and drew on various sources of knowledge to demonstrate knowing; and they evaluated the significance and relevance of questions and provided provisional and hedged answers to negotiate not-knowing. Cross-case findings indicated that the defense confirmed most candidates' researcher identities and played a role in weaving together their past, present and future in terms of their researcher identity development. The study concluded with implications for interpreting doctoral candidates' defense experiences and for understanding the functions of the public PhD dissertation defense.<br>Une soutenance orale publique de la thèse écrite est obligatoire pour l'achèvement du doctorat dans la plupart des universités nord-américaines, mais comment les élèves la vivent a rarement été documenté. Cette étude a examiné comment un groupe de candidats au doctorat canadiens en éducation ont vécu leurs soutenances de thèse. Employant une lentille d'identité, elle se concentre sur la façon dont les candidats au doctorat se considèrent comme des chercheurs, performent comme des chercheurs et sont considérés par les autres comme des chercheurs, avant, pendant et après la soutenance. Le point de vue sur l'identité a été principalement tirée de la théorie «communities of practice» (COP). En conséquence, l'identité des doctorants chercheurs ont été définis par les membres (dans la communauté des chercheurs dans certains domaines / zones de recherche), le sens (donner un sens à l'expérience de la soutenance) et les trajectoires (de quelle manière la soutenance de thèse des doctorants relie le passé, le présent et l'avenir).Les participants étaient 11 candidats au doctorat (six femmes et cinq hommes) de trois départements d'une faculté d'éducation dans une université canadienne axée sur la recherche. Chacun a été interrogé avant la soutenance sur l'expérience de la préparation et après la soutenance sur l'expérience de la soutenance. Des questions des 11 comités de la soutenance et les réponses des candidats ont été recueillies, ainsi que les informations générales des participants et les documents institutionnels en ce qui concerne le déroulement de la soutenance de thèse de doctorat. Plus de 20 autres soutenances ont été observées pour comprendre les pratiques de la Faculté associés à la soutenance. Conclusions sur des cas spécifiques révèlent la façon dont les candidats au doctorat performent en tant que chercheurs au cours de la soutenance de l'équilibrage de savoir et non-savoir à répondre aux questions des comités de soutenance. Les candidats ont navigué dans des domaines de recherche, méthodologiques, les frontières épistémologiques et s'est appuyé sur diverses sources de connaissances afin de démontrer le savoir, et d'évaluer l'importance et la pertinence des questions et a fourni des réponses provisoires pour négocier le non-savoir. L'ensemble des résultats ont indiqué que la soutenance a confirmé la plupart des candidats en tant que chercheurs et a joué un rôle dans le tissage de leur passé, présent et futur en termes de développement de leur identité de chercheur. L'étude a conclu avec des implications pour l'interprétation des expériences de soutenance des doctorants et pour comprendre les fonctions de la soutenance publique de thèse.
17
Hall, Nicola Jane. "An Exploration of Military Doctoral Students' Journey to Degree Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7227.
Full textAbstract:
Little is known about the experiences of doctoral students who are active duty military or veterans seeking a degree in counselor education and supervision (CES). The purpose of this research was to positively impact the counseling profession by ensuring adequate representation of military-competent counselors through an exploration of the academic journey of military students. This research sought to highlight military students' perceptions of barriers and contributors to degree completion. Selection criteria for participants involved any United States military personnel classified as active or inactive. These military personnel had to have earned within the past 12 months or were currently enrolled in a counselor education and supervision PhD program at an institution accredited by the Council for Accreditation of Counseling and Related Educational Programs. This research adopted a phenomenological hermeneutic theoretical approach to explore the lived experiences of 6 military students on their journey to degree completion in a CES doctoral program. The central research question focused on the lived experiences of military CES students related to their journey towards degree completion. Key results emerged in the form of themes that contributed to degree completion such as helping other veterans/giving back and programmatic fit. Themes that showed prevalent barriers to degree completion included professional identity development, military students and degree completion, environmental factors, and access to military counselors. The implications of this study for social change include supporting academic institutions in reducing the attrition rates of military CES students.
18
Schmidt, Michaela. "How to manage your PhD thesis : development of a process model of self-regulation to foster postgraduate students /." Hamburg : Kovač, 2009. http://d-nb.info/996716505/04.
Full text
19
Norén, Fanny, and Hanne Wallengren. "Possibilities and Challenges for Female PhD Students in Tanzania : A field study covering current conditions for Tanzanian women undertaking their PhD degree at the Department of Mathematics, University of Dar es Salaam." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388305.
Full textAbstract:
At the largest university in Tanzania, University of Dar es Salaam (UDSM), the gender distribution is unequal. At the University’s Department of Mathematics (DoM), the number of women ranges between 20-30 %. As a PhD degree can pose an important bridge into higher academic positions, the purpose of this study is to discern the current prerequisites for women to complete a doctoral degree at UDSM, compared to their male colleagues. The thesis is based on a field study carried out at DoM, in the spring of 2018. As such, both the formal and the perceived conditions could be examined. During the field study, both focus groups and individual interviews were held. By means of Grounded Theory, a mainly inductive method, the empirical framework obtained from the field research has guided the study and recurrent observations from the local context analysis have shaped the results. As the methodological outset for the study also draws on abductive reasoning, it results in that the analysis is concurrently theoretically guided and based on obtained data. The conclusions from the field research show that the conditions for female and male PhD students at UDSM are not equal. There are policies, quotas and other initiatives introduced in an attempt to level the playfield, however, other policies and social norms that create challenges for women in their strive for an academic career are still in motion. Among other things, as women are expected to be the primary caretaker and there are no support systems in place, the decision to start a family affects women’s studies more than men’s.
20
Heywood, Dale Carol. "An in-depth study of entrepreneurs and PhD students' practical processes and self identities : are they really two different species?" Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/an-indepth-study-of-entrepreneurs-and-phd-students-practical-processes-and-self-identities-are-they-really-two-different-species(b17afb1f-5f43-41f5-ba39-9ef2f1bbc6a5).html.
