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ROPER, D. I. "PhD students." Nature 344, no. 6261 (1990): 10. http://dx.doi.org/10.1038/344010c0.
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Fotios, Steve. "Opinion: Supporting PhD students." Lighting Research & Technology 54, no. 3 (2022): 198. http://dx.doi.org/10.1177/14771535221102479.
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Bovbjerg, Trine, Monika Janfelt, and Hanne Dauer Keller. "Arbejdsmiljø og karriere - to ph.d.-udfordringer." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (2013): 6–16. http://dx.doi.org/10.7146/dut.v8i15.7860.
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Artiklen afrapporterer de erkendelser omkring ph.d.-studerendes arbejdsmiljø og karriereudvikling, som vi har opnået i gennemførelsen af et udviklingsforløb for ph.d.-studerende på fire af landets universiteter i 2012-2013. De ph.d.-studerendes arbejdsmiljø er ikke særligt velbelyst, og igennem en analyse af deltagernes udviklingsplaner og evalueringer af forløbet vil vi pege på 4 karakteristikker ved arbejdsmiljøet: Work-life-balance, dobbelt identiet som både studerende og medarbejder, forventninger og krydspres samt usikre karriereveje. De ph.d.-studerende trives pga. engagementet i deres faglige forskningsprojekt, mens deres udfordringer med arbejdsmiljøet primært bunder i kollegiale, ledelsesmæssige og organisatoriske forhold. For at få inspiration til forbedringer af de ph.d.-studerendes arbejdsmiljø foreslås det at anlægge et situeret læringsperspektiv på ph.d.-uddannelsen. Et situeret perspektiv inddrager dele af arbejdsmiljøet som væsentlig faktor for faglig udvikling. Findings are reported for a development program for PhD students that took place in 2012/2013 at four Danish universities. The focus of the program was doctoral students’ work and career development. To date PhD students’ work environments have not been documented in detail, however, analysis of data collected during the program revealed four areas of concern to doctoral students: Challenges relating to work-life balance, uncertainty over identity relating to status as student and employee, risks associated with the work and uncertainty over career paths. The problems are primarily rooted in collegiate, managerial and organizational issues. In order to identify areas for improvement in the PhD students’ learning process, it is proposed that a situated learning perspective on the PhD programme be adopted.
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Seeber, Marco, and Hugo Horta. "No road is long with good company. What factors affect Ph.D. student’s satisfaction with their supervisor?" Higher Education Evaluation and Development 15, no. 1 (2021): 2–18. http://dx.doi.org/10.1108/heed-10-2020-0044.
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PurposeHow frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.Design/methodology/approachWe focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.FindingsThe results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.Originality/valueThe article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.
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Allen, Barry J. "A note to PhD students." Bangladesh Journal of Medical Physics 6, no. 1 (2014): 1–2. http://dx.doi.org/10.3329/bjmp.v6i1.19750.
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Ginsberg, Daniel. "PhD Students Talk about Jobs." Anthropology News 58, no. 3 (2017): e187-e189. http://dx.doi.org/10.1111/an.447.
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Penny, Christopher. "Professional Internships for PhD Students." Biochemist 37, no. 3 (2015): 44–45. http://dx.doi.org/10.1042/bio03703044.
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According to NIH statistics, only 8% of people that begin a biology PhD in the USA become tenure-track faculty members. Anecdotally, this number can vary between 1 and 10%, depending on the institution and field. For those young scientists who want a career within academia, these statistics can be both daunting and depressing. For those who can't wait to leave, or for those who choose to leave with perhaps less enthusiasm, there is a world of opportunities in a diverse range of sectors. However, many non-academic jobs require experience or skills that are difficult to obtain or apply while studying for a PhD. Recently, the research councils within the UK, and in particular the Biotechnology and Biological Sciences Research Council (BBSRC), have made some large investments to provide PhD students with additional skills and experience beyond their academic work.
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Guinnessy, Paul, and Matin Durrani. "Grant boost for PhD students." Physics World 11, no. 9 (1998): 7. http://dx.doi.org/10.1088/2058-7058/11/9/6.
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Durrani, Matin. "PhD blues." Physics World 36, no. 3 (2023): 15. http://dx.doi.org/10.1088/2058-7058/36/03/18.
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Naidoo, Devika. "Understanding non-traditional PhD students habitus – implications for PhD programmes." Teaching in Higher Education 20, no. 3 (2015): 340–51. http://dx.doi.org/10.1080/13562517.2015.1017457.
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van Tienoven, Theun Pieter, Anaïs Glorieux, Joeri Minnen, Petrus te Braak, and Bram Spruyt. "Graduate students locked down? PhD students’ satisfaction with supervision during the first and second COVID-19 lockdown in Belgium." PLOS ONE 17, no. 5 (2022): e0268923. http://dx.doi.org/10.1371/journal.pone.0268923.
