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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Larsen, Kai R. T., and M. Pamela Neely. "Profiles of MIS doctoral candidates." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 31, no. 3 (June 2000): 9. http://dx.doi.org/10.1145/381823.381832.
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Larsen, Kai R. T., and M. Pamela Neely. "Profiles of MIS doctoral candidates." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 31, no. 3 (June 2000): 64–77. http://dx.doi.org/10.1145/381823.381836.
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Sun, Caiyun. "Empirical analysis of doctoral candidates’ innovative personality model based on grey target decision making." Grey Systems: Theory and Application 10, no. 1 (November 1, 2019): 12–24. http://dx.doi.org/10.1108/gs-06-2019-0019.
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Purpose The purpose of this paper is to analyze the reliability and validity of doctoral candidates’ innovative personality model. Design/methodology/approach Based on doctoral candidates’ innovative personality model, this study took the best correlation and the worst correlation into account to predict and demonstrate their innovative ability tendencies. Matlab R2016a, a program of software programming, was used to calculate the contribution degree of each personality factor of doctoral candidates to their innovative ability tendencies. Findings The reliability and validity of doctoral candidates’ innovative personality model based on grey target theory have been verified, and the prediction for doctoral candidates’ innovative ability tendencies can be realized on the basis of this model. Practical implications Scientific and reasonable doctoral candidates’ innovative personality model can play a good guiding role, and its research results have certain practical significance for selecting innovative doctoral candidates, ensuring the training quality of doctoral candidates and cultivating the innovative ability of doctoral candidates. It can be promoted and applied on the basis of its trial operation in Jiangsu. Originality/value With regard to the relative degree of the influence of doctoral candidates’ individual personality factors, previous researchers seldom carried out the quantitative research. In this paper, the author sought a quantitative method to describe the degree of such influence and constructed the doctoral candidates’ innovative personality model based on grey target decision making. This study took the positive and negative off-target distance into account and demonstrated the rationality and validity of doctoral candidates’ innovative personality model.
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Owens, Alison, Donna L Brien, Margaret McAllister, Craig Batty, Susan J Carson, and Anthony Tuckett. "Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training." International Journal of Doctoral Studies 14 (2019): 651–73. http://dx.doi.org/10.28945/4422.
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Aim/Purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, however, the quality of candidate progression and outputs has also been widely criticised. How to best support doctoral candidates for success is therefore a critical focus for universities and an ongoing area of research. Methodology: The study was framed as an action research project as it was driven by the identification of a problem embedded in professional practice that invited action and reflection as well as participation from other practitioners in the field. Contribution: This article presents a multidimensional, industry-focused model for HDR training that effectively engages HDR candidates with key threshold concepts for research. Findings: Doctoral training needs to be more holistic, integrative and career-focused to meet the needs of increasing numbers of candidates with diverse backgrounds and post-doctoral career pathways. Recommendations for Practitioners: This article provides a doctoral training model that can be adapted to other disciplines and industry contexts. Recommendation for Researchers: This article provides a doctoral training model that can, and should, be adapted to other disciplines and industry contexts in order to build more substantive and reliable evaluative data. Impact on Society: As secure career pathways in academia are diminishing, while the number of doctoral candidates are increasing, the integration of industry partners and applied contexts into holistic doctoral training is critical for the working futures of doctoral graduates. Future Research: Further implementations and evaluations of the training workshop provided in this article would advance understandings of training design and implementation options and issues.
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Sun, Caiyun, and Li Shi. "Model building of doctoral candidates’ innovative ability tendency test based on gray target contribution theory." Grey Systems: Theory and Application 9, no. 1 (February 4, 2019): 70–85. http://dx.doi.org/10.1108/gs-05-2018-0024.