Full textAbstract:
This research explores two polarised occupations; entrepreneurs and PhD research students. It exposes similarities and differences between them which specifically defuse the species premise that all entrepreneurs are different and often portrayed as superior to the rest of society and that they, entrepreneurs, are diametrically opposed to PhD research students in the objectives of their work and ultimate intentions for that work. An explorative, interpretive approach is taken which helps illuminate how people understand, interpret and employ their self identity to qualify the practices of both entrepreneurship and PhDship. This methodology enabled exploration of perceptions of self and role in a small sample of people of different age, gender, class, ethnicity and economic standing of two externally polarised occupational groups. This approach permits a compare and contrast of both similarity and differences between these two roles. Qualitative interviews were conducted with six entrepreneurs and six current PhD students from two North West of England research-led universities in a multitude of disciplines and industrial sectors. Numerous existing studies have compared entrepreneurs to managers, to leaders and more recently to business students. Other studies have aimed to ascertain why some people become an entrepreneur as oppose to a salaried employee. To date, no previous research that I am aware of considers doctoral researchers in the same way, that is, as individuals making a contribution to society that is of social, economic and intellectual benefit by furthering knowledge and innovation. The findings from this research show that there are overwhelming similarities between these two occupations in both their practical processes and their sense of self. In fact, there are more differences within the two occupations than between them. It is suggested that identification of individual purpose may prove a valuable determinate of whether people select either of these occupations for socioeconomic reasons or for socioemotional ones. The contribution this research and its findings make is in the recognition of the different purposes individuals express as their primary reason for engaging in either PhD research work or venture formation. This recognition helps expand our understanding beyond the existing opportunity-necessity or push-pull hypothesis to demonstrate a more sophisticated intention based form of inquiry. Individuals in both occupations are subsequently sub categorised as conformists, alterpreneurs, changemakers or vocationalists. Conformists aim to meet perceived social expectations of them; Alterpreneurs are those who buy-a-job; Changemakers intend to improve or fix a self identified problem; Vocationalists intend to develop their skill and expertise in their chosen field.
21
Wennström, Sofie. "Scholarly communication as a situated learning process for PhD students : an exploratory study about publishing as a community of practice." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159244.
Full textAbstract:
This master’s thesis aims to explore the practice of becoming a researcher and the learning process embedded in this activity by looking at the communicative practices of PhD students, within the context of academic publishing. It is likely that the way in which these soon-to-be researchers reason about the task of communication is related to their way of approaching their field of research as well as the lived world, which makes it relevant to explore further. The study was performed based two sets of data, first open-ended semi-structured interviews with eleven PhD students at Stockholm University, where they talk about their current situation, their motivations and goals and about how they plan to publish their dissertation. Secondly, an analysis of data about publications focusing on work by PhD students at Stockholm University between 2013–2016, and information about how the intended audience, i.e. the readers, have interacted with the published material. These two sets of data were analysed with the use of theories about personal epistemology, sociocultural learning and the rationality of actions. The study shows that the majority of the PhD students at Stockholm University publishes their research findings as scholarly articles in English. The conclusion is also that the publishing process can be understood as a pedagogical tool, as it provides a vehicle for the PhD students to immerse themselves in their community of practice. These findings suggest that it could be useful to further emphasise the publishing activity as a learning process that may lead to a deeper understanding of the role of the researcher in society.<br>Den här masteruppsatsen avser att utforska hur doktorander lär sig sitt framtida yrke, och hur de socialiseras till att bli forskare via de kommunikativa praktiker som de ägnar sig åt, dvs. akademisk publicering. Dessa kommunikativa praktiker torde vara kopplade till hur en forskare relaterar till sitt forskningsfält, men också sin omvärld, och företeelsen är därför intressant att ytterligare belysa. Studien är genomförd i två delar. Den första delen består av intervjumaterial från samtal med 11 doktorander vid Stockholms universitet. Den andra delen består av en analys av statistik om elektroniska publikationer av doktorander vid Stockholms universitet under perioden 2013–2016. Publikationerna sätts sedan i relation till data om hur läsekretsen har interagerat med publikationerna via olika media och citeringar. De två dataseten analyseras med hjälp av teorier om personlig epistemologi, sociokulturellt lärande och handlingsrationalitet. Slutsatserna är att de flesta doktorander vid Stockholms universitet väljer att publicera sig i vetenskapliga tidskrifter på engelska, och att dessa kommunikativa praktiker kan förstås som ett pedagogiskt verktyg när det gäller lärande om och förståelse för doktorandernas kontext eller gemenskap. Resultatet av studien indikerar att det kan vara meningsfullt att fokusera på publicering, eller liknande kommunikativa praktiker, som en användbar lärandeprocess när det gäller att förstå mer om forskarens roll i samhället.
22
Cron, Amanda J. Wright. "The Statement of Purpose in Applications to PhD Programs in Rhetoric and Composition: An Activity Theory Analysis." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1281446509.
Full text
23
Hasrati, Mostafa. "Academic socialisation in the fields of engineering and the social sciences/humanities : a case of Iranian PhD students in the UK." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/academic-socialisation-in-the-fields-of-engineering-and-the-social-scienceshumanities--a-case-of-iranian-phd-students-in-the-uk(56c6f6c6-baaf-4985-aca9-b09bf2ab790a).html.
Full text
24
Manco, Vega Alejandra. "Early career researchers and PhD students from the social sciences use of Social Networking Sites (SNS) for science communication: an affordances approach." Thesis, Uppsala universitet, Institutionen för informatik och media, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332028.