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Background Supervisor support is crucial for the successful and timely completion of the PhD and the largest contributor to PhD students’ overall job satisfaction. The COVID-19 pandemic affected PhD students’ life substantially through delayed experiments, missed timelines, running out of funding, change to online team- and supervisor meetings, mandatory working from home, and social confinement. Aim This contribution considers PhD students’ satisfaction scores to reflect the extent to which PhD students felt supported by their supervisor during the COVID-19 pandemic so far and aims to investigate to what extent did PhD students’ satisfaction with supervisor support changed over time. Method It uses two longitudinal two cohorts of wave 4 to 5 of the PhD Survey at a Belgian university. These cohorts are representative of two different ways the COVID-19 pandemic might have impacted doctoral research. Cohort 1 (n = 345) includes a pre-COVID measurement (April-May 2019) and a measurement immediately after the start of the abrupt lockdown in April-May 2020. Cohort 2 (n = 349) includes the measurement at the onset of the pandemic in 2020 and after a year with continuously changing containment policies (April-May 2021). The composite measure of satisfaction with supervisor support is based on six items with high internal consistency. Results No significant net effect of time was revealed. Instead within subject interactions with time showed that in cohort 1, PhD students at the start of their PhD trajectory and PhD students with family responsibilities reported lower supervisor satisfaction scores over time. In cohort 2, PhD students not pursuing academic careers reported lower satisfaction scores over time. Conclusion In times of crises, special attention needs to be paid to PhD students who are extra susceptible to uncertainties because of their junior status or personal situation, and especially those PhD students for whom doctoral research is not a trajectory to position themselves in academia.
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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Canadian Journal of Higher Education 48, no. 3 (2018): 82–97. http://dx.doi.org/10.47678/cjhe.v48i3.188161.
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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Articles 48, no. 3 (2019): 82–97. http://dx.doi.org/10.7202/1057130ar.
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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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Teresita, Aparicio Miriam. "PhD graduates and students: What professional pathways exist?" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 472–80. http://dx.doi.org/10.18844/prosoc.v4i1.2290.
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HERASYMENKO, Liudmyla, and Svitlana MURAVSKA. "MAIN ASPECTS OF TEACHING ACADEMIC ENGLISH FOR PhD STUDENTS." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 146–51. http://dx.doi.org/10.33251/2522-1477-2022-12-146-151.
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The article deals with main aspects of teaching Academic English for PhD students. This discipline belongs to the list of obligatory academic disciplines according to the third (educational and scientific level of higher education). English for Academic Purposes (EAP) is considered to be a part of English for Specific Purposes (ESP). In designing the course, we used the course design model by A. Gillett and L. Wray where the particular attention is paid to the students’ needs. The goal of studying the discipline Academic English is the formation of English-language communicative competence for effective research activities of PhD students. The main forms of education are practical classes and independent work. During the practical classes, the following teaching methods are used: a reproductive method; interactive methods; a method of collaborative learning; a problematic method; a heuristic method; a research method; role playing; a project method; preparation and writing of scientific papers. The particular attention is paid to the method of collaborative learning, which helps to foster critical thinking skills, enhances the ability to learn, and provides the informal setting. Key words: Academic English, EAP, academic writing, Doctor of Philosophy, PhD students, PhD training, collaborative learning, linguistic competences.
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Le, Mai, Long Pham, Kioh Kim, and Nhuong Bui. "The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 269–85. http://dx.doi.org/10.53761/1.18.4.18.
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This study focuses on investigating impact of supervisor – PhD student relationship on PhD students’ satisfaction with their supervisors’ supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students’ satisfaction with supervisors’ supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students’ satisfaction. The strict relationship did not negatively affect PhD students’ satisfaction with their supervisors’ supervisory styles. Furthermore, PhD students’ satisfaction with their supervisors’ supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.
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HUTTON, GRAHAM. "PhD Abstracts." Journal of Functional Programming 24, no. 4 (2014): 474–522. http://dx.doi.org/10.1017/s0956796814000215.
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Many students complete PhDs in functional programming each year, but there is currently no common location in which to promote and advertise the resulting work. The Journal of Functional Programming would like to change that!
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AB Marais, Gabriel, Rebecca Shankland, Pascale Haag, Robin Fiault, and Bridget Juniper. "A Survey and a Positive Psychology Intervention on French PhD Student Well-being." International Journal of Doctoral Studies 13 (2018): 109–38. http://dx.doi.org/10.28945/3948.
