Dissertations / Theses on the topic 'Doctoral candidates'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 26 dissertations / theses for your research 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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
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 textMyers, Lawrence H. "Barriers to Completion of the Doctoral Degree in Educational Administration." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26922.
Full textEd. D.
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 textGliddon, 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 textSuñé, 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 textThis 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.
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 textKennedy, 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 textPerez, 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 textPerez, 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 textRowley, 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 textPINIS, GEORGIA A. "PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178419227.
Full textCumming, Jim, and jim cumming@anu edu au. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." The Australian National University. College of Arts and Social Sciences, 2007. http://thesis.anu.edu.au./public/adt-ANU20080304.115824.
Full textKieth, Katherine Kaye. "An analysis of selection criteria of candidates for doctoral study in education at the University of the Pacific." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3280.
Full textSchäfer, Gregor [Verfasser], and Karin [Gutachter] Schittenhelm. "Spatial and social mobility of doctoral candidates in the context of Europeanisation and internationalisation in higher education / Gregor Schäfer ; Gutachter: Karin Schittenhelm." Siegen : Universitätsbibliothek der Universität Siegen, 2021. http://d-nb.info/1239418744/34.
Full textWentzel, Marcela Luise. "The Relationship of Locus of Control Orientation to the Academic Achievement of Doctoral Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331528/.
Full textHübner, Sarah. "Zur Entwicklung des tierärztlichen Berufsstandes in Deutschland seit dem Jahr 2000 - eine empirische Verbleibstudie mit Geschlechtervergleich." Doctoral thesis, Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-225606.
Full textBecton, J. Bret Feild Hubert S. "Candidate reactions to three assessment center exercises a field study /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/BECTON_J._14.pdf.
Full textMenzel, Daniela, and Conny Wünsch. "Nachhaltige Kompetenzentwicklung: Konzepte, Leitideen und Erfahrungen bei der Qualifizierung des wissenschaftlichen Nachwuchses an sächsischen Hochschulen." Technische Universität Chemnitz, 2014. https://monarch.qucosa.de/id/qucosa%3A20037.
Full textThis book summarizes the key outcomes of a conference on „Sustainability as a guiding principle in qualifying young scientists“. In May 2013 the conference was held at TU Bergakademie Freiberg as a joint event of all Competence Schools in Saxony. It also documents the overall project results achieved within these six Saxon Competence Schools, which are funded by the European Social Fund. The central question being discussed is how young scientists’ skills can be developed sustainably at Saxon universities. The term “sustainable competency development” is used to refer to two different aspects: (1) How can key competencies that are important for young scientists be developed in a sustainable manner? Sustainable is here understood as relevant and practically-oriented with regard to young scientists’ future professional life and career. And (2) how can young scientists be enabled to act ecologically, economically as well as socially sustainable? Referring to these two questions the role of Saxon Competence Schools is being discussed which aim at qualifying young scientists in skills that are particularly relevant for the labour market – key and leadership competencies – apart from their expert qualification. For this purpose six funded Competence Schools deliver insights into their structural conditions and their main focusses as well as their best-practice experiences that are meant to enable a sustainable competency development for young scientists at their universities. Furthermore doctoral candidates report on their experiences regarding their personal development and evaluate the competence schools’ offers based on their individual perspective. The role of Competence Schools is additionally discussed concerning the question, which skills young scientists need in order to be well-prepared for future challenges. This question not only focuses on key competencies, but also on the importance of those competencies that enable young scientists to act in an ecologically, economically as well as socially sustainable way.
Stewart, Ashley Estelle. "The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.
Full textBaker, Shelletta. "Conscious Conclusions: The Effect of Positive-Attitude Cues on Teacher Candidate Dispositions about Mathematics." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/824.
Full textMatters, Gabrielle. "The omit phenomenon in high-stakes achievement testing using a short-response format." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36595/1/36595_Digitised%20Thesis.pdf.
Full textThani, Xolile Carol. "Methodological preparedness of doctoral candidates in public administration : an interpretive phenomenological approach." Thesis, 2018. http://hdl.handle.net/10500/25400.
Full textPublic Administration
D. Litt. et Phil. (Public Administration)
Cumming, Jim. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." Phd thesis, 2007. http://hdl.handle.net/1885/46612.
Full textJacquot, Colette. "Gender differences in science, math, and engineering doctoral candidates' mental models regarding intent to pursue an academic career." 2009. http://hdl.handle.net/10106/1785.
Full textHübner, Sarah. "Zur Entwicklung des tierärztlichen Berufsstandes in Deutschland seit dem Jahr 2000 - eine empirische Verbleibstudie mit Geschlechtervergleich." Doctoral thesis, 2016. https://ul.qucosa.de/id/qucosa%3A15682.
Full text"Nachhaltige Kompetenzentwicklung." Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-141217.
Full textThis book summarizes the key outcomes of a conference on „Sustainability as a guiding principle in qualifying young scientists“. In May 2013 the conference was held at TU Bergakademie Freiberg as a joint event of all Competence Schools in Saxony. It also documents the overall project results achieved within these six Saxon Competence Schools, which are funded by the European Social Fund. The central question being discussed is how young scientists’ skills can be developed sustainably at Saxon universities. The term “sustainable competency development” is used to refer to two different aspects: (1) How can key competencies that are important for young scientists be developed in a sustainable manner? Sustainable is here understood as relevant and practically-oriented with regard to young scientists’ future professional life and career. And (2) how can young scientists be enabled to act ecologically, economically as well as socially sustainable? Referring to these two questions the role of Saxon Competence Schools is being discussed which aim at qualifying young scientists in skills that are particularly relevant for the labour market – key and leadership competencies – apart from their expert qualification. For this purpose six funded Competence Schools deliver insights into their structural conditions and their main focusses as well as their best-practice experiences that are meant to enable a sustainable competency development for young scientists at their universities. Furthermore doctoral candidates report on their experiences regarding their personal development and evaluate the competence schools’ offers based on their individual perspective. The role of Competence Schools is additionally discussed concerning the question, which skills young scientists need in order to be well-prepared for future challenges. This question not only focuses on key competencies, but also on the importance of those competencies that enable young scientists to act in an ecologically, economically as well as socially sustainable way