Full textAbstract:
This research aims to understand the different practices and strategies early career researchers and PhD students from the social sciences have in Social Networking Sites (SNSs) for science communication in one particular country: Brazil. Following this purpose, the central research question is which are the motives and rationale of the researchers for using social networking sites for science communication. Two sub-questions arise from this general research question: How do practices and strategies relate to the academic system of this country? And How do the traditional science communication practices translate into the use of Social Networking Sites (SNS)? This research is empirically oriented building up on case studies in Brazil. This study makes use of the adaptation that Van Dijck (2013) made of the Actor-Network Theory (ANT) and the review of affordances of social media platforms (Bucher & Helmond, 2016) to apply it to the study of social media as the theoretical approach. The methodological approach of this research is qualitative, using both interviews and netnography as research methods. The primary motivations for using different Social Networking Sites are all related to connectivity: communication with peers, to the public and research subjects, updating themselves about their research issue, dissemination of research, availability of papers, self-branding and participation in interest groups are the most mentioned. These motivations translate into cross-posting practices and integrated communication strategies -combining online and offline elements- on the different Social Networking Sites. These motivations translate into perceived affordances all related to social affordances, therefore, social capital processes: availability, scalability, visibility and multimediality. The academic system of the country has remained unchanged as it privileges traditional scholarly academic formats; therefore, early career researchers and PhD students from the social sciences only use the different Social Networking Sites (SNS) as a side aid but not as a primary means of communication. Social media is underused as a means of public science communication, even though these platforms offer a lot of advantages for pursuing such issue. Traditional science communication practices translate into the use of Social Networking Sites (SNSs). The most important issue that came out in this report was the fact that social affordances provided by Social Networking (SNSs) are still required to be endorsed by real life meeting to start further collaboration and the fact that English is the preferred language for such issues.
25
Aldoukalee, S. "An investigation into the challenges faced by Libyan Phd students in Britain : a study of the three Universities in Manchester and Salford." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/30757/.
Full textAbstract:
As a developing country, Libya has prioritised the growth of human capital as a means to achieve the government’s Libyanisation programme. This concern for the country’s human development has been evident in its attempts to educate and train Libyan nationals in overseas establishments. However, despite Libya’s intention to benefit from established Higher Education systems internationally, the political difficulties that arose in 1993 did result in a serious setback. These particular problems emerged when UN sanctions were brought to bear on the country. The impact of such sanctions was evident in the subsequent years, when a drop occurred in the numbers of postgraduate students being funded for PhD programmes in both Britain and the United States, and as fewer students were sent to these countries, Libya naturally suffered since the national labour force did not progress in capability as much as had been hoped. In April 2004, the last of the sanctions against Libya was lifted, since relations with Britain and the United States normalised, with the result that Libya’s economic development went ahead at full pace. This has been seen by growing investment in the economy by foreign investors, and a growth in the privatisation of manufacturing and service companies. Such moves and economic reform measures require appropriately qualified personnel, and large numbers of students once again began to be sent overseas (to Britain and America) for PhD study, marking a large investment on the part of the Libyan government. However, it is clear that certainly in the UK, Libyan PhD students encounter many challenges which detract from their effective performance on their PhD programmes and which generally result in requests for extensions to their study. Consequently, this research project has investigated those challenges using a quantitative approach in which 150 questionnaires have been completed by Libyan PhD students within three UK universities. Of these questionnaires, 135 (90% response rate) usable returns have been processed questionnaires. Additionally, interviews were held with three officials in the Libyan Embassy for the purpose of triangulating the data obtained from the survey, and establishing overall statistics relating to the performance of Libyan nationals on PhD programmes in UK universities. The findings reveal that Libyan PhD students face challenges that call into four different categories - English Language Difficulties, English Courses/Preparation, PhD Concern, and Family Commitment – and that within these, there are eleven separate factors that contribute to the problems encountered. Recommendations as to how these challenges can be reduced are offered.
26
Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.
Full textAbstract:
Thesis (Ph.D.)--City University of Hong Kong, 2006.<br>"Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
27
Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.
Full textAbstract:
There is agreement among researchers that phonological awareness deficits are
one of the main causes of dyslexia. Some researchers support the view that
phonological awareness can be improved by teaching reading through a topdown
approach (whole word) or a bottom-up approach (grapheme-phoneme);
others claim that the combination of these two complementary approaches is
more successful. The goal of this research combined reading intervention
programme was to enhance the six 'dyslexic students' phonological awareness
and to improve their reading in English in the inclusive English as a foreign
language classroom. The research studied the effects the reading intervention
programme, which systematically combines the two complementary approaches
for the same duration of time in each session, had on the six Israeli research
'dyslexic students'.
The present study is an inductive action research applying a case study design
using qualitative research tools. Data from in-depth pre- and post-intervention
interviews is triangulated with the participants' diaries, the practitioner's journal
and the documentation of the pre- and post-intervention participants'
assessments.
Thematic data analysis indicated an improvement in the participants'
phonological awareness, reading in English and functioning in the inclusive EFL
classroom as a result of the combined reading intervention programme.
The contribution to knowledge points to the fact that while a four-month
cognitive intervention programme with 'dyslexic students' in Israel, studying
English as a foreign language may improve students' cognitive functioning in
English, it is insufficient in enabling students to allay their fears regarding the
expectations of Israeli society, and their ability to succeed in life. Propositions
suggest conducting a further action research study which examines the
implementation of an additional emotional intervention to the cognitive one. The
development of the emotional intervention will enable evaluation of the effects of
a combined programme on 'dyslexic students' in Israel.
28
Pecero, Veronica Flores. "Rise Up: Exploring the First Year Experiences of Latina Doctoral Students at Predominantly White Institutions." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480646788839175.
Full text
29
Leonard, Thelma M. "The effects of explicit spelling lesson programs on performance outcomes of upper primary students." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/32923.