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Aim/Purpose: The present work focuses on French PhD students’ well-being: an understudied working population thus far, which impedes the development of evidence-based policies on this issue in France.The focus of this work is the well-being of French PhD students, on which almost nothing has been published thus far, impeding any evidence-based policy on this issue to be carried out in France. Background: Research studies from several countries have shown that carrying out a PhD can be a difficult experience resulting in high attrition rates with significant financial and human costs. Methodology: The two studies presented in this article focus on biology PhD students from University Lyon 1, a very large French university (~40,000 students). A first study aimed at measuring the mental health and well-being of PhD students using generalist and PhD-specific tools. In a second study, we carried out and assessed a positive psychology intervention (PPI) aimed at improving PhD students’ well-being. Contribution: Our work is one of the first characterizations of French PhD students’ mental health and well-being. As with other recent studies conducted in Western coun-tries, we found a high level of mental distress among PhD students. Our work also underlines the importance of taking many dimensions of the PhD (not only supervisor behaviour) in order to understand PhD student well-being. Cultural specificities are highlighted and can help inform the design of interventions adapted to each situation. The PPI showed pre-to-post positive changes on PhD students’ well-being. Further research is needed on a larger sample size in order to detect more subtle effects. However, these results are promising in terms of interventions that help reduce PhD student distress. Findings: Study 1 involved 136 participants and showed that a large fraction of the PhD students experiences abnormal levels of stress, depression, and anxiety. We found that career training and prospects, research experience, and the impact of carrying out a thesis on health and private life have more impact on PhD students’ mental health than the supervisors’ behaviour. French PhD students’ well-being is specifically affected by career uncertainty, perceived lack of progress in the PhD, and perceived lack of competence compared to UK PhD students well-being, which suggests cultural differences about the PhD experi-ence in France compared to other countries. In study 2, the scores of the test and control groups (N = 10 and N = 13, respectively) showed a clear effect of the intervention on reducing anxiety. Impact on Society: The high levels of mental health issues and reduced well-being in French PhD students reported in this study underline the importance of developing interventions in this field. Improving the supervisor-student relationship is one possibility but is not the only one. Interventions aimed at learning how to cope with the research experience and with the uncertainty with career pathways, and a good balance between PhD work and personal life present other promising possibilities
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Walton, Holly. "Managing your PhD." PsyPag Quarterly 1, no. 109-5 (2018): 39–44. http://dx.doi.org/10.53841/bpspag.2019.1.109-5.39.
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PhDs are largely unstructured. This can lead PhD students to feel uncertain and overwhelmed about how to move forward with their PhD. This article discusses different ways in which students can manage their PhD: from planning, organising and managing their project, effectively planning for supervision meetings to make the most of this support, and managing their time to maintain a positive work-life balance.
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Lee, Kyungmee. "A Phenomenological Exploration of the Student Experience of Online PhD Studies." International Journal of Doctoral Studies 15 (2020): 575–93. http://dx.doi.org/10.28945/4645.
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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.
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Frame, Iain A., and ILiz Allen. "A flexible approach to PhD research training." Quality Assurance in Education 10, no. 2 (2002): 98–103. http://dx.doi.org/10.1108/09684880210423582.
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The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews. A number of factors affect the “success” of the PhD training experience; what is considered good (i.e. fit for purpose) PhD research training may be different for the student and the supervisor. Compares and contrasts the views of PhD students and PhD supervisors on a number of issues including reasons for doing a PhD, the purpose of PhD training and perceptions of the quality of PhD research training. Suggests that to support the different needs of students, supervisors and the science base, a flexible yet quality assured approach to PhD research training is required.
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Chen, Jianyue, and Zhixing Zhao. "A study on the influence of academic passion on PhD students’ research engagement—The role of ambidextrous learning and academic climate." PLOS ONE 19, no. 6 (2024): e0303275. http://dx.doi.org/10.1371/journal.pone.0303275.
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The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students’ research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students’ engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students’ academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students’ research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students’ research engagement; and the academic climate effectively facilitates the transformation of PhD students’ academic passion into ambidextrous learning (exploratory and exploitative learning). The study’s conclusions not only foster PhD students’ enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system.
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Fawcett, Charlotte, Kathryn Sandilands, Rispah Ng'ang'a, et al. "A survey of the training experiences and needs on Wellcome Trust PhD programmes." Wellcome Open Research 8 (September 3, 2024): 432. http://dx.doi.org/10.12688/wellcomeopenres.19561.4.
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Background Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods The Taskforce on Training conducted a survey of 35 Wellcome Trust funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; with technical training being particularly highly valued. However, the survey identified that students desired additional training in project management and personal development. Surveying programme administrators highlighted the wide variety in training availability for students across different Wellcome Trust programmes currently running in the UK. Conclusion In response to these findings, several recommendations were suggested. Examples include; promotion of peer mentoring for PhD students, and alternative methods for delivery of wellbeing training. However, this report only explores the views of a small number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.
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Fawcett, Charlotte, Kathryn Sandilands, Rispah Ng'ang'a, et al. "A survey of the training experiences and needs on Wellcome Trust PhD programmes." Wellcome Open Research 8 (October 9, 2023): 432. http://dx.doi.org/10.12688/wellcomeopenres.19561.1.
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Background: Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods: The Taskforce on Training conducted a survey of 36 Wellcome Trust-funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results: PhD students reported that training was generally useful and viewed as important; technical training in particular was highly valued. However, the survey identified that students desired additional training in project management and personal development. A survey of programme administrators highlighted the wide variety in training availability for students across several Wellcome Trust programmes currently run in the UK. Conclusions: In response to these findings, a number of recommendations were made. These included: promotion of peer mentoring for PhD students, and alternative methods for delivery of well-being training. However, this report only explores the views of a limited number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.