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Purpose The purpose of this paper is to evaluate doctoral candidates’ innovative ability tendency. Design/methodology/approach This study uses the theory of gray target contribution to analyze the influence degree of doctoral candidates’ individual personality factor toward their innovative ability and calculate gray impact quantitative values. Findings Based on the theory of contribution degree of gray target, a nine-factor model of innovative personality of doctoral candidates is built. IP=f (B, H, G, Q1, Q2, A, I, F, O), (therein: B – intelligence, H – social boldness, G – perseverance, Q1 – experimental, Q2 – independence, A – gregariousness, I – sensibility, F – excitability, O – anxiety). Practical implications This study based on gray target contribution theory builds nine-factor doctoral candidates’ innovative personality model to test the innovative ability tendency of doctoral candidates, which makes cultivating units, mentors and doctoral candidates to know their innovative ability tendency well, perfecting their own knowledge structure in time, effectively improving their innovative ability. The system can also be applied to the work of doctoral candidates as a reference tool to evaluate the innovative ability of applicants. Originality/value This study quantitatively evaluates the influence of doctoral candidates’ personality index on the tendency of doctoral candidates’ innovative ability.
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Tribe, Rachel, and Aneta D. Tunariu. "Preparing for and writing up your doctoral thesis." Psychology of Education Review 41, no. 2 (2017): 4–13. http://dx.doi.org/10.53841/bpsper.2017.41.2.4.
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This paper will outline how to prepare for, and write up, a good doctoral thesis. It will review strategies to help candidates through the whole process. It will start by looking at the purpose of a thesis, and the importance of developing good academic and personal support structures for candidates. It will go on to outline the pivotal role of planning and preparation of the structure and content, not only at the start, but by reviewing and amending the plan throughout the process. Some of the common psychological and practical dilemmas and experiences that are likely to unfold during the writing up process will be reviewed and a range of strategies for dealing with these will be provided, including some given by recent doctoral graduates. It will explain the importance of developing a relationship with the supervisory team that supports and facilitates the doctoral candidate’s progress and the importance of complying with departmental/university requirements. The authors also give suggestions about the organisation and structure of a thesis and map out core milestones and a time line which should makes successful completion of a doctorate more likely and less stressful.
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Tribe, Rachel, and Aneta D. Tunariu. "Preparing for and writing up your doctoral thesis." Counselling Psychology Review 32, no. 2 (June 2017): 57–66. http://dx.doi.org/10.53841/bpscpr.2017.32.2.57.
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This paper will outline how to prepare for, and write up, a good doctoral thesis. It will review strategies to help candidates through the whole process. It will start by looking at the purpose of a thesis, and the importance of developing good academic and personal support structures for candidates. It will go on to outline the pivotal role of planning and preparation of the structure and content, not only at the start, but by reviewing and amending the plan throughout the process. Some of the common psychological and practical dilemmas and experiences that are likely to unfold during the writing up process will be reviewed and a range of strategies for dealing with these will be provided, including some given by recent doctoral graduates. It will explain the importance of developing a relationship with the supervisory team that supports and facilitates the doctoral candidate’s progress and the importance of complying with departmental/university requirements. The authors also give suggestions about the organisation and structure of a thesis and map out core milestones and a timeline which should make successful completion of a doctorate more likely and less stressful.
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Tribe, Rachel, and Aneta D. Tunariu. "Preparing for a doctoral viva." Psychology of Education Review 41, no. 2 (2017): 14–21. http://dx.doi.org/10.53841/bpsper.2017.41.2.14.
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This paper discusses the issues which need consideration before, during and after a doctoral viva. It is concerned with ensuring that doctoral candidates are well positioned and prepared to maximise the opportunities the viva voce (oral examination of a doctoral thesis) offers them and to assist them in achieving a successful outcome. It provides a clear account of the viva process and discusses the processes and formalities associated with a viva. The viva voce examination can be an anxiety provoking experience and this paper suggests a number of ways of thinking about and working with this. It suggests strategies relating to presenting doctoral work in the viva as well as considering and answering questions in line with the relevant protocols and procedures. It also considers areas which have the potential to cause difficulties or lead to disappointment for candidates and offers a range of suggestions about how to prepare and present appropriately. The paper also offers some potential questions for the doctoral candidate to consider. Doctoral candidates report that it is hard to imagine in advance, but that the viva voce can be an informative, positive and enjoyable experience which provides an opportunity to discuss their work in detail with two experienced and interested senior academics who have studied the work thoroughly.
