Academic literature on the topic 'Doctoral candidates'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Doctoral candidates.'
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.
Journal articles on the topic "Doctoral candidates"
1
Cahusac de Caux, Basil. "Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis." International Journal of Doctoral Studies 16 (2021): 291–317. http://dx.doi.org/10.28945/4755.
Full textAbstract:
Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies. Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research. Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.
2
Schnader, Anne L., Kimberly D. Westermann, Denise Hanes Downey, and Jay C. Thibodeau. "Training Teacher-Scholars: A Mentorship Program." Issues in Accounting Education 31, no. 2 (January 1, 2015): 171–90. http://dx.doi.org/10.2308/iace-51041.
Full textAbstract:
ABSTRACT This article describes the details of a mentorship program implemented by one university to train accounting doctoral candidates as educators, thus responding to calls by the Pathways Commission (2012), prior research (Gribbin, Sobery, and Braswell 2002; Brink, Glasscock, and Wier 2012), and the AACSB (2013) for thoughtful training of our future teacher-scholars. The two-semester program enables doctoral program directors to meet each doctoral candidate at his/her point of need, includes recommendations for supporting international doctoral candidates, and advocates for an appreciation of the synergies between research and teaching. As such, this study should be of interest to doctoral program directors, doctoral candidates, and administrators.
3
Alfermann, Dorothee, Christopher Holl, and Swantje Reimann. "“Should I stay or should I go?” Indicators of Dropping Out Thoughts of Doctoral Students in Computer Science." International Journal of Higher Education 10, no. 3 (February 18, 2021): 246. http://dx.doi.org/10.5430/ijhe.v10n3p246.
Full textAbstract:
Evidence in the literature indicates that doctoral candidates may experience increased levels of stress and worry about successfully completing their doctorate degrees. As a result, a significant number of doctoral candidates drop out. In our study with 424 doctoral students in computer science (113 women, 311 men), we ask about the frequency of dropout thoughts as an indicator of possible premature termination. By means of machine learning algorithms, we extract variables associated with higher or lower likelihood of dropout thoughts. In particular, satisfaction with advisor’s support, experiencing a crisis, professional self-efficacy, choice of advisor, and perceived meaningfulness of additional work tasks proved to be of central importance. Based on these results, we suggest taking steps to improve professional and social support for doctoral students. Recommendations include implementing more intensive supervision in the early stages of the doctorate, improve the match between doctoral candidates’ expectations and the requirements of the respective institute, monitor progress during the doctorate (e.g., with the help of an advisor agreement), and increase the qualifications of advisors to include leadership and communication skills.
4
Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
Full textAbstract:
Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
5
Sala-Bubaré, Anna, Jouni A Peltonen, Kirsi Pyhältö, and Montserrat Castelló. "Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study." International Journal of Doctoral Studies 13 (2018): 327–45. http://dx.doi.org/10.28945/4103.
Full textAbstract:
Aim/Purpose: This study aimed to explore individual variation in doctoral candidates’ perceptions about research writing and themselves as writers (research writing perceptions) across three countries (Spain, Finland, and the UK) and the relationship with doctoral candidates’ research conditions and social support. Background: The present study employed a person-centered approach to identify profiles among doctoral candidates’ in relation to their research writing perceptions and the association between these profiles and research conditions and experiences (e.g., thesis format, thesis language, enrollment modality, phase of the doctorate, number of publications, and drop-out intentions) and perceived social support from supervisors and research community. Methodology: 1,463 doctoral candidates responded to the Doctoral Experience survey. EFA and CFA were used to corroborate the factor structure of the research writing scale. Research writing profiles were identified by employing cluster analysis and compared regarding research conditions and experience and both types of social support. Contribution: This study contributes to the literature on doctoral development by providing evidence on the social nature of doctoral candidates’ writing development. It is argued that doctoral candidates’ perceptions of writing are related to transversal factors, such as doctoral candidates’ researcher identity and genre knowledge. It also shows that most candidates still lack opportunities to write and learn to write with and from other researchers. Findings: Three writing profiles were identified: Productive, Reduced productivity, and Struggler profiles. Participants in the Productive profile experienced more researcher community and supervisory support and had more publications, Struggler writers reported drop-out intentions more often than participants in the other profiles, and Reduced productivity writers were more likely to not know the format of the thesis. The three profiles presented similar distribution in relation to participants’ country, the language in which they were writing their dissertation, and whether they were participating in a research team. Recommendations for Practitioners: Supervisors and doctoral schools need to be aware of difficulties involved in writing at the PhD level for all doctoral candidates, not only for those writing in a second language, and support them in developing transformative research writing perceptions and establishing collaboration with other researchers. Research teams need to reflect on the writing support and opportunities they offer to doctoral candidates in promoting their writing development. Recommendation for Researchers: Further studies should take into account that the development of research writing perceptions is a complex process that might be affected by many and diverse factors and vary along the doctoral trajectory]. Future Research: Future research could explore the influence of factors such as engagement or research interest on doctoral candidates’ research writing perceptions. The field could also benefit from longitudinal studies exploring changes in doctoral candidates’ research writing perceptions.