Full textAbstract:
The study is concerned with improving the spelling performance of below average spellers in an upper primary mainstream classroom setting. The main target group is children who do not qualify for learning support resources yet have difficulty thriving in the literacy area of spelling. It was expected that lessons designed to expand students’ knowledge about words and the English language system would generate a greater student facility with learning spellings. A quasi-experimental methodological approach was taken which also has features of a controlled trials study. Four spelling intervention lesson programs were designed and each has a different pedagogic emphasis: 1) Metacognitive and multisensory learning strategies 2) Teacher-Best-Practice 3) Teacher designed inquiry-based group work 4) Learning with a computer-based Team Learning System. The study design is both practical and pragmatic in that only resources already available to the schools were utilised; lesson formats and teaching practices can be easily replicated; and the spelling programs are compatible with NSW curriculum directives. The intervention lesson program took place for one hour per week over a two-term period and involved four schools situated in the outer areas of Sydney, Australia. Students and teachers in nine upper primary classrooms took part in the study, five of which were intervention classes and four were non-intervention classes. The classroom teachers were an important factor in the program presentation and lessons with an explicit focus on words were conducted from a constructivist perspective. Results indicate that when spelling becomes an instructional focus, substantial progress in performance levels can be made in both intervention and non-intervention classrooms. Discussion of the findings examines how pedagogic factors influenced learning outcomes for all ability groups in the literacy area of spelling. Particular attention is given to the progress in spelling age made by below average performers, as determined on pre-testing, and students with lower than normal cognitive ability. It is considered that the more interactive approach to teaching spelling, plus a high level of congruence with the Quality Teaching model (NSW DET, 2003) elements of Engagement, High-order Thinking, and Substantive Communication, assisted these target groups of students in the intervention classes. The principal conclusion that can be drawn from the findings of the study is that minimal modifications to teaching practices can bring about improvement in students’ spelling performance levels. It illustrates the capacity of children to advance their learning outcomes when lessons are designed and delivered in a manner that encourages engagement and interactive support. Such a conclusion directs the responsibility for students’ learning outcomes to their classroom teachers. The study identifies that there are implications for the providers of in-service and pre-service professional development of teachers situated in upper primary mainstream classrooms, and the pedagogic aspirations of the primary school community.
30
Twee, Pam. "Literacy learning of adolescent students with intellectual disabilities : a case study." Thesis, View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/310.
Full textAbstract:
This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factors and the impact of school on the literacy learning of these students from their early learning and through their years of formal education. This research adds to the current research on the learning of adolescent students with intellectual disabilities by looking specifically at literacy development and using qualitative approaches to search within and beyond the classroom for issues which affect their learning.Practitioners in education and in the care of disabled children can use the study's findings to build a framework of knowledge to develop appropriate educational placements, programs and support for learning by drawing on significant aspects of the child's personal, social and educational development.
31
Alsowail, Shouq Sowail. "International Students Perceptions of M-learning in Higher Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088747161738.
Full text
32
Joelsson, Ingrid, and Tyra Kajgård. "Anställdas meningsskapande : En studie av doktoranders meningsskapande till introduktionsprocessen på Uppsala universitet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-375815.
Full textAbstract:
Dagens rörliga arbetsmarknad karaktäriseras av strukturell förändring och teknisk utveckling som ställer krav på organisationer att arbeta aktivt för att behålla sin arbetskraft. Undersökningar visar att anställda som anser att deras arbete meningsfullt samt är nöjda med introduktionsprocessen tenderar att stanna längre på sin arbetsplats, jämfört med anställda som är missnöjda. Syftet med denna studie är att bidra med kunskap om anställdas meningsskapande, vilket vi undersökt genom att studera hur doktorander vid Uppsala universitet tillskriver introduktionsprocessen mening. För att fånga individernas uppfattningar av meningsskapande till introduktionsprocessen har vi använt oss av semistrukturerade intervjuer. Intervjuerna har genomförts med sex stycken doktorander vilka alla gått samma introduktionsutbildning. För att bidra med kunskap om hur anställda skapar mening till introduktionsprocesser har vi använt oss av Karl Weicks (1995) teori om meningsskapande i organisationer. Genom kodning och tematisering av intervjutranskripten har studiens centrala frågeställningar Hur beskriver doktorander sina upplevelser av introduktionsprocessen? och Hur upplever doktorander att de har påverkats av introduktionsprocessen? besvarats. Resultatet visar att anställda beskriver introduktionsprocessen som en ordningsskapande och kontinuerlig process samt att tidigare erfarenhet och förväntningar påverkar meningsskapandet. Individer skapar mening till introduktionsprocessen genom kommunikation samt genom att motsätta sig och anpassa sig till de budskap som förmedlas från organisationen. Resultatet påvisar även att den mening som de anställda tillskriver introduktionen samspelar med identitetskonstruktion och agerande.<br>In light of a changeable labor market characterized by structural transformation and technical development, organizations today need to work actively on maintaining their labor force. Studies show that employees who consider their work meaningful and are happy with their introduction tend to stay employed longer at the organization, then employees that are dissatisfied. The purpose of this study is to contribute with knowledge of employees’ sensemaking. This purpose has been achieved by study of how PhD students at Uppsala university make sense of their introduction process. In order to capture the individuals’ sensemaking of the introduction process, semi-structured interviews were conducted with six PhD students, all of whom have participated in the same introduction process. To gain further insight into how sensemaking is expressed, in regard to introduction processes, we have used Karl Weick's (1995) theory of sensemaking in organizations. Through coding and thematization of interview transcripts the research questions How do PhD students describe their experience of the introduction process? and How do PhD students experience that they have been affected by the introduction process? are answered. The results demonstrate that employees experience the introduction as a continuous and sequencing process and that their background and expectations affect their experience. Individuals make sense of the introduction process through communication as well as by opposing and adapting to the messages conveyed from the organization. The results also show that sensemaking interacts with identity construction and action.
33
Chessor, Danuta. "The impact of grouping gifted primary school students on self concept, motivation and achievement." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/460.
Full textAbstract:
The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groups
34
Kortman, Wendy. "Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education." Thesis, View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/37127.