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Fawcett, Charlotte, Kathryn Sandilands, Rispah Ng'ang'a, et al. "A survey of the training experiences and needs on Wellcome Trust PhD programmes." Wellcome Open Research 8 (December 18, 2023): 432. http://dx.doi.org/10.12688/wellcomeopenres.19561.2.
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Background Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods The Taskforce on Training conducted a survey of 36 Wellcome Trust-funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; technical training in particular was highly valued. However, the survey identified that students desired additional training in project management and personal development. A survey of programme administrators highlighted the wide variety in training availability for students across several Wellcome Trust programmes currently run in the UK. Conclusion In response to these findings, a number of recommendations were made. These included: promotion of peer mentoring for PhD students, and alternative methods for delivery of well-being training. However, this report only explores the views of a limited number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.
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Fawcett, Charlotte, Kathryn Sandilands, Rispah Ng'ang'a, et al. "A survey of the training experiences and needs on Wellcome Trust PhD programmes." Wellcome Open Research 8 (June 21, 2024): 432. http://dx.doi.org/10.12688/wellcomeopenres.19561.3.
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Background Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods The Taskforce on Training conducted a survey of 35 Wellcome Trust-funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; technical training in particular was highly valued. However, the survey identified that students desired additional training in project management and personal development. A survey of programme administrators highlighted the wide variety in training availability for students across several Wellcome Trust programmes currently run in the UK. Conclusion In response to these findings, a number of recommendations were made. These included: promotion of peer mentoring for PhD students, and alternative methods for delivery of well-being training. However, this report only explores the views of a limited number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.
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Janković, Slobodan, Višnja Banjac, Sanja Daišević, et al. "Attitudes of PhD students towards qualitative research methods in medicine." Racionalna terapija 7, no. 2 (2015): 35–37. http://dx.doi.org/10.5937/racter7-7993.
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Although qualitative research methods are increasingly used in medicine, PhD students in biomedical fields rarely choose these methods for their theses. In a two-session, unstructured meeting of professor and his 2nd year PhD students in the field of medicine the issue of using qualitative research methods for PhD thesis was openly discussed, and notes from the discussion were semantically analyzed. The students all agreed that they would not choose a qualitative research method for their PhD thesis, because they believed that qualitative research is more prone to bias, less reliable than quantitative research and with fewer chances to be accepted by the scientific community. If qualitative research methods are to be more utilized by PhD students of medicine in the future, much should be done on education of PhD students and on promotion of these methods among the academic staff.
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Dhirasasna, Nina, Emiliya Suprun, Stefen MacAskill, Mehdi Hafezi, and Oz Sahin. "A Systems Approach to Examining PhD Students’ Well-Being: An Australian Case." Systems 9, no. 1 (2021): 17. http://dx.doi.org/10.3390/systems9010017.
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Previous research regarding PhD students’ well-being (PhD-WB) has lacked a comprehensive and systemic analysis. This research engages with a systems approach to examine the multiple variables, including feedback mechanisms, which influence PhD-WB over time. The model was developed using a structural analysis method (Cross-impact analysis MICMAC) that informed a causal loop diagram (CLD). The aim was to understand what promotes (drivers) and inhibits (barriers) PhD students’ well-being. The results show that PhD students’ well-being reflects an interplay between university, financial support, students’ mental and physical health, and family/friends. However, the analysis shows that the role of the drivers is dynamic, and they can become barriers in certain circumstances. This insight validates the application of systems thinking to illustrate the complexity of PhD students’ well-being.
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Kobayashi, Sofie. "Peer feedback among international PhD students." Dansk Universitetspædagogisk Tidsskrift 13, no. 25 (2018): 91–106. http://dx.doi.org/10.7146/dut.v13i25.104668.
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In a PhD course for new PhD students peer feedback was introduced to reduce teacher time on feedback and to enhance the learning environment. The results of the changes to the course are not conclusive with regards to teacher time, since there were also oth-er changes made to the programme, but overall teacher time on giving feedback has been reduced. Peer feedback in higher education is seen as one way to enhance the learning environment for students as it builds on principles of formative feedback dur-ing the course of study and when students give feedback it has been shown to enhance learning. The results from this study support this view, but improved learning was only observed after peer feedback was integrated in teaching and learning activities em-bedded in the course rather than as an add-on.This article describes and evaluates the introduction of an element of peer feedback in a PhD course. Peer feedback was introduced with the double goal of saving teacher time and enhancing learning outcomes. The changes made to the course were initiated as a development and learning project undertaken as part of my participation in the Teaching and Learning in Higher Education Programme (Universitetspædagogikum) in 2016. The aim of the article is to share experiences that indicate that this double goal is achievable when a) assessment (or feedback) criteria are explicit and shared and b) peer feedback is an integral part of the course.
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Boskovic, Milos, Jelena Djokovic, Iva Grubor, et al. "Phd Students' Awareness of Research Misconduct." Journal of Empirical Research on Human Research Ethics 8, no. 2 (2013): 163–64. http://dx.doi.org/10.1525/jer.2013.8.2.163.