6
Lange, Janine, Almuth Lietz, Jens Ambrasat, Jakob Tesch, and Antje Wegner. "The German Doctoral Candidates and Doctorate Holders Study ProFile." Jahrbücher für Nationalökonomie und Statistik 237, no. 4 (October 26, 2017): 349–63. http://dx.doi.org/10.1515/jbnst-2015-1037.
Full text
7
Katz, Reuven. "Challenges in Doctoral Research Project Management: A Comparative Study." International Journal of Doctoral Studies 11 (2016): 105–25. http://dx.doi.org/10.28945/3419.
Full textAbstract:
This paper presents quantitative results of a comparative study evaluating the management skills of doctoral candidates working toward a PhD and additional information related to their lifestyles. We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. 1013 Israeli candidates and 457 Western European candidates replied to our survey. In our analysis, we compared the answers of Israeli Science and Engineering candidates to those of Social Sciences and Humanities candidates; in addition, we compared the answers of Israeli Science and Engineering students to their Western European peers. Our analysis focused on finding significant patterns by comparing these groups of students. In order to identify such patterns, we analyzed each question using the Pearson chi-square test. The current study’s main finding is that the majority of candidates, regardless of their chosen academic field or the region where they study, have no training or expertise in managing a doctoral research project. Based on these findings, we suggest that all doctoral candidates be taught basic research-project management. We believe that such training will provide them with a powerful tool for better managing their research as they advance towards successful completion of their doctorate.
8
Grant, Barbara M., Machi Sato, and Jules Skelling. "“Life is based on reciprocity, so be generous”: ethical work in doctoral acknowledgements." Studies in Graduate and Postdoctoral Education 13, no. 3 (September 27, 2022): 315–30. http://dx.doi.org/10.1108/sgpe-12-2021-0082.
Full textAbstract:
Purpose This paper aims to explore doctoral candidates’ ethical work in writing the acknowledgements section of their theses. With interest in the formation of academic identities/subjectivities, the authors explore acknowledgements writing as always potentially a form of parrhesia or risky truth-telling, through which the candidate places themselves in their relations to others rather than in their claims to knowledge (Luxon, 2008). Design/methodology/approach Doctoral candidates from all faculties in one Japanese and one Aotearoa New Zealand university participated in focus groups where they discussed the genre of thesis acknowledgements, drafted their own version and wrote a reflective commentary/backstory. Findings Viewing the backstories through the lens of parrhesia (with its entangled matters of frankness, truth, risk, criticism and duty) showed candidates engaged in complex ethical decision-making processes with, at best, “ambiguous ethical resources” (Luxon, 2008, p. 381) arising from their academic and personal lives. Candidates used these resources to try and position themselves as both properly academic and more than academic – as knowing selves and relational selves. Originality/value This study bares the ethical riskiness of writing doctoral acknowledgements, as doctoral candidates navigate the tensions between situating themselves “truthfully” in their relations with others while striking the necessary pose of intellectual independence (originality). In a context where there is evidence that examiners not only read acknowledgements to ascertain independence, student and/or supervisor quality and the “human being behind the thesis” (Kumar and Sanderson, 2020, p. 285) but also show bias in those readings, this study advises reader caution about drawing inferences from acknowledgements texts. They are not simply transparent. As examiners and other readers make sense, judgments even, of these tiny, often fascinating, glimpses into a candidate’s doctoral experience, they need to understand that a host of unpredictable tensions with myriad ambiguous effects are present on the page.
9
Rešetová, Kvetoslava. "Publishing Opportunities of Doctoral Candidates." Science Journal of Education 1, no. 5 (2013): 90. http://dx.doi.org/10.11648/j.sjedu.20130105.16.
Full text
10
Larsen, Kai R., and M. Pamela Neely. "Profiles of MIS doctoral candidates." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 31, no. 2 (May 2000): 64–77. http://dx.doi.org/10.1145/381137.381146.
Full textDissertations / Theses on the topic "Doctoral candidates"
1
Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.
Full textAbstract:
A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.
2
Myers, Lawrence H. "Barriers to Completion of the Doctoral Degree in Educational Administration." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26922.
Full textAbstract:
The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in the Department of Educational Leadership and Policy Studies at Virginia Polytechnic Institute and State University.