Full textAbstract:
While recognising the complexity of inclusive educational policy for teachers, this thesis argues that a constructive approach for future action may be accomplished by drawing on teachers’ own accounts of significant characteristics contributing to effective inclusion. Accordingly, it is proposed that an understanding of the realities constructed by teachers involved in inclusive practice provides imperatives for future action. In particular, this study explores the finer structures of changed pedagogy, professional development of teachers and the vision of quality education for all that underpin the fabric of inclusive schooling. Furthermore, the study suggests that the focus on teachers’ own accounts or voice provides a major resource with which to theorise and analyse the actuality of inclusive practice and to help overcome barriers to success. In examining the work realities of teachers involved in inclusive education this thesis reports on the results of an empirically grounded and theoretically informed enquiry of the major educational reform of including students with disabilities into regular classroom settings. The case study site for this investigation included two schools, within the State of Victoria, Australia. Primary evidence generated through this study suggests that teachers’ work is a vital contributing factor to successful inclusion, despite the overpowering emphasis on additional funding within the political construction of policy implementation. However, teachers’ existing professional expertise and their professional development needs have not been a key focus of policies directed at sustaining the changed political culture required by inclusion. Drawing on relevant research literature and research evidence, this study argues against the political reductionism of both liberal pluralism and systems theory approaches that have dominated State policy action in inclusive education. In contrast the evidence presented in this thesis suggests the need to reconsider and revalue the knowledge and expertise generated by the education policy actors in this field, namely classroom teachers and school administrators involved in institutional planning and practice. It is these knowledgeable education workers who really influence policy implementation. The significance of this research is that the ‘insiders’ are presented as potentially important drivers shaping the mechanisms for educational reform. For this reason the framework of this study centres on the communicative infrastructures within existing institutions (schools) and the policy actors (teachers) who come together to formulate issues and professional directions. Therefore, the review of the research literature sets out to identify key theories and evidence pertaining to the teachers’ knowledge and learning communities. Literature on the importance of individual and collective agency is reviewed and situated in terms of the debates over the communicative action and life worlds of teachers at the sites of inclusive education reform. In turn, this provides a pathway for establishing the secondary evidence concerning what is currently known about the life worlds of teachers where change engages with struggles over ideological totality, elitist political agendas and the actualities of educational reform.
Transcending critical and interpretive paradigms of educational research, capturing teachers���� voice on the complexities of inclusive education, the study moves beyond critical analysis of the way policies construct, or fail to construct, institutions and individuals within them. Inclusion is viewed through the life worlds of teachers involved in integration and inclusive programs, and situated within the context of their communicative actions. Data was generated through unstructured interviews where there was an emphasis on informal contexts and open communication that was free from system distortion. Communicative interaction was then expanded through a second semi-structured interview for the purpose of validation of the data and for testing the researcher’s construction of received messages. In addition feedback regarding emergent themes and representative quotes was also requested from participants.
In this study the situated meaning of teachers’ work as an expression of policy-in practice was explored in relation to the textual framing created by State policy, institutions (schools) and teachers’ own skills and knowledge. The major perceptual elements for this research focus on the interrelation between these policy contexts, the paradigm that frames teacher’s professional knowledge and the pathways and processes for teaching and learning to occur.
35
Wright, Toni Elizabeth. "PhD study outcome and the student experience." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433722.
Full text
36
Arefi, Marzieh. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis." Thesis, View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/366.
Full textAbstract:
A major question asked is whether literacy skills from a first language are able to be transferred to a second language that does not share the same writing features, grammar, graphic conventions or even the same type of writing system. The purpose of this study was to analyse the role of first language literacy in second language acquisition where languages are quite different. Specifically, it was designed to investigate the relationships between first language(Persian) writing skills and second language(English) writing performance. That is, it investigated the extent to which Iranian primary school children who were already literate in their first language drew upon literacy skills and concept knowledge of literacy from their first language to use in their second language. It was hypothesised that second language learning might be affected by both learners' and parents' attitudes and motivations. Subjects for the study were 70 Iranian students in grades 3, 4, and 5 who attended NSW state primary schools plus Persian School on Saturday and Sunday. Results of the study indicated that the first language Farsi writing skills specifically linguistic and holistic skills were transferred to the English language. Parents' influence on children's English writing skills were not found to be an important determinate in linguistic and holistic writing measures, although there was a relationship between the active parental influence variable and students' English writing technical skills.
37
Maillot, Lionel. "La vulgarisation scientifique et les doctorants : mesure de l'engagement, exploration d'effets sur le chercheur." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH040/document.