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Marsh, Herbert W., Kenneth J. Rowe, and Andrew Martin. "PhD Students' Evaluations of Research Supervision." Journal of Higher Education 73, no. 3 (2002): 313–48. http://dx.doi.org/10.1080/00221546.2002.11777151.
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Dole, Sudhanshu. "Trials and tribulations of PhD students." Nature 397, no. 6721 (1999): 644. http://dx.doi.org/10.1038/17668.
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Name and address supplied. "Trials and tribulations of PhD students." Nature 397, no. 6721 (1999): 644. http://dx.doi.org/10.1038/17668-c1.
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Conn, Vicki S., and Urmeka T. Jefferson. "Requiring Authorship Competence Among PhD Students." Western Journal of Nursing Research 39, no. 3 (2017): 327–28. http://dx.doi.org/10.1177/0193945916676087.
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Gwynne, Peter. "International students shun US PhD programmes." Physics World 31, no. 7 (2018): 8. http://dx.doi.org/10.1088/2058-7058/31/7/11.
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Sundström, Angelina, Gunnar Widforss, Malin Rosqvist, and Anette Hallin. "Industrial PhD Students and their Projects." Procedia Computer Science 100 (2016): 739–46. http://dx.doi.org/10.1016/j.procs.2016.09.219.
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Stephens, David. "Stipend increase for British PhD students." Trends in Cell Biology 11, no. 2 (2001): 59. http://dx.doi.org/10.1016/s0962-8924(00)01922-x.
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Pérez‐Antón, Miguel, and Angela Hay. "Schooling PhD students in plant development." New Phytologist 226, no. 6 (2020): 1544–47. http://dx.doi.org/10.1111/nph.16509.
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Cude, William. "Achieving a PhD: Ten Students' Experience." Higher Education Policy 7, no. 4 (1994): 54. http://dx.doi.org/10.1057/hep.1994.62.
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Mueni Matheka, Hyrine, Ellen E.P.W.A. Jansen, and Adriaan W.H.A Hofman. "PhD Students’ Background and Program Characteristics as Related to Success in Kenyan Universities." International Journal of Doctoral Studies 15 (2020): 057–74. http://dx.doi.org/10.28945/4467.
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Aim/Purpose: Kenya plans to be a middle-income country by the year 2030. To achieve this development target, the country has rapidly expanded its university sub-sector in order to produce the requisite skilled professionals. This has put a strain on the available PhD holders thus heightening the pressure on universities to produce more PhD graduates to meet the required larger pool of highly qualified professionals to service the academia and other sectors of the economy. However, the PhD graduation rate per year is very low and unexplained. This study sought to explain the factors influencing PhD success rates in Kenyan universities. Background: This cross-sectional study set out to establish how PhD students’ background and program characteristics are related to their success. This knowledge will inform policies and strategies to enhance PhD training and success in Kenya. Methodology: Data on 1,992 PhD students was collected from 10 universities by using the Microsoft Excel data tool to collect administrative data. The researchers utilized the data collection to construct a quantitative research design. The PhD students were enrolled in the following program domains/clusters: Humanities and Social Sciences, Business and Economics, Physical and Life Sciences, Applied Sciences and Medical Sciences. Contribution: PhD success factors have been extensively studied in developed countries. This paper builds on this body of knowledge with a specific focus on developing countries like Kenya. Findings: Students’ background characteristics (age, nationality, gender, financial support and marital statuses) were not related to PhD students’ success, however, full-time employed PhD students had better progression than their part-time colleagues. Program characteristics (program cluster and mode of study) were significantly related to students’ success. Students who had delayed for two years or more years had limited chance to graduate. Recommendations for Practitioners: To improve the PhD education system, practitioners should endeavor to monitor and track the progress of their PhD students. To do this, the researchers recommend that the universities collect and keep good records of these types of data. Universities should come up with strategies to build on or mitigate against the factors that have been identified to influence PhD success. Recommendation for Researchers: The researchers recommend further research, especially in developing countries, to understand the PhD study systems and inform effective interventions. Impact on Society: To identify, conceptualize or mitigate against the factors which influence PhD success lead to higher success in PhD training in order to enhance knowledge to solve societal problems. Future Research: Further research is recommended especially in the context of developing countries to establish how supervisor–student interactions, availability of infrastructural resources, and students’ motivation, efficacy and well-being relate to PhD success in Kenyan universities
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Konrad Kulikowski, Anna Potoczek, Emil Antipow, and Szymon Król. "How to Survive in Academia: Demands, Resources and Study Satisfaction Among Polish PhD Students." Educational Sciences: Theory & Practice 19, no. 4 (2019): 65–79. http://dx.doi.org/10.12738/estp.2019.4.005.