Graduate students granted candidacy status have fulfilled the following requirements: successful completion of course work, successful completion of the written and oral preliminary examinations, and completion of the residency requirement. The population for this study was students, identified by the Office of Graduate Studies, who attained doctoral candidacy between 1983-1992. During this period, 94 students out of 354 attaining candidacy did not complete the degree. From the 94 students identified, 55 students were eliminated by the Educational Leadership and Policy Studies faculty for one of the following reasons: the student is presently working on dissertation with faculty member, the student was advised not to continue after preliminary examination, or the student was not in the EDAD program, thus leaving 39 candidates. By limiting the study to doctoral candidates who have not completed the degree, it is possible to focus on the experiences of candidates who most likely will not obtain a doctorate.
The focus of this study was to develop a picture of how the doctoral degree attrition evolves over time. This was to be accomplished by allowing candidates the opportunity to expound on the doctoral degree experience in a semistructured interview setting. Responses from semistructured interviews were analyzed in order to reconstruct the experiences of those candidates who did not complete the degree and also to determine which barriers were dominant in the process.
Results of the interviews were analyzed first for differences between candidates' opinions in general, and then to identify factors that each candidate perceived had promoted, had no effect on, or had impeded degree completion. Also, factors that most affect the decision not to complete the doctoral degree as ranked by the candidates were analyzed.
Candidate responses revealed that time and financial management along with professional obligations and personal reasons were the most significant factors in degree non-completion. A secondary factor was that of financial concern and inability of how to obtain information and resources to address this concern.
Findings of this study permitted the researcher to identify several factors affecting doctoral degree completion at one institution; the next step might be to operationalize these factors by describing the patterns of attrition, desegregating attrition by the stages of study, and identifying connections between the levels of attrition at various levels.Ed. D.
3
Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
Full textAbstract:
This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
Ill
The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
4
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.
5
Suñé, i. Soler Núria. "El Self Dialògic dels investigadors i investigadores en formació." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/669652.
Full textAbstract:
La present tesi persegueix un doble propòsit. Per una banda, contribuir a la comprensió de les característiques i desenvolupament de la identitat dels investigadors i investigadores en formació, amb l’objectiu últim d’aportat dades rellevants, recomanacions i estratègies que permetin optimitzar l’Educació Doctoral a Catalunya. Per l’altra, desenvolupar una Aplicació Web que permeti als agents educatiu de l’àmbit de l’educació doctoral basar les seves propostes formatives en evidències a temps real sobre les trajectòries doctorals dels seus candidats, així i com proporcionar als propis candidats doctorals un espai de generació de nous coneixements i estratègies per afrontar les contingències, dificultats i problemes de la trajectòria doctoral.
El primer estudi, titulat «Les xarxes de suport doctoral: característiques i relacions amb les condicions de la recerca i el desenvolupament de la Identitat», explora quines són les persones significatives amb les que els candidats doctorals parlen dels problemes i dificultats que afronten durant el doctorat, quin és el tipus de suport que aquestes proporcionen i com impacten en el desenvolupament de la identitat de l’investigador. El segon estudi de la tesi, titulat «El Self Dialògic dels candidats doctorals: core positions i trajectòries de carrera professional» pretén analitzar en més profunditat les característiques de la identitat dels candidats doctorals adoptant com a marc conceptual la Teoria del Self Dialògic. Per altra banda, en aquest estudi també perseguim aportar dades rellevants per afrontar un dels grans reptes de l’àmbit de l’Educació Doctoral: ¿Com facilitar les transicions dels recents doctors a nous contextos de recerca i desenvolupament no acadèmics? El tercer estudi, titulat «Tensions en el desenvolupament de la identitat com investigadors: una interpretació des de la Teoria del Self Dialògic», analitza en detall les tensions que emergeixen en el self dialògic dels candidats doctorals durant el procés de construcció i integració de la seva I-position com investigadors, així i com les estratègies dialògiques que utilitzen per resoldre-les. Recolzant-nos en les dades dels dos estudis previs, en aquest tercer estudi concebem la identitat dels candidats doctorals com una multiplicitat de posicions identitàries en continuo intercanvi dialògic entre elles, vinculades a les experiències prèvies i a les diverses esferes d’activitat en les que el doctorand participa.