Full textAbstract:
Nous posons deux questions : quels sont les facteurs qui influencent l’engagement de chercheurs dans la vulgarisation ? quels effets, pour lui-même, un chercheur peut-il tirer de la vulgarisation ? Après un historique synthétique brossant différents paradigmes de la communication publique des sciences, nous explorons 20 enquêtes réalisées entre 1967 et 2014. Celles-ci interrogent les chercheurs. Nous les critiquons une à une et dégageons certaines tendances. La vulgarisation a globalement « bonne presse » et l’engagement des chercheurs semble faible mais robuste. Les études de type « enquête d’opinion » tendent à laisser déclarer le diagnostic et les préconisations aux chercheurs eux-mêmes, d’autres utilisent des modèles théoriques, moins déclaratifs, et des divergences apparaissent autour l’influence du « regard des autres » notamment. La question des effets n’est pas analysée. Pour explorer plus avant nos deux questions, nous utilisons deux démarches. D’une part adapter un modèle théorique, la théorie du comportement planifié, au corpus des doctorants de l’université de Bourgogne ; d’autre part, profiter de mon expérience de responsable de l’Experimentarium, programme de vulgarisation qui, depuis 17 ans, engage des doctorants. L’enquête utilisant la théorie du comportement planifié détermine des facteurs d’engagement principaux : le comportement passé, l’attitude envers la vulgarisation, l’avis des collègues. Au-delà de tendances générales, des analyses multifactorielles permettent de mieux cerner, au cas par cas, les facteurs qui influencent l’engagement de chacun. Chaque doctorant a une histoire. L’observation de l’Experimentarium appuie l’influence de l’attitude, du plaisir à vulgariser, ainsi que l’importance de la socialisation conséquente de certaines actions de vulgarisation. Ces critères sont à la fois facteurs d’engagement et effets pour le chercheur. L’importance de « prendre soin » des doctorants vulgarisateurs est soutenue. Elle conduit à une dynamique réconfort - remotivation pour la recherche. L’action réjouissante menée avec des pairs (à qui on peut parler), l’encouragement du public, l’acquisition d’aptitudes pour mieux s’exprimer et cerner son sujet contribuent à « faire exister » le vécu du chercheur et à le dynamiser dans son travail scientifique. Plus généralement, certaines actions de vulgarisation gonflent la pratique scientifique de sens. In fine, nous proposons un schéma définissant trois postures communicationnelles, basées sur des « pelures d’identité » : le soi, le chercheur, le présentateur. Ce schéma explique des effets potentiels en fonction de situations de vulgarisation. Les dynamiques de communication sont causes et conséquences d’ajustements sur ces postures et de la porosité de ces pelures d’identité. Cette schématisation conduit à aborder le concept de réflexivité, constitutif de situations de vulgarisation et qui peut provoquer certains effets sur le chercheur. Ces réflexions invitent à penser la vulgarisation, non comme une tâche ou un devoir à remplir, mais comme une situation qui – si elle est préparée, observée, ajustée et donc réflexive – peut être source d’émancipation pour le public, mais également pour le chercheur<br>We examine two questions: what factors influence the engagement of researchers in public engagement activities ? what effects, for himself, can a researcher derive from popularization (or public communication of sciences and technologies : PCST)? After a synthetic history brushing different paradigms of the PCST, we investigate 20 studies carried out between 1967 and 2014. These interrogate the researchers. We criticize them one by one and clear some trends. PCST has generally "good press" and the commitment of researchers seems weak but robust. Opinion-type studies tend to allow the diagnosis and recommendations to be declared to the researchers themselves, others use less declarative theoretical models, and divergences appear around the influence of the "gaze of others" especially. The question of effects is not analyzed. To explore our two questions further, we use two approaches. On the one hand adapting a theoretical model, the theory of planned behavior, to the corpus of PhD students of the University of Burgundy; on the other hand, to take advantage of my experience as head of the Experimentarium, an extension program which, for 17 years, has been hiring doctoral students. The survey using the theory of planned behavior determines the main factors of engagement: past behavior, attitude towards extension, the opinion of colleagues. Beyond general trends, multifactorial analyzes make it possible to better identify, on a case by case basis, the factors that influence the commitment of each one.Each doctoral student has its own history. The observation of the Experimentarium supports the influence of attitude, pleasure to popularize, as well as the importance of the consequent socialization of actions of popularisation. These criteria are both factors of commitment and effects for the researcher. ...These reflections invite thinking about popularisation, not as a task or a duty to be fulfilled, but as a situation which - if prepared, observed, adjusted and therefore reflexive - can be a source of emancipation for the public but also for the searcher
38
Clune, Stephen. "Developing sustainable literacy in industrial design education : a three year action research project enabling industrial design students to design for sustainability." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41047.
Full textAbstract:
This thesis is an investigation into why Industrial Design students cannot Design for Sustainability (DfS); that is, students are unable to design in a way that can contribute in real terms to a sustainable society, economy or ecology. To proactively address the question, a three year action research project at the University of Western Sydney took place within the sustainable design stream of the undergraduate Bachelor of Design / Industrial Design program. This study examined over 400 conceptual DfS scenarios, which were the outcomes of student assessment tasks at the end of the sustainable design stream. Using content analysis, the ‘conceptual design scenarios’ were examined against progressive DfS theory to locate the effectiveness of both the theoretical and pedagogical interventions. Through the process, insight into Industrial Design Education for Sustainability was gained to inform the three key findings of the thesis: First, the definition of the unsustainable problem being worked with strongly determines the quality of the design outcome in terms of DfS (how you define is how you design). To enable Industrial Design students to design for sustainability, a sound, targeted definition of unsustainability is first required, a task that has been neglected in Industrial Design Education. Second, the role of pedagogy is equally as important as the theoretical material to which Industrial Design students are exposed. The pedagogy of deep learning and a student-centred approach to teaching was employed. These assisted both to progress students’ understanding of unsustainability and to transform their understanding into Designs for Sustainability. Third, if Industrial Design students are to be motivated and engaged in DfS, sustainability needs to be presented as more than a responsibility; students need to see clear, feasible, future vocational opportunities in DfS. Hence DfS needs to be presented as an opportunity with explicit career paths for their future vocations. The proposed future opportunities expand from the product focus of Industrial Design. The three key findings of the thesis informed the pedagogical framework for Industrial Design Education for Sustainability that is presented. To summate, the thesis argues that students can design for sustainability if an appropriate understanding of unsustainability is defined (the problem context), supported by pedagogic processes to transform this understanding into appropriate and forethoughtful design outcomes, which are seen as viable potential proposals justified for real world applications in a transformed Industrial Design practice.
39
Griggs, Lindy. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs." Thesis, [Bankstown, N.S.W.] : Faculty of Education, University of Western Sydney, Nepean, 2000. http://handle.uws.edu.au:8081/1959.7/617.
Full textAbstract:
The focus of this research is the learning of host families participating in the curricula of student exchange programs. The role of the host family is central to the exchange event, but hosting is often a problematic experience during which the host family faces may dilemmas. The research substantiates the relevance of family systems theory in relation to the host family and positions the host family in an intercultural context. Phenomenographic techniques are used to describe the different ways of experiencing a hosting event and to account for how these ways occur. The phenomenon of Hosting is described by the conception of Synergy. A Spectrum of Experience, rather than a hierarchy, is defined by the four components of :fit, responsibility, investment and learning. Host family dilemmas and discernment are related to prior experience of hosting and the Synergy between expectations and learning outcomes. Intercultural learning in a hosting event is identified as participants' understanding of themselves, the process of hosting, communication skills and an appreciation of cultural heritage. Host family expectations have an impact before, during and after the hosting event while realistic expectations recognise the potential for learning moments as well as the contribution that conflicts, confrontations and challenges make to learning and growth in an intercultural context. Best preparation and best practice for host family participation involves an understanding of experiential learning, training program design and strategies for ongoing support systems
40
Cerami, Nestor Gabriel. "A Dormitory for Architecture Students in Alexandria, Virginia." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32995.