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There is a great deal of research showing that PhD students suffer from dissatisfaction. Whereas most studies in this field strived to identify factors negatively related to PhD students’ well-being, still little is known about factors positively related to the well-being of young academics. We based our analysis on the Job Demands-Resource Theory (JD-R), to identify study resources positively related to PhD student satisfaction. Building on the results of the survey conducted among 360 PhD students of the Jagiellonian University (Poland) we singled out seven main resources most strongly related to PhD student satisfaction. Our findings might provide initial evidence about what type of resources are worth developing to maximize PhD student well-being. These results could be of particular importance and interest for candidates who look for PhD positions and PhD students already working in different academic environments, as well as for broader academic community and higher education policymakers.
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Chakraverty, Devasmita, Donna B Jeffe, Katherine P Dabney, and Robert H Tai. "Exploring Reasons That U.S. MD-PhD Students Enter and Leave Their Dual-Degree Programs." International Journal of Doctoral Studies 15 (2020): 461–83. http://dx.doi.org/10.28945/4622.
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Aim/Purpose: In response to widespread efforts to increase the size and diversity of the biomedical-research workforce in the U.S., a large-scale qualitative study was conducted to examine current and former students’ training experiences in MD (Doctor of Medicine), PhD (Doctor of Philosophy), and MD-PhD dual-degree programs. In this paper, we aimed to describe the experiences of a subset of study participants who had dropped out their MD-PhD dual-degree training program, the reasons they entered the MD-PhD program, as well as their reasons for discontinuing their training for the MD-PhD. Background: To our knowledge, the U.S. has the longest history of MD-PhD dual-degree training programs dating back to the 1950s and produces the largest number of MD-PhD graduates in the world. Integrated dual-degree MD-PhD programs are offered at more than 90 medical schools in the U.S., and historically have included three phases – preclinical, PhD-research, and clinical training, all during medical-school training. On average, it takes eight years of training to complete requirements for the MD-PhD dual-degree. MD-PhD students have unique training experiences, different from MD-only or PhD-only students. Not all MD-PhD students complete their training, at a cost to funding agencies, schools, and students themselves. Methodology: We purposefully sampled from 97 U.S. schools with doctoral programs, posting advertisements for recruitment of participants who were engaged in or had completed PhD, MD, and MD-PhD training. Between 2011 and 2013, semi-structured, one-on-one phone interviews were conducted with 217 participants. Using a phenomenological approach and inductive, thematic analysis, we examined students’ reasons for entering the MD-PhD dual-degree program, when they decided to leave, and their reasons for leaving MD-PhD training. Contribution: Study findings offer new insights into MD-PhD students’ reasons for leaving the program, beyond what is known about program attrition based on retrospective analysis of existing national data, as little is known about students’ actual reasons for attrition. By more deeply exploring students’ reasons for attrition, programs can find ways to improve MD-PhD students’ training experiences and boost their retention in these dual-degree programs to completion, which will, in turn, foster expansion of the biomedical-research-workforce capacity. Findings: Seven participants in the larger study reported during their interview that they left their MD-PhD programs before finishing, and these were the only participants who reported leaving their doctoral training. At the time of interview, two participants had completed the MD and were academic-medicine faculty, four were completing medical school, and one dropped out of medicine to complete a PhD in Education. Participants reported enrolling in MD-PhD programs to work in both clinical practice and research. Very positive college research experiences, mentorship, and personal reasons also played important roles in participants’ decisions to pursue the dual MD-PhD degree. However, once in the program, positive mentorship and other opportunities that they experienced during or after college, which initially drew candidates to the program was found lacking. Four themes emerged as reasons for leaving the MD-PhD program: (1) declining interest in research, (2) isolation and lack of social integration during the different training phases, (3) suboptimal PhD-advising experiences, and (4) unforeseen obstacles to completing PhD research requirements, such as loss of funding. Recommendations for Practitioners: Though limited by a small sample size, findings highlight the need for better integrated institutional and programmatic supports for MD-PhD students, especially during PhD training. Recommendation for Researchers: Researchers should continue to explore if other programmatic aspects of MD-PhD training (other than challenges experienced during PhD training, as discussed in this paper) are particularly problematic and pose challenges to the successful completion of the program. Impact on Society: The MD-PhD workforce comprises a small, but highly trained cadre of physician-scientists with the expertise to conduct clinical and/or basic science research aimed at improving patient care and developing new diagnostic tools and therapies. Although MD-PhD graduates comprise a small proportion of all MD graduates in the U.S. and globally, about half of all MD-trained physician-scientists in the U.S. federally funded biomedical-research workforce are MD-PhD-trained physicians. Training is extensive and rigorous. Improving experiences during the PhD-training phase could help reduce MD-PhD program attrition, as attrition results in substantial financial cost to federal and private funding agencies and to medical schools that fund MD-PhD programs in the U.S. and other countries. Future Research: Future research could examine, in greater depth, how communications among students, faculty and administrators in various settings, such as classrooms, research labs, and clinics, might help MD-PhD students become more fully integrated into each new program phase and continue in the program to completion. Future research could also examine experiences of MD-PhD students from groups underrepresented in medicine and the biomedical-research workforce (e.g., first-generation college graduates, women, and racial/ethnic minorities), which might serve to inform interventions to increase the numbers of applicants to MD-PhD programs and help reverse the steady decline in the physician-scientist workforce over the past several decades.