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Tribe, Rachel, and Aneta D. Tunariu. "Preparing for a doctoral viva." Counselling Psychology Review 31, no. 1 (June 2016): 59–66. http://dx.doi.org/10.53841/bpscpr.2016.31.1.59.
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This paper discusses the issues which need consideration before, during and after a doctoral viva. It is concerned with ensuring that doctoral candidates are well positioned and prepared to maximise the opportunities the viva voce (oral examination of a doctoral thesis) offers them to assist them in achieving a successful outcome. It provides a clear account of the viva process and discusses the processes and formalities associated with a viva. The viva voce examination can be an anxiety provoking experience and this paper suggests a number of ways of thinking about and working with this. It suggests strategies relating to presenting doctoral work in the viva as well as considering and answering questions in line with the relevant protocols and procedures. It also considers areas which have the potential to cause difficulties or lead to disappointment for candidates; and offers a range of suggestions about how to prepare and present appropriately. The paper also offers some potential questions for the doctoral candidate to consider. Doctoral candidates report that it is hard to imagine in advance, but that the viva voce can be an informative, positive, and enjoyable experience which provides an opportunity to discuss their work in detail with two experienced and interested senior academics who have studied the work thoroughly.
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Kirk, Julia, and Andrew Courtner. "Self-Direction in Learning of EdD Candidates at a Small, Private Institution." International Journal of Doctoral Studies 15 (2020): 353–71. http://dx.doi.org/10.28945/4378.
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Aim/Purpose: Many researchers have investigated factors related to why doctoral candidates do or do not persist in a doctoral program, yet, literature was not found where researchers investigated the relationship between self-directed learning and currently enrolled EdD candidates. The authors sought to understand EdD candidates’ self-direction in learning at the onset of their EdD program. The findings informed program and course instructional strategies of the EdD Program and helped to determine what could be done to help candidates be more successful in the program. Background: The purpose of this study was to investigate the self-directed learning of doctoral candidates in one EdD program in a private university in a southeastern state. Adults are by nature self-directed individuals and it would be reasonable to assume that adult doctoral candidates might exhibit some level of self-directed learning. Methodology: The PRO SDLS (Stockdale, 2003) was employed to measure self-directed learning among a population of 110 EdD candidates currently enrolled in a private university in a southeastern state. The following variables were also included in the analysis: year of enrollment, program concentration, hour of enrollment, age, and gender. A series of one-way ANOVAs were used to compare the differences of each independent variable on each measure of the dependent variable. Contribution: The findings informed program and course instructional strategies of the EdD Program and helped to determine what could be done to help candidates be more successful in the program. The findings not only benefitted this individual EdD Program, but also additionally will add to the body of knowledge on encouraging self-directed learning among EdD candidates. Findings: The researchers found that all candidates, regardless of variables investigated, had similar levels of self-directed learning, above average for adults, which is typical of doctoral students. While no specific variable was statistically significantly different, a few variables neared the significance level of 0.05, in exhibiting even higher levels of self-directed learning. It was found that females demonstrated slightly higher control, a sub-factor of self-directed learning, and candidates in the higher education program demonstrated higher motivation, another sub-factor of self-directed learning. Recommendations for Practitioners: Practitioners would benefit by incorporating the following steps to increase self-directed learning among doctoral candidates in education: facilitating the dissertation process earlier, gradual release into dissertation hours, writing competency based curriculum for earlier writing skills, and fostering collaborative grouping within the program for social connection. Recommendation for Researchers: Self-directed learning is only one possible reason for whether or not students may or may not complete a doctoral degree in education. Other variables may influence, possibly even stronger, the candidate’s ability to complete the doctoral degree. Impact on Society: Adults are self-directed individuals. Adults returning to school are found to have higher readiness for self-directed learning. Fostering this self-directed learning through social collaboration in a doctoral program can help doctoral candidates be more successful. Future Research: Additional factors may exist that influence the completion of a doctoral degree: life circumstances, job change, health, relationships with faculty, etc. These factors could be measured in conjunction with self-directed learning to gain a more comprehensive picture as to why some students do not finish their doctoral degrees in education.