Full textAbstract:
This thesis is an intimate exploration. A personal journey between here and there: what I left behind, what I always kept close to me and all the new things that I learned and experience during the last four years.
I just tried to put myself together as a person as well as an architect; taking from my personal experiences the inspiration and the tools to create a building.
The building is orientated to American and foreign students coming to the metropolitan area of Washington DC to study at the Center and willing to take advantage of the opportunities of the city.
The idea was to create a building for civic adaptation, to educate and inspire students not only in architecture but also in civic life and prepare them to be responsible citizens.
The dormitory was inspired by the friendly spirit of the WAAC with the intention of supporting the Center in its varied goals and enhancing its academic perspectives.<br>Master of Architecture
41
Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities." Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/126.
Full textAbstract:
This study examined staff and leadership's attitudes to their work organisation and its environment, and, in particular, the extent to which they preferred a human or task orientation. The study then defined and measured the 'academic culture' of the institution and explored the different effects of emphasising human or task orientations on this academic culture. Finally, the relationship between academic culture and student satisfaction within the institution was explored in the research. The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationships. A set of survey research instruments was developed and piloted. These instruments measured, in addition to background characteristics of respondents, aspects of attitude to the organisation and perceptions of its academic culture. The results of the study provided evidence that stronger task-oriented attitudes of leaders and staff were associated with academic culture subscales based on 'clarity of the job' and 'goal setting' within the planning domain and 'job performance' within the way of doing things domain. Although the relationship was much weaker, stronger human-oriented attitudes were related to the academic culture subscales of 'communication and relationship' and 'social acceptance' within the relationship domain, and 'leader-subordinate interaction' in the way of doing things domain. In as much as a strong academic culture needs an emphasis on the 3 domains (planning, the way of doing things in an organisation, and relationships), the research suggested that staff and leadership need to be versatile and incorporate both task-oriented and human-oriented approaches. A number of measures of attitudes and perceptions of academic culture were significantly related to the demographic backgrounds of the participants. This emphasised the importance of treating the constructs as multi-dimensional and the leaders, staff, and students as heterogeneous groups. Finally, and importantly, student satisfaction measures were associated with higher academic culture scores
42
Jesus, Sandra Lopes Hugo de. "EX-BOLSISTAS CAPES DE DOUTORADO PLENO NO PAÍS E EXTERIOR: UM ESTUDO COMPARADO NO ÂMBITO DAS CIÊNCIAS BIOLÓGICAS II." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6651.
Full textAbstract:
Over the last few years, numerous studies and discussions have taken place regarding the
results achieved by doctorates with education completed in Brazil and abroad, and they have
raised questions about the programs contributions to the scientific, technical, cultural, and
innovation in the area of the Biological Sciences II discipline. Primarily, the studies main
purpose was to verify quantitatively the data referring to the scientific productivity of the
participants of the Capes PhD programs in Brazil and overseas. The data was compiled using
their professional experience, completed academic supervisions, and published articles. The
quantitative data analysis, which included a sample of 37 former fellows in each modality,
showed no significant difference between the two programs. There was a predisposition of the
Brazilians students to publish a greater number of articles. On average, they had published
1.29 more articles, when compared to the students abroad. There were 808 articles published
by 36 the participants in the country; versus 517 published article by 24 overseas students.
One scholarship recipient in Brazil did not present results regarding the scientific production.
As for the participants abroad that number was 13. The number of participants that were
working in this particular field of study was also higher for those who held a doctorate in
Brazil, with 31 researchers, compared to 23 of the total number of students who did their PhD
studies in a foreign country. With respect to academic supervisions, students who studied
abroad supervised 91 students, while students, whose studies were held in Brazil, supervised
82 students on average. Some of the participants that held their PhD outside of Brazil went to
universities with an aggregated institutio nal prestige that was deemed lower when compared
to the Brazilian universities. It was concluded that, in the case of Biological Sciences II,
Capes could improve its selective process for those seeking a full PhD scholarship outside of
the country by establishing a more stringent selection process. The objective would be to
produce a more effective process that would benefit both the students and CAPES. This
improved process could facilitate the re- integration back into the academic life as well as
assist the scientific productivity of the students after they have finished their studies abroad.<br>Ao longo dos últimos anos, inúmeras discussões e estudos surgiram a respeito dos
resultados alcançados com a formação plena de doutores no Brasil e no Exterior, colocando
em questão as suas contribuições para o cenário técnico-científico, cultural e inovador
brasileiro. O presente trabalho objetivou verificar, de forma preliminar, a atuação profissional,
bem como a colaboração científica dos ex-bolsistas da Capes, durante e após a realização do
Doutorado Pleno no Exterior e no País, na área de Ciências Biológicas II, tendo como base o
número de artigos publicados, assim como as informações sobre o local de realização dos
estudos, o vínculo funcional e as orientações realizadas. Os dados apresentaram 37 exbolsistas
para cada modalidade, sendo que diferenças significativas entre os dois programas
não foram notadas. Percebeu-se a tendência dos ex-bolsistas no país em apresentarem uma
maior produção cient ífica. Em média, estes publicaram 1,29 artigos a mais, se comparados
aos ex-bolsistas no exterior. Foram 808 artigos publicados por 36 ex-bolsistas do país; 517
publicados por 24 ex-bolsistas do exterior. Um único ex-bolsista no Brasil não apresentou
resultados quanto à produção científica. Quanto aos ex-bolsistas no exterior esse núme ro é de
13. O número de ex-bolsistas com vinculação empregatícia também se mostrou superior para
os que realizaram o Doutorado no Brasil, constando 31 pesquisadores com vínculo, contra 23
do total de ex-bolsistas que desenvolveram as atividades plenas no exterior. Com relação às
atividades de ensino e pesquisa, os ex-bolsistas que realizaram seus estudos no exterior
orientaram pouco mais alunos (91), quando comparados aos ex-bolsistas do país (82). Alguns
ex-bolsistas do Doutorado Pleno no Exterior tiveram como destino instituições de prestígio
abaixo de algumas universidades brasileiras, onde os ex-bolsistas do Doutorado Pleno no País
realizaram seus estudos. Concluiu-se que, em se tratando da CB-II, a Capes deve aumentar o
rigor para conceder bolsas de Doutorado Pleno no Exterior, estabelecendo, possivelmente, um
processo indutivo de seleção de bolsa, a fim de garantir procedimentos mais efetivos que
facilitem a inserção acadêmica, assim como a manutenção do processo de produção cientifica
dos bolsistas egressos do exterior.