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Chen, Min, Roslina Abdul Aziz, and Syamimi Turiman. "A Corpus-Based Study of Four-Word Lexical Bundles in Chinese and U.S Phd Dissertations." International Journal of Research and Innovation in Social Science VIII, no. XI (2024): 1668–81. https://doi.org/10.47772/ijriss.2024.8110131.
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Lexical bundles (LBs), which are crucial for smooth language articulation, are deemed a significant unique characteristic in scholarly writing. Many PhD students find that their English academic writing output often falls short of academic expectations compared to native language academic authors in terms of vocabulary sophistication. This study aimed to examine both the functional commonalities and variances in the usage patterns of four-word lexical clusters among Chinese PhD postgraduate EFL students (CH-PhD) and their American counterparts (US-PhD). The study adopted a corpus-based approach, relying on two self-built learner corpora (CH-PhD and US-PhD), and incorporated both quantitative and qualitative data analysis methods. Using AntConc’s N-gram tool, 72 bundles in CH-PhD and 37 in US-PhD were extracted. Findings indicate that Chinese PhD students employed a greater number of four-word word clusters in their academic writings. As for the functional types, Chinese PhD learners are more inclined to use research-oriented bundles to provide descriptions to organise writer’s actions, while native American PhD students are more inclined to use text-oriented bundles to organise the text. Furthermore, the findings illuminate methods to improve the instruction of LBs in China’s academic writing curriculum.
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Conway, Colleen, John Eros, Kristen Pellegrino, and Chad West. "The Role of Graduate and Undergraduate Interactions in the Development of Preservice Music Teachers and Music Teacher Educators: A Self-Study in Music Teacher Education." Bulletin of the Council for Research in Music Education, no. 183 (January 1, 2010): 49–64. http://dx.doi.org/10.2307/27861472.
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Abstract This teacher education self-study examined music teacher and music teacher educator development through the formal and informal interactions of undergraduate and doctoral students designed to facilitate community. Research questions included: (a) how do undergraduate students describe their interactions with music education PhD students; (b) how do music education PhD students describe their interactions with music education undergraduate students; and (c) how can the researchers change their practices to better meet the needs of the undergraduate students? Data included: a questionnaire from sophomore, junior and senior undergraduate students (N = 34); PhD student journals; a teacher education faculty journal; 12 undergraduate student interviews; an undergraduate student focus group; and six "self study" team focus group meetings. Findings suggest that: (a) interactions were positive but it was sometimes difficult to navigate the interactions; (b) undergraduates specifically value the stories of recent teaching experience that the PhD students can provide; and (c) undergraduates seem to change their views of the PhD students as they (the undergraduates) mature as teachers. Other findings address development of the PhD students as teacher educators. Suggestions for teacher education and research conclude the paper.
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Jia, Jing, and Nelson C. Y. Yeung. "“My Cross-Border PhD Journey”: A Qualitative Study on the Educational and Life Challenges of Mainland Chinese PhD Students in Hong Kong." International Journal of Environmental Research and Public Health 20, no. 12 (2023): 6078. http://dx.doi.org/10.3390/ijerph20126078.
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PhD students’ poor mental health has been increasingly concerning. However, challenges among PhD students studying aboard are understudied. The Educational and Life Transitions (ELT) model postulates that international PhD students are subject to both academic and acculturative stressors; however, relevant research is limited in the Chinese context. We examined mainland Chinese PhD students’ study and living experiences in Hong Kong using a qualitative approach. Through purposive sampling, 37 mainland Chinese PhD students in different disciplines from public-funded universities in Hong Kong were recruited to participate in online focus group interviews (December 2020–February 2021). The interviews were analyzed using the framework analysis method. Ten themes of academic/acculturative stressors were identified. The academic stressors included: (1) high expectations from the supervisors; (2) emphasis on self-discipline as PhD students; (3) peer comparison in academia; (4) difficulties shifting research directions/academic disciplines; (5) uncertainties about future career. The acculturative stressors included: (1) differences in the political environment; (2) language barriers; (3) difficulties living in Hong Kong; (4) limited social interaction with others; (5) local people’s discriminatory behaviors. This study sheds light on the stressors experienced by mainland Chinese PhD students in Hong Kong. To better address those students’ academic and acculturative stressors, cross-cultural training and additional support from supervisors/the university could be provided.
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Chakraverty, Devasmita, Donna B. Jeffe, and Robert H. Tai. "Transition Experiences in MD–PhD Programs." CBE—Life Sciences Education 17, no. 3 (2018): ar41. http://dx.doi.org/10.1187/cbe.17-08-0187.