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Tribe, Rachel, and Aneta D. Tunariu. "Individual paper Preparing for a doctoral viva." Psychology of Education Review 40, no. 2 (2016): 51–58. http://dx.doi.org/10.53841/bpsper.2016.40.2.51.
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This paper discusses the issues which need consideration before, during and after a doctoral viva. It is concerned with ensuring that doctoral candidates are well positioned and prepared to maximise the opportunities the viva voce (oral examination of a doctoral thesis) offers them and to assist them in achieving a successful outcome. It provides a clear account of the viva process and discusses the processes and formalities associated with a viva. The viva voce examination can be an anxiety provoking experience and this paper suggests a number of ways of thinking about and working with this. It suggests strategies relating to presenting doctoral work in the viva as well as considering and answering questions in line with the relevant protocols and procedures. It also considers areas which have the potential to cause difficulties or lead to disappointment for candidates and offers a range of suggestions about how to prepare and present appropriately. The paper also offers some potential questions for the doctoral candidate to consider. Doctoral candidates report that it is hard to imagine in advance, but that the viva voce can be an informative, positive and enjoyable experience which provides an opportunity to discuss their work in detail with two experienced and interested senior academics who have studied the work thoroughly.
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Levin, Robert A., Michael Thomas, and John L. Wilson. "Engaging Doctoral Candidates in Action Research." Teaching Education 9, no. 2 (January 1998): 125–33. http://dx.doi.org/10.1080/10476210.1998.10335506.
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Collins, Denton L., Austin Reitenga, Allison B. Collins, and Scott Lane. "“Glass Walls” in Academic Accounting? The Role of Gender in Initial Employment Position." Issues in Accounting Education 15, no. 3 (August 1, 2000): 371–91. http://dx.doi.org/10.2308/iace.2000.15.3.371.
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This research examines whether gender interacts with quality of doctoral training to influence the likelihood of new accounting faculty candidates obtaining initial employment at institutions with accounting doctoral programs during the period from 1991 to 1997. Using data from Hasselback's Accounting Faculty Directory, we find that female candidates trained at top-tier and bottom-tier doctoral programs are equally likely as male candidates to attain appointments at doctoral schools, while female candidates trained at middle-tier doctoral programs are less likely than their male counterparts to obtain such positions. These results are robust to the use of different external doctoral program rankings to partition our data and, based on several sensitivity tests, our results do not appear to be the result of self-selection.
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Kovacs, Louise C., and Sarah Corrie. "Undertaking a Professional Doctorate: A personal account of navigating the evolving postgraduate landscape." PsyPag Quarterly 1, no. 107 (June 2018): 30–39. http://dx.doi.org/10.53841/bpspag.2018.1.107.30.
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The landscape of doctoral study is evolving, with this level of qualification appealing to an increasingly diverse range of candidates. With a particular focus on Professional Doctorates (PD), this article aims to raise awareness of these developments in doctoral education and the types of individuals who undertake them, and considers some of the challenges and opportunities of undertaking a PD. A case illustration of the experience of completing a PD programme from the perspective of both the candidate and supervisor is provided. The article concludes with recommendations for the role that groups such as PsyPAG could play in promoting the PD, supporting the candidates who undertake them, and facilitating knowledge sharing between participants in different doctoral programmes for the benefit of all.
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Batty, Craig, Elizabeth Ellison, Alison Owens, and Donna Brien. "Mapping the emotional journey of the doctoral ‘hero’: Challenges faced and breakthroughs made by creative arts and humanities candidates." Arts and Humanities in Higher Education 19, no. 4 (May 2, 2019): 354–76. http://dx.doi.org/10.1177/1474022219844986.