43
Ellis, Louise A. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/574.
Full textAbstract:
Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program
44
Suliman, Rosemary. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney." Thesis, View thesis View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/94.
Full textAbstract:
The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sides
45
Stewart, Ashley Estelle. "The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.
Full text
46
Burciaga, María Rebecca. "Chicana Ph.D. students living Nepantla, educación and aspirations beyond the doctorate." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1417808961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
47
Cox, Elizabeth K. "" Just a Teacher” with a PhD: The Doctoral and Professional Experiences of K-12 Practitioners." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108385.
Full textAbstract:
Thesis advisor: Audrey A. Friedman<br>Much of the research on doctoral students’ experiences is reported quantitatively from national studies across disciplines or in the form of abstractions about ways in which institutions might improve graduate education (e.g., Golde & Dore, 2001; Nerad, 2004). Qualitative, empirical research exploring the reasons for doctoral graduates’ career choices is limited, especially for doctoral students in the field of education. Given that ~ 50% of doctoral graduates pursue careers outside of academia, it might be beneficial for institutions of higher education to prepare their doctoral students for the careers they ultimately choose. After teaching high school English for seven years, I decided to pursue a PhD in Curriculum and Instruction because I thought I might want to become a teacher educator. My experience in the doctoral program challenged my expectations, and after completing coursework, I returned to the high school classroom. This dissertation sought to understand the experiences of doctoral students who earned PhDs in Curriculum and Instruction and chose to return to or remain in K-12 settings as opposed to pursuing careers in academia. I applied narrative inquiry (Clandinin & Connelly, 2000) and autoethnography (Denzin, 2014) as methodologies to present an exploratory, multiple-case study (Yin, 2014) of six graduates (and one almost-graduate) from a Curriculum and Instruction doctoral program. Written narratives, individual interviews, documents, and artifacts provided the data for this study. Findings reveal the factors that influence students’ experiences in the doctoral program, as well as their ultimate career choices, which include: a commitment to and passion for public education, the financial implications of pursuing a career in academia compared to one in K-12 schools, the specific requirements of the program (e.g., coursework, assistantship, and dissertation), the misconceptions upon entering the program, and the ability to share new knowledge within K-12 schools. Participants overwhelmingly agreed that the knowledge and skills they developed during the program impacted their practice in positive and powerful ways<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
48
Groen, Jovan. "Perceptions of Transformation and Quality in Higher Education: A Case Study of PhD Student Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40130.
Full textAbstract:
Stemming from increased levels of participation and diversity of the student base (Biggs & Tang, 2011) and growing scrutiny on the quality of university degrees (Crowley, 2013; Marr, 2013), governments have begun putting in place mechanisms to monitor and support quality in higher education. Over the last few decades, a notion of quality that has gained traction in the scholarly community is that of quality in terms of enhancement and transformation (Cheng, 2017; Houston, 2008; Williams, 2016). Guided by the discourses of Transformative Learning Theory (Mezirow, 2000) and transformative conceptions of quality in higher education (Harvey & Green, 1993), this study examined graduate student learning experiences and perceptions of quality. Of further interest was the extent to which these learners were living the intended transformation that academic programs are seeking to foster.
Using a multiple case-study design, Seidman’s (2013) three-stage interview protocol served as primary source of data from a sample of six PhD candidates across three faculties. Secondary data sources included collected documents, a reflexivity journal and field notes. A within-case analysis was performed for each case and compared via a cross-case analysis. Institutional characterizations of quality were examined across 25 artifacts via a document analysis.
The four principal factors that characterized the PhD candidate learning experience emerged as the significance of intentional individualized guidance, becoming an independent scholar, the importance of social interactions and community, and the transformative nature of learning. Gaps were identified between institutional intent and the learner experience. However, complementarity between discourses of transformation appeared to offer bridges between the macro-level institutional orientation toward fostering student transformation and the micro-level transformative learning experiences lived by students. The dissertation makes conceptual, methodological and empirical contributions to the domains of postsecondary quality and transformative learning. Implications for policy related to quality assurance as well as practice in program development and doctoral supervision are equally shared.
49
Westin, Deborah A. "Social Support during the Academic Transition of International Students in Ph.D. Programs." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1901.
Full text
50
Hands, Africa S. "LIS doctoral student motivation: An exploratory study of motivating factors for earning the PhD." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/120828/2/Africa_Hands_Thesis.pdf.
Full textAbstract:
This mixed methods research examined motivating factors for earning a doctoral degree using a sample of library and information science (LIS) doctoral students from the United States and Canada. The study revealed five motivating factors: previous academic experience, appeal of the scholarly environment, preparation for the future, encouragement from others, and research-related reasons. Results of the Academic Motivation Scale indicate students represent intrinsic motivation types as well as identified and introjected regulation. This research extends current knowledge of LIS doctoral student motivation presenting viewpoints and recommendations valuable to program administrators, faculty, and prospective doctoral students.