Finalment, la tesi inclou un capítol sobre el disseny i desenvolupament de l’aplicació web REDES-id que s’orienta a alguns dels reptes identificats en la literatura especialitzada de l’àmbit i incorpora funcionalitats basades en els resultats dels tres estudis presentats. Aquesta aplicació -actualment en distribució i funcionament- permet recollir dades a temps real sobre els aspectes clau de les trajectòries doctorals, a la vegada que actua com a espai epistèmic per tots els usuaris als qui va dirigida: escoles de doctorat, coordinadors de programa, supervisors, tutors i candidats doctorals. D’aquesta manera, les universitats podran basar les propostes formatives en evidències reals sobre: (a) els esdeveniments significatius (positius i negatius) que generen les oscil·lacions emocionals de les trajectòries doctorals; (b) les característiques de la xarxa de suport amb la que el candidat col·labora per tal de gestionar, afrontar i resoldre els esdeveniments significatius de la seva trajectòria doctoral; (c) el posicionament nuclear del candidat doctoral durant la trajectòria i la relació amb el desenvolupament i integració de la seva posició com investigador en el seu self dialògic; i (d) les expectatives i objectius de la carrera professional post-doctoral dels candidats doctorals.This thesis pursues a dual purpose. On the one hand, it contributes to the understanding of the characteristics and development of the Researcher Identity, with the ultimate objective of providing relevant data, recommendations and strategies to optimize Doctoral Education in Catalonia. On the other hand, it presents an epistemic Web Application, based on the results of this thesis, which allows Coordinators of Doctoral Education to base their formative proposals on real-time evidence about the doctoral trajectories, and acts as a learning space for doctoral candidates to generate new knowledge and strategies to face the contingencies, difficulties and problems of the doctorate. The first study of the thesis, entitled "Doctoral Support Networks: characteristics and relationships with Research Conditions and Identity", explores the significant people with whom doctoral candidates talk about the problems and difficulties of the doctorate; what kind of support they provide; and how they impact on the development of their Researcher Identity. The second study, entitled "The Dialogical Self of Doctoral Candidates: Core positions and Career paths", aims to analyse doctoral candidates' identity adopting as a conceptual framework the Dialogical Self Theory. On the other hand, in this study, we also seek to provide relevant data to face one of the significant challenges of the field of Doctoral Education: How to facilitate the professional transitions of doctoral holders to new non-academic sectors? The third study, entitled "Tensions involved in the Development of the Researcher Identity: An interpretation from Dialogical Self Theory", analyses the emerging tensions during the processes of construction and integration of the (new) I-position as researchers, and which dialogic strategies doctoral candidates use to manage and solve them. Finally, the thesis also includes a chapter about the design and development of the Web Application "REDES-ID", which is oriented to solve the main challenges identified in the specialised literature through the incorporation of several functionalities based on the results of the thesis. This application, currently in distribution and operation, allows the collection of real-time data about the most relevant elements of doctoral trajectories while acting as an epistemic space for diverse users: doctoral schools, program coordinators, supervisors, tutors and doctoral candidates. In this way, Higher Education Institutions will be able to base their training proposals on real evidence about: (a) Doctoral candidates' significant (positive and negative) events that generate the emotional swings of doctoral trajectories; (b) the characteristics of Doctoral Support Networks with which doctoral candidate collaborate in order to manage and solve the significant events; (c) Doctoral candidates' Core positioning and its relationship with the development of the I-position as Researcher; and (d) Doctoral candidates' career expectations, goals and needs.
6
Maxwell, Judith Margaret, and judy maxwell@rmit edu au. "Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT University." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091029.144203.
Full textAbstract:
This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.
7
Kennedy, Donna Hosie. "An Investigation of Candidates' Experience of Attrition in a Limited-Residency Doctoral Program." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/195.
Full textAbstract:
Approximately 50% of doctoral students in social science, humanities, and educational doctoral programs fail to earn the Ph.D. This number is 10% to 15% higher for students enrolled in online or limited-residency programs. Using in-depth interviewing and qualitative data analysis techniques, this study examined participants' recollections of their experience as students in a limited-residency doctoral program and their reasons for withdrawal. The study addresses the following question "What is the nature of the participants' experiences of doctoral attrition in a limited-residency doctoral program?"
The use of a grounded theory analysis helped identify obstacles that ultimately cause students to withdraw from limited-residency programs. The elucidation of these barriers led to the development of a theoretical model comprised of three components; each clarified relationships between attrition and a support issue (i.e., advisor support, dissertation support and program support). These components were then combined into a single theoretical model that identified the nature of participants' experience of attrition. The theoretical model helps identify steps faculty and administration could take in order to reduce attrition. The study's findings are presented in a discussion of themes found throughout the participant's narratives.
Recommendations for effective doctoral education practices from existing literature are supported in the findings of this study. The limited-residency doctoral program may consider offering several forms of support to improve doctoral retention. Additionally, the program should give close attention to the relationship between the advisor and the student. Recommendations were made regarding significant program factors, accountability measures for dissertation committees and chairperson, improved monitoring of attrition, and improving the overall communication with the dissertation students. The concluding chapter includes implications of the findings and recommendations for further research regarding doctoral student attrition.