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This article discusses how doctoral candidates identify and navigate personal learning challenges on their journey to becoming researchers. Our study asked creative arts and humanities candidates to think beyond the research project itself and reflect on emotional hurdles they were facing or had overcome. The findings point to a great deal of ‘invisible’ work that underpins doctoral study, and show that such hidden work can have a major influence not only on the research project, but also on progress and satisfaction with the learning journey. In this article, we outline the key themes that emerged from the study: on the emotional and transformational dimensions of the doctoral journey. Using these themes and the candidate stories surrounding them, we align the doctoral journey with Joseph Campbell’s journeying ‘hero’ and Mezirow’s concept of transformation, and suggest how making such invisible aspects of candidature more visible might enhance research training.
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Manathunga, Catherine, Jing Qi, Maria Raciti, Kathryn Gilbey, Sue Stanton, and Michael Singh. "Decolonising Australian doctoral education beyond/within the pandemic: Foregrounding Indigenous knowledges." Scholarship of Teaching and Learning in the South 6, no. 1 (April 29, 2022): 112–37. http://dx.doi.org/10.36615/sotls.v6i1.203.
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Global doctoral education has been particularly affected by the COVID-19 pandemic and the Black Lives Matter movement, which have drawn attention to the vast inequities faced by black, cultural minority and Indigenous peoples. These developments have focused urgent attention on the need to de-homogenise Australian doctoral education. Australian universities have been very slow to create recognition and accreditation programs for First Nations and transcultural (migrant, refugee and international candidates) knowledge systems, histories, geographies, languages and cultural practices in doctoral education. A significant body of research investigates Australian universities’ education of Indigenous and transcultural doctoral candidates. However, few scholars have sought to trace the links between individual personal doctoral candidate life histories and large-scale Australian government policy trends. This paper draws upon the Indigenous knowledge global decolonization praxis framework and de Sousa Santos’ theories about cognitive justice and epistemologies of the South to fill this gap. Future aspects of this project will involve conducting an international policy analysis, life histories and time mapping to implement key Indigenous knowledge approaches in Australian doctoral education. This paper will critically explore the application of three core First Nations knowledge approaches – the agency of Country, the power of Story and intergenerational, iterative and intercultural knowledges – to Australian doctoral education.
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Anthony Fulton, John, Lynne Hall, Derek Watson, and Gillian Hagan-Green. "The Open Cage: A Force for Transformative Learning in Professional Doctoral Studies During COVID-19." International Journal of Doctoral Studies 17 (2022): 243–61. http://dx.doi.org/10.28945/4987.
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Aim/Purpose: This paper explores how professional doctorate candidates responded to the restrictions and changed context of COVID-19. Using connectivism as a theoretical framework, it explores the ways in which their patterns of study were recalibrated in light of the restrictions caused by the pandemic. Specifically, this study aims to: explore the experience of the professional doctorate student during the pandemic; and demonstrate the ways in which networks are recalibrated and adapt to changing circumstances. Background: In 2020, in response to COVID-19 many countries, including the UK, went into lockdown resulting in most doctoral candidates being confined to their homes and restricted to online contact with peers and supervisors. Part-time students have a finely balanced pattern of work which was required to be recalibrated and refocused which required considerable adaptation on the part of the candidates. Methodology: A qualitative methodology was used comprising four focus groups, each consisting of four professional doctorate candidates. Participants were professional doctorate candidates and as such were all mid-career professionals from a variety of backgrounds. Purposeful sampling was combined with theoretical sampling, which ensures the sample is deliberately selected and ensures the emergent development of the theoretical ideas. The focus groups were recorded and transcribed. Thematic analysis was used to analyse the data and identify the main findings, allowing themes to be identified. Contribution: The findings indicated that professional doctorate candidates were highly adaptable and were able to adjust rapidly in response to COVID-19 restrictions. The networks they had previously established had to be refocused through adapting and adjusting patterns of study and developing digital skills to enable them to progress in their doctoral studies. Findings: Three themes emerged from the analysis: recalibrating work-life-study balance; adaptivity in studies and research; and empowerment through Information and Communications Technology (ICT). To progress their doctoral studies, the networks they had previously established had to be refocused through adapting and adjusting patterns of study. Recommendations for Practitioners: While lockdown was an unusual experience, some factors can inform future developments for doctoral education, mainly: the importance of establishing a pattern of study; the importance of connectivism and Information Technology (IT); and how such use can enhance and expand the research process. Recommendation for Researchers: Adaptivity achieved through IT; connectivity and the recalibration of networks were key to enabling doctoral candidates to continue their research. The use of connectivism as a theoretical framework for research merits further exploration, as do methods for online learning and approaches to incorporating digital skills into doctoral studies. Impact on Society: According to connectivism, learning is through the establishment of net-works, and these consist of both the means of gaining and accessing knowledge and the work-life study balance. It is important to examine and improve these networks. Many of the changes imposed by the COVID-19 restrictions are here to stay and this study highlights the ways in which the student experience can be enhanced through digital learning. Future Research: This research could be expanded through further analysis of how IT can enhance research practice. The interaction with digital learning sources could be explored and highlighted. The pattern of networks could also be explored and developed, and the positive and negative aspects could be highlighted.