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MD–PhD training takes, on average, 8 years to complete and involves two transitions, an MD-preclinical to PhD-research phase and a PhD-research to MD-clinical phase. There is a paucity of research about MD–PhD students’ experiences during each transition. This study examined transition experiences reported by 48 MD–PhD students who had experienced at least one of these transitions during their training. We purposefully sampled medical schools across the United States to recruit participants. Semistructured interviews were audio-recorded and transcribed for analysis; items focused on academic and social experiences within and outside their programs. Using a phenomenological approach and analytic induction, we examined students’ transition experiences during their MD–PhD programs. Five broad themes emerged centering on multiple needs: mentoring, facilitating integration with students in each phase, integrating the curriculum to foster mastery of skills needed for each phase, awareness of cultural differences between MD and PhD training, and support. None of the respondents attributed their transition experiences to gender or race/ethnicity. Students emphasized the need for mentoring by MD–PhD faculty and better institutional and program supports to mitigate feelings of isolation and help students relearn knowledge for clinical clerkships and ease re-entry into the hospital culture, which differs substantially from the research culture.
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Soobard, Regina, Jari Lavonen, Rachel Mamlok-Naaman, Jack Holbrook, and Miia Rannikmae. "Promoting Young Science Education Researchers through a Series of International Seminars." Science Education International 36, no. 1 (2025): 3–14. https://doi.org/10.33828/sei.v36.i1.1.
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The aim of this study is to learn how a series of 3-day international seminars, emphasizing networking, and an academic writing, reviewing, and leading discussions, supports PhD students’ professional learning and development by providing both a formal and non-formal context. The sample of this study consisted of PhD students from three countries – Estonia, Finland and Israel, and study was carried out in 2022 (in-person seminar; n = 20) and 2023 (hybrid seminar; n = 17). After the carefully designed 3-day seminars (including plenary lectures, workshops, and non-formal reflection sessions for PhD students), the feedback was asked from all participants in a format of questionnaire. In addition, interviews with two PhD students from each country were carried out to validate the outcomes from the questionnaire. Based on the results, non-formal activities were seen as supportive for getting to know their fellow PhD students and experienced academics in the field of science education. For many students, presenting their work or undertaking a review for another PhD student was a first-time experience and therefore gave them the opportunity to experience a wide range of activities supportive of being a researcher. In future studies, supporting PhD students long-lasting motivation to work on a doctoral thesis and to commit to PhD studies, can be used as one of the design principles in these types of seminars.
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Incelli, Ersilia. "Enhancing Abstract Writing for Non-native English-speaking PhD Students: A Case Study of Italian PhD Students." International Journal of Linguistics 16, no. 6 (2024): 136. https://doi.org/10.5296/ijl.v16i6.22521.
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This study explores the challenges faced by Italian PhD students in writing effective scientific abstracts, focusing on a collaborative academic writing workshop conducted in a university classroom. Recognizing the critical role of abstracts in academic communication, the paper highlights unique obstacles for non-native English speakers, particularly linguistic issues that hinder clarity, coherence, and conciseness. Drawing on literature and workshop findings, the study proposes targeted strategies and practical activities to enhance abstract writing skills, ultimately promoting better academic communication for PhD candidates, offering a framework which improves abstract writing skills. By fostering better academic communication, the study aims to enhance the professional development of PhD candidates and their integration into the global research community.
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Littzen, Chloé, Jennifer May, Jessica Rainbow, Helena Morrison, and Lois Loescher. "Pursuing Success in a Hybrid PhD Nursing Program." Journal of Nursing Education 63, no. 5 (2024): 328–31. http://dx.doi.org/10.3928/01484834-20240305-08.
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Background: Little is known about hybrid PhD nursing students' experiences. Method: The purpose of this study was to describe and analyze the experiences of PhD nursing students in a hybrid program using a convergent mixed methods design. Recent nursing PhD alumni ( n = 18), and current PhD students ( n = 4) were recruited at a research-intensive university in the southwestern United States. Results: Four metainferences were identified: (1) the facilitator of faculty as both advisors and mentors; (2) the facilitator of peers as support, motivation, and a source of advice that preceded advisors; (3) the barrier of receiving conflicting feedback from advisory and dissertation committees; and (4) the barrier of not understanding the PhD student process. Conclusion: Peer support is fundamental for hybrid PhD nursing student success; conflicting feedback and not understanding the process are significant barriers. Strategies are recommended to mitigate barriers to facilitate hybrid PhD nursing students' success. [ J Nurs Educ . 2024;63(5):328–331.]
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Johanesen, Priscilla, Jose Garcia-Bustos, and Paul Wood. "Training PhD students to bridge the Academia–Industry gap." Microbiology Australia 37, no. 2 (2016): 73. http://dx.doi.org/10.1071/ma16024.
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It is now well understood that the career paths of PhD students are diverse and not all PhD graduates strive for a career in academia1. Even if the opposite were true, the number of PhD graduates greatly exceeds the number of currently available and projected academic positions2. It is clear that the PhD as it is traditionally understood has to evolve. With the changing outcomes of the PhD has come the requirement to provide students with training that will equip them with marketable skills vital for success in real-life workplaces, extending them beyond their discipline-specific research and knowledge with skills applicable to industry, academia, government, the community and possibly entrepreneurial activities. This article describes a training module ‘From Project to Product’, which has been developed at Monash University to engage students with industry and introduce them to career pathways outside of academia.