8
Perez, Theresa, and David K. Pugalee. "The Learning of Mathematics for Limited English Proficient Learners:Preparation of Doctoral Level Candidates." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 481 - 485, 2012. https://slub.qucosa.de/id/qucosa%3A1800.
Full textAbstract:
Across the United States, there is a growing number of students for whom English is not their first language. These students experience many challenges adjusting to new educational environments. These students are often denied access to the full curriculum in mathematics
(Reyes & Fletcher, 2003) and the resulting opportunities for higher level educational experiences in mathematics and the resulting higher economic employment options. Educators need support in understanding and responding to the linguistic and cultural challenges that these students face in learning mathematics. A course entitled Language, Culture, Mathematics and the LEP Learner is part of the doctoral courses available to Curriculum and Instruction students at UNC Charlotte. The course focuses on theoretical and applied models of teaching and learning mathematics for English as Second Language Learners. Research and current practice are reviewed with an emphasis on the design, implementation, and assessment of instruction for this population of learners. A qualitative analysis of students’ final research projects using narrative analysis methodologies showed that students (1) position issues within a larger sociocultural framework (2) advocate for the negotiation of pedagogical principles that blend language learning strategies with effective mathematics pedagogy and (3) identify assessment policies and processes that are supportive and limiting for these learners.
9
Perez, Theresa, and David K. Pugalee. "The Learning of Mathematics for Limited English Proficient Learners: Preparation of Doctoral Level Candidates." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80823.
Full textAbstract:
Across the United States, there is a growing number of students for whom English is not their first language. These students experience many challenges adjusting to new educational environments. These students are often denied access to the full curriculum in mathematics
(Reyes & Fletcher, 2003) and the resulting opportunities for higher level educational experiences in mathematics and the resulting higher economic employment options. Educators need support in understanding and responding to the linguistic and cultural challenges that these students face in learning mathematics. A course entitled Language, Culture, Mathematics and the LEP Learner is part of the doctoral courses available to Curriculum and Instruction students at UNC Charlotte. The course focuses on theoretical and applied models of teaching and learning mathematics for English as Second Language Learners. Research and current practice are reviewed with an emphasis on the design, implementation, and assessment of instruction for this population of learners. A qualitative analysis of students’ final research projects using narrative analysis methodologies showed that students (1) position issues within a larger sociocultural framework (2) advocate for the negotiation of pedagogical principles that blend language learning strategies with effective mathematics pedagogy and (3) identify assessment policies and processes that are supportive and limiting for these learners.
10
Rowley, Susan Jane. "The idea of the doctorate : differing perspectives derived from a case study that highlights the perceptions of mature doctoral candidates." Thesis, University of Surrey, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288777.
Full textBooks on the topic "Doctoral candidates"
1
Bosi, Filippo, Paolina Ferrulli, and Elisabetta Fossi, eds. Looking to methods and tools for the Research in Design and Architectural Technology. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-848-4.
Full textAbstract:
The volume presents the research experience of young researchers and PhD candidates, dealing with the Italian scientific area 08-C1 (Design and Technology of Architecture), with a discussion about scientific issues and methodologies applied. The aim is to express the methodological and investigation features of the issues faced by the researchers, along with the effectiveness of their researches design, giving the reader an immediate overview of the 08-C1 doctoral experience. Beside young researchers statements as witnesses of this research path, the volume collects professors critical contribution, to enrich the comprehensive picture of the progression and methodologies of the doctoral researches presented.
2
Aleshnikova, Vera, Aleksey Ahmetshin, Vera Basova, Ol'ga Vdovina, Andrey Voloshin, Lyubov' Voronkova, Boris Gerasimov, et al. Higher education in Russia: challenges of time and look into the future. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045402.
Full textAbstract:
The monograph is devoted to analysis of the current state and prospects of development of the higher education system of Russia.
The first section discusses the General problems of development of higher education as a driver of innovation shifts, the second examines the impact of digitization on higher education, the third section is devoted to the improvement of administrative and pedagogical potential of higher education, the fourth - the management of student environment of the University.
Addressed to specialists who study the problems of higher education and of interest to postgraduates, doctoral candidates and students.
3
Zheldybina, Tat'yana. Actual problems of the history of political and legal doctrines. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1233668.
Full textAbstract:
The textbook is devoted to the main schools of law — natural law, positivist, historical and" revived " natural law. It is written taking into account the development and achievements of modern political and legal thought. There are control questions, tests, a list of literature necessary for preparing for seminars and the exam.
It corresponds to the Federal State Educational Standard of higher education of the last generation in the direction of training 40.04.01 "Jurisprudence".
It is recommended for undergraduates, state and municipal employees. It will be useful for graduate students when passing the candidate's minimum exams, when preparing doctoral dissertations, and for teachers of legal and philosophical profiles, as well as anyone interested in this problem.