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Baethge, Anja, and Thomas Rigotti. "Are You Thinking the Same Way?" Zeitschrift für Arbeits- und Organisationspsychologie A&O 60, no. 4 (October 2016): 187–98. http://dx.doi.org/10.1026/0932-4089/a000222.
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Abstract. This paper examines the impact of relationship parameters (communication quality and perceived similarity) between doctoral candidates and their supervisors on psychological contract breach, with reference to the theory of Morrison and Robinson (1997) and the schema theory of Rousseau (2001) . A two-wave longitudinal study involving 101 doctoral candidates was conducted, with time points separated by 4 months. Hypotheses were tested using cross-lagged panel analyses. Perceived similarity and communication quality at T1 had no significant main effect on contract breach at T2 (controlled for contract breach at T1). However, the interaction of both variables was found to be significant. If similarity was high, there was a significant negative relationship between communication quality and psychological contract breach. We may conclude that shared mental models are important for the unfolding of the positive effects of communication quality within a doctoral candidate–supervisor relationship.
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Ayers, Natasha L., Margaret Kiley, Narelle Jones, Marie-Louise McDermott, and Martine Hawkins. "Using learning plans to support doctoral candidates." Innovations in Education and Teaching International 55, no. 3 (September 14, 2016): 248–56. http://dx.doi.org/10.1080/14703297.2016.1233074.
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Katz, Reuven. "Crises in a Doctoral Research Project: A Comparative Study." International Journal of Doctoral Studies 13 (2018): 211–31. http://dx.doi.org/10.28945/4044.
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Aim/Purpose: To present quantitative results of an investigation that assessed crises reported by doctoral candidates while working toward their degree. Background: Crises that candidates encounter during their doctoral journey may lead to attrition from the doctoral program. A crisis in a doctoral project has several characteristics that must be understood in order to identify the crisis and, if possible, take corrective actions. Our study investigates various types of potential crises and the way candidates experience them. Methodology: We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. We compared the answers of Israeli Social Sciences and Humanities candidates with those of Israeli Science and Engineering candidates; we also compared the answers of Israeli Science and Engineering students with their Western European peers. We applied statistical analysis to identify and compare significant patterns of reported crises among these three groups of candidates. In addition, we tried to find significant relationships between the reported crises and selected parameters that characterize the candidates’ background and learning habits. Contribution: The research presents quantitative results of typical crises patterns in a comparative study. It shows that while many candidates experience crises, few seek professional assistance. Findings:Our investigation showed that about 60% of enrolled doctoral candidates reported a crisis. Of the candidates who reported crises, about 70% did not seek professional assistance. Emotional crises were reported by a significantly higher percentage of Social Sciences and Humanities students than of Science and Engineering students. Conversely, expectation crises were reported by a significantly higher percentage of Science and Engineering students than of Social Sciences and Humanities students. Significantly, more Social Sciences and Humanities students reported economic crises than did Science and Engineering students. Students who experienced a crisis reported that it caused delays in the research and affected its quality. As a result of their crisis, over 25% of Science and Engineering students seriously considered terminating their studies. Recommendations for Practitioners :The results and discussion may be useful as a guide for advisers to better understand the formation of crises among their doctoral students. Recommendation for Researchers: The quantitative methodology presented in the paper may be applied to investigate additional phenomena in the field of doctoral studies. Impact on Society : The paper demonstrates that doctoral students are aware of potential crises due to the stressful environment they face. By reducing the number of crises, it may be possible to reduce the current rates of attrition, which have a significant impact on national economy. Future Research In future work we plan to expand the research to include the US in the comparative study.
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MOUASSINE, FATIMA EZZAHRA, Mounya M'rabti, and El Mehdi EL MADANI. "Reflections on the Challenges and the Prospects of a Post-pandemic Doctoral Supervision in Moulay Ismail University." International Journal of Linguistics and Translation Studies 3, no. 3 (August 13, 2022): 59–70. http://dx.doi.org/10.36892/ijlts.v3i3.233.
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There has been an extensive growth of ICT-based models adopted in doctoral supervision as a major avenue in maintaining relationships with doctoral candidates engaged in research at a geographical distance from university and those undertaking research-related activities off-campus. However, the ongoing COVID-19 pandemic, resulting in recommendations of safety procedures and extended restrictions issued by the World Health Organization, has considerably affected doctoral education in ways that have revitalized distance, online supervision and so moved this latter from being an option on the side to a requisite. The main endeavor of this study is to examine the challenges doctoral supervisors have encountered whilst supervising candidates’ projects in the present circumstances and also explore the prospects of post-pandemic distance-delivered doctorate programs in the Moroccan university. The study employs a qualitative analysis guided by semi-structured interviews of 17 supervisors to obtain a clearer perception of doctoral supervision practices in light of the pandemic as well as the efficacy of alternative online distance modes. The findings yielded compelling issues grounded on institutional support, financial restrictions, adaptability of existing platforms, as well as technical unpreparedness to move online, all of which demand a critical reflection and strategic attention to build research capacity. Eventually, this study brings in various pedagogical implications sought to enlighten the uptake of online supervision and its integration and efficacy as a current alternative.
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Walakira, Lisbeth Kristine Olesen, and Susan Wright. "‘I’m like a snail carrying my entire house with me’." Learning and Teaching 11, no. 2 (June 1, 2018): 51–68. http://dx.doi.org/10.3167/latiss.2018.110204.
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EU policies promote mobility as a part of contemporary doctoral education. EU-funded doctoral candidates are expected to move country, establish international research networks; travel for workshops, conferences and research stays abroad; and collaborate across disciplines as well as work in other sectors during their doctoral training. As far as EU policies are concerned, competence in all these ‘mobilities’ is essential for future knowledge workers in a competitive, global economy. But how do doctoral fellows themselves experience mobility? A survey of 3,410 EU-funded doctoral fellows shed light on their experiences of geographical, sectoral, interdisciplinary and social mobility. It showed that many PhD candidates are excited by the opportunities they see in their doctoral programmes, but they often experience tensions between their professional and personal desires.
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O'Neill, Gareth, and Emanuele Storti. "EURODOC." Impact 2018, no. 3 (June 15, 2018): 74–75. http://dx.doi.org/10.21820/23987073.2018.3.74.
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Eurodoc's mission is to represent and consolidate the community of doctoral candidates and junior researchers in Europe in their pursuit of a decent professional life. The organisation aims to be the effective and efficient voice of doctoral candidates and junior researchers at the European level.
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Cara, Corina, Tudor Tocilă, and Adriana Zaiţ. "Exploring PhD Students’ Concerns Regarding Doctoral Programs in Economics and Business Administration." Review of Economic and Business Studies 8, no. 1 (June 1, 2015): 33–43. http://dx.doi.org/10.1515/rebs-2016-0014.
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AbstractTertiary education involves specific perceived issues among PhD candidates that lead to several self-destructive behaviors regarding the research process and the quality of the doctoral thesis. Studying the emotional mechanisms behind the process of doctoral research offers useful insights for both PhD candidates and PhD supervisors. A qualitative approach involving a concept analysis method was used to investigate the concerns about the doctoral process of a group of PhD candidates enrolled in the first year at the Doctoral School of Economics and Business Administration of Iași, Romania. Both spontaneous and induced responses were considered. The order of concerns and the fact that some of them were mentioned together were also taken into account. Most of the concerns are related to time-management. Results are discussed and several recommendations are made.