4
Fanciago, Pulpetto. Dissertation Proposal: A Universal Guide for Candidates Beginning Their Doctoral Degree. Independently Published, 2021.
Find full text
5
Krzysztof, Frysztacki, Ohio State University. College of Social Work., and Uniwersytet Jagielloński Instytut Socjologii, eds. Columbus-Cracow dialogues on East European social issues: Papers by doctoral candidates. Cracow, Poland: Ohio State University, College of Social Work and the Jagiellonian University, Institute of Sociology, 1996.
Find full text
6
Get into graduate school: A strategic approach for masters and doctoral candidates. 3rd ed. New York: Kaplan, 2008.
Find full text
7
Publishing, Kaplan. Get Into Graduate School, Second Edition: A Strategic Approach for Master's and Doctoral Candidates (Get Into Graduate School). 2nd ed. Kaplan Publishing, 2006.
Find full text
8
Walzak, Laurel, and Francesco Collura, eds. Sport Media Vectors: Gender and Diversity, Reconstructing the Field. Common Ground Research Networks, 2021. http://dx.doi.org/10.18848/978-1-61229-000-3/cgp.
Full textAbstract:
In this book, Walzak, Collura and Vidotto bring together an invited collection of writing from emerging scholars about sports, sports media and equity. We are excited about this work as authors span from undergraduates and Masters students to doctoral candidates from Canada and Ireland. All of us are passionate and excited about the possibilities for equity and radical change that needs to happen across the sports and sports media landscape to make sports truly equitable. This collection reflects the author's personal investments and interest in sports. Chapter themes include racialized sports women, media inequities in women's sports including basketball, soccer and swimming, and personal narratives of disability in sport.
9
Bryman, Alan, and David A. Buchanan, eds. Unconventional Methodology in Organization and Management Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796978.001.0001.
Full textAbstract:
This book describes twelve unconventional methodologies in organization and management research. These include unconventional research settings and data sources, unconventional research designs and data collection methods, unconventional analytic approaches, and designs and methods that exploit new technology developments. Our aim is to encourage dialogue and experimentation with regard to the development of innovative, unconventional approaches to organization and management research. Several commentators have criticized the way in which research methods have become more formulaic, and have argued for greater diversity in research approaches. The methodological perspective that we adopt also shapes our interpretation of the information that we gather. Different methods generate different kinds of information, leading to different ways of understanding the phenomena that we are investigating. Our methods influence our styles of theorizing, ways of thinking and reasoning, and forms of writing and reporting research. This book will be of value to academic researchers in organization and management studies, Doctoral candidates, and Masters students on MBA and similar programmes.
10
Reznik. Doctoral candidate of a higher educational institution: thesis, preparation for defence, self-organization. Infra-M Academic Publishing House, 2013. http://dx.doi.org/10.12737/999.
Full textBook chapters on the topic "Doctoral candidates"
1
Bennett, Liz, and Sue Folley. "Doctoral candidates' experiences of social media." In Online Communities for Doctoral Researchers and their Supervisors, 23–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429274749-2.
Full text
2
O’Regan, Maeve. "Networked in or Networked Out? What Can We Learn from Diverse Learners’ Experiences of Progressing with and Completing Doctoral Studies?" In European Higher Education Area: Challenges for a New Decade, 253–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_17.
Full textAbstract:
Abstract Socialisation of the doctoral candidate into a community of researchers has been identified as an important aspect of the doctoral process and key to the production of original and innovative research. Yet, access to research communities and learning networks can be difficult for non-traditional students, for example part-time, international and non-science-based doctoral candidates, compared to their full-time and science-based peers. Drawing on Actor-Network Theory and Psychosocial theories of Agency, the current Ph.D. research proposes a methodology (questionnaire and interview) to explore doctoral candidates’ experiences of interacting with the academic institution (face-to-face and online) and developing support networks as influencing doctoral progression and completion. This article will discuss the preliminary findings from the study, drawing on the experiences of a diverse body of participants (e.g. full-time, part-time and international students) within the university sector in Ireland. The findings from this study can provide insights to policymakers and practitioners on supporting learners within Higher Education in Europe, not just within the doctoral process, but at different stages within the Bologna Qualifications Framework.
3
Parada, Filomena, and John Peacock. "The Quality of Doctoral Training and Employability of Doctorate Holders: The Views of Doctoral Candidates and Junior Researchers." In The European Higher Education Area, 593–612. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20877-0_38.
Full text
4
Checchi, Daniele, and Tindaro Cicero. "Is Entering Italian Academia Getting Harder?" In Teaching, Research and Academic Careers, 107–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_5.
Full textAbstract:
AbstractWhile a PhD degree is often considered the first necessary step to an academic career, since 2010 only a small fraction (less than 10%) of doctoral graduates obtained a position in academia within six years of the award of their degree. While we do not have information on their labour market outcomes, we can examine the determinants of this transition in order to study whether entry to an academic job is becoming more difficult. We merge three national administrative data archives covering completed doctoral degrees, postdoc collaborations and new hirings to academia (mostly assistant professor level). We find a decline in appointment probability after 2010, due to the hiring freeze imposed by fiscal austerity. We find, also, that a PhD degree and postdoc experience have a positive effect on the probability of obtaining a position in academia, while being a woman or being a foreign-born candidate has a negative effect. We found no evidence of career disadvantages for candidates from Southern universities.
5
Nurse, A. Myrna. "A new Black Girls’ Club: Mentoring Doctoral and ABD Candidates in Academia." In Career Moves, 47–59. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-485-7_5.
Full text
6
Köhler, Thomas. "Research Training for Doctoral Candidates in the Field of Education and Technology." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 187–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_20.
Full text
7
Iftimescu, Simona, Mihaela Stîngu, and Delia Lupescu. "Doctoral Studies in Romania: Thriving or Surviving?" In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 121–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_7.
Full textAbstract:
AbstractThis paper explores the specificities of doctoral studies, focusing on students’ well-being. It is part of an ongoing research project analysing doctoral studies in Romania, focusing on three main themes: access, participation and completion. The multiple facets of the doctoral studies within the Bologna Process—seen at a crossroad between EHEA and ERA, and as a cornerstone of the ‘knowledge-based society’—reflect onto the various roles assigned to doctoral candidates: students, emerging researchers, teaching and research assistants. While the doctoral cycle tends to prioritise the development of research and academic skills, it appears to be lacking appropriate support mechanisms for students. In order to better understand these mechanisms, the paper is structured on three levels: current context, practices and the students’ perspective. This latter level explores internal and external factors of success—among others: motivation, personal/professional development, academic identity, doctoral supervision, research guidance, financial support, career counselling, and societal role. To do so, the paper draws upon a mixed methodology, using data collected from workshops with relevant stakeholders and a questionnaire addressed to Ph.D. students. By superimposing these layers, our paper aims to provide an overview of the current state of doctoral studies in Romania, with a focus on the well-being of doctoral students. Finally, it attempts to shape several proposals for improving both the practices and the policy framework of doctoral studies in Romania while taking into account the future of higher education and research in Europe, as well as European good-practice examples.
8
Cahusac de Caux, Basil. "The Effects of the Pandemic on the Research Output and Strategies of Early Career Researchers and Doctoral Candidates." In Research and Teaching in a Pandemic World, 361–74. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7757-2_24.
Full text
9
Zawadzki, Michał. "“The Last in the Food Chain”: Dignity of Polish Junior Academics and Doctoral Candidates in the Face of Performance Management." In The Future of University Education, 63–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46894-5_4.
Full text
10
Marrington, Jessica Z., and Evita March. "Strategies for Ph.D. Completion: A Critical Reflection by Completed Ph.D. Candidates." In Traversing the Doctorate, 355–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23731-8_20.
Full textConference papers on the topic "Doctoral candidates"
1
Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
Full textAbstract:
Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
2
Jiménez Ramírez, Magdalena. "A Descriptive Analysis of Doctoral Studies in Spain: Recent Changes." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2771.
Full textAbstract:
The adaptation of Doctoral studies to the European Higher Education Area has involved a complex regulatory change in Spain, with the aim of harmonizing this stage of training with European guidelines. Royal Decree 99/2011 established a new organizational structure for the Doctorate and sets out the guidelines, conditions and procedures that are to regulate the new Doctoral studies. In this paper we describe some of the most significant changes, including, among others, the novelty of the creation of Doctoral Schools, and we likewise present a succinct descriptive overview of some data resulting from the implementation of the regulations on the configuration and putting into practice of the new Doctoral studies. We conclude that these transformations are complex at the levels of management, organization and operation, although they have involved a move towards training that qualifies candidates in research competencies within a setting of internationalization and European mobility.
3
Rodrigues, Jose Coelho, Ana Freitas, Paulo Garcia, Catarina Maia, and Marie Pierre-Favre. "Transversal and transferable skills training for engineering PhD/doctoral candidates." In 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593472.
Full text
4
Vladlenov, Denis. "Topical issues of practice and science." In Topical issues of practice and science. International Science Group, 2021. http://dx.doi.org/10.46299/isg.2021.i.xxvi.
Full textAbstract:
The content and reliability of the articles are the responsibility of the authors. When using and borrowing materials reference to the publication is required. Collection of scientific articles published is the scientific and practical publication, which contains scientific articles of students, graduate students, Candidates and Doctors of Sciences, research workers and practitioners from Europe, Ukraine, Russia and from neighboring countries and beyond. The articles contain the study, reflecting the processes and changes in the structure of modern science. The collection of scientific articles is for students, postgraduate students, doctoral candidates, teachers, researchers, practitioners and people interested in the trends of modern science development.
5
Grandon Gill, T., and Uwe Hoppe. "The Business Professional Doctorate as an Informing Channel: A Survey and Analysis." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3326.
Full textAbstract:
Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are frequently seen to be inferior to their academically-focused Ph.D. program counterparts. Furthermore, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist globally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and observed examples—that the greatest benefit of business professional doctorates may be the creation of enduring informing channels between practice and industry. Presented in this light, the business professional doctorate should be viewed as an essential part of the broader research ecology, rather than as a weak substitute for the disciplinary Ph.D.
6
Palenčárová, Jana, Lasha Abuladze, and Jana Blštáková. "Goal Setting and KPI Measurement As Tools for Broader Use of Online Gamification." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.369-382.
Full textAbstract:
Gamification is used in various HR areas since the 90s. With technologically savvy generations coming to workplace gamification importance as learning, motivation and communication tools shall be growing. However, its spread across industries and its intensity of use is limited so far. The lack of measurement, publication and comparison of gamification outcomes and effectiveness in reaching its goals may be burden for management in gamification implementation. In the article, we describe situation, when gamification is used to present new employers value proposition (EVP) to potential candidates as a HR tool. Using goals and KPIs in measuring impact of the gamification helps to evaluate impact of the tool and may help HR to justify its use in front of the company management in future as well. To conduct the research, we chose management best practice in goals setting and KPI measurement. Further, on case study “Online EVP gamification of New Generation Hospital” we prove that using gamification goals and KPIs gives management answers regarding its effectiveness. The conclusions expand the knowledge about measuring the effectiveness of online gamification.
7
Berman, Ronald, and Cathy Ames. "Private Online Workspaces for Doctoral Learners - Enhanced Communication and Reduced Isolation." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2182.
Full textAbstract:
This quantitative exploratory study, a continuation of the university’s four year research initiative that addresses the high national rate of doctoral student attrition, investigates whether a private online workspace for doctoral students and their dissertation committee will enhance communication and reduce learner’s feelings of isolation during the dissertation phase. Private doctoral workspaces provide a virtual platform for learner and committee collaboration, manuscript review, and milestone planning. The purpose of this study is to offer preliminary feedback to guide in the further development of the virtual workspace. To assess effectiveness of the private doctoral workspace, a seven question online survey was created to address usage, communication, and isolation. Two surveys were distributed to 803 doctoral candidates at a private southwestern university in the United States, resulting in 328 respondents for the first survey, and 190 respondents for the second survey. Doctoral learners completed the survey at the onset of the private doctoral workspace implementation, and again four months later. The results indicate that doctoral learners regularly access their private dissertation workspace, communicate more frequently with their dissertation committee, and have reduced feelings of isolation. These results may provide similar benefits to other academic groups working together on long-term projects in other disciplines.
8
Khurshid, Shumaila. "Relationship Between Epistemic Cognition and the Mental Health of Doctoral Candidates in Punjab, Pakistan." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1926478.
Full text
9
Barandika, Gotzone. "WHO IS THE BOSS? ACADEMIC AND LABOUR RESPONSIBILITIES IN THE CASE OF UNDERPERFORMING DOCTORAL CANDIDATES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0124.
Full text
10
Anokhina, Alexey, Igor Gorodetskiyb, Vladimir Lvovc, and Pavel Padernod. "Education and Professional Development of Ergonomists in Russia." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100789.
Full textAbstract:
The paper describes current state of education and professional development of specialists in human factors and ergonomics in Russia. University education in Russia is regulated by the fixed list of specialities and by the State learning standards. Currently, there are four university specialities that can serve as “umbrella” for education of ergonomists, namely: “System Analysis and Control”, “Biotechnical Systems and Technologies”, “Psychology”, “Design”. Two Russian leading universities offer bachelor and master programs on ergonomics. Postgraduate ergonomics education is available in the form of training courses and courses for preparation of candidate or doctoral dissertation. Any dissertation must be attributed to one of the predetermined scientific specialities. The most relevant speciality is “Occupational psychology, engineering psychology, ergonomics”. Nearly half of all candidates and doctors of sciences who have defended research work on ergonomics have degree in technology, one third – in psychology. Currently, Russian ergonomics society is elaborating procedure for certification of professional ergonomists following the CREE (Centre for Registration of European Ergonomists) model. As a first step to this target, the Standard for certification of the specialists designing human-machine systems has been developed. This standard establishes three evaluation criteria concerning of applicant’s educational level, professional experience, and professional development and self-education.