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Rönnerman, Karin, and Stephen Kemmis. "Stirring doctoral candidates into academic practices: a doctoral course and its practice architectures." Education Inquiry 7, no. 2 (January 2016): 27558. http://dx.doi.org/10.3402/edui.v7.27558.
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Mason, Shannon. "Publications in the doctoral thesis: challenges for doctoral candidates, supervisors, examiners and administrators." Higher Education Research & Development 37, no. 6 (April 18, 2018): 1231–44. http://dx.doi.org/10.1080/07294360.2018.1462307.
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Wojtczak, Krystyna. "O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich." Studia Prawa Publicznego, no. 2(14) (December 4, 2019): 49–91. http://dx.doi.org/10.14746/spp.2016.2.14.3.
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Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.
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Wojtczak, Krystyna. "O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich." Studia Prawa Publicznego, no. 2(14) (September 24, 2018): 49–91. http://dx.doi.org/10.14746/stpp.2016.2.14.3.
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Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.
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Baum, Tom. "Mature doctoral candidates: the case in hospitality education." Tourism Management 19, no. 5 (October 1998): 463–74. http://dx.doi.org/10.1016/s0261-5177(98)00043-0.
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Smith, Jan, Jennie Billot, Lynn Clouder, and Virginia King. "Juggling competing activities: academic staff as doctoral candidates." Higher Education Research & Development 39, no. 3 (November 11, 2019): 591–605. http://dx.doi.org/10.1080/07294360.2019.1685945.
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Marhaban, Saiful, Nur Mukminatien, Utami Widiati, Teguh Sulistyo, Wardani Dwi Suhastyanang, Yunita Puspitasari, and Asnawi Muslem. "Strategies employed by EFL doctoral candidates in dissertation writing completion." Studies in English Language and Education 8, no. 2 (May 3, 2021): 546–60. http://dx.doi.org/10.24815/siele.v8i2.17694.
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This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.
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Hauss, Kalle, Marc Kaulisch, and Jakob Tesch. "Against all odds: determinants of doctoral candidates’ intention to enter academia in Germany." International Journal for Researcher Development 6, no. 2 (November 9, 2015): 122–43. http://dx.doi.org/10.1108/ijrd-07-2014-0015.
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Purpose – The purpose of this paper is to focus on doctoral students in Germany and the drivers behind their intention to enter an academic career. The aspirations of young researchers after graduating from doctoral training have become an important issue to policymakers in light of the changing nature of doctoral training. Design/methodology/approach – Borrowing from Ajzen’s Theory of Planned Behavior, we investigate how attitudes towards a career in academia, subjective norms and perceived behavioral control determine graduates’ intentions to pursue an academic career. We extend the model of Ajzen by measurements of research and training conditions in order to estimate the impact of organizational settings. We analyze a sample of 5,770 doctoral candidates from eight universities and three funding organizations. Findings – We find that apart from attitudes towards careers, academic career intentions are related to research and training conditions at the organizational level. Further, we find that large differences within the field of study and affiliation to a university or funding organization provide substantial explanations. Originality/value – This paper explores doctoral candidates’ academic career intentions which are an important precondition for the propagation of academic staff. For developers and practitioners in the field of doctoral training, our results yield a good understanding of the relationship between organizational settings at the level of doctoral training and career intentions.
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Owens, Alison, Donna Lee Brien, Elizabeth Ellison, and Craig Batty. "Student reflections on doctoral learning: challenges and breakthroughs." Studies in Graduate and Postdoctoral Education 11, no. 1 (January 2, 2020): 107–22. http://dx.doi.org/10.1108/sgpe-04-2019-0048.
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Purpose There has been sustained interest in how to support doctoral students through the often-gruelling journey they undertake from enrolment to graduation. Although doctoral numbers and successful completions have been steadily increasing globally as well as in Australia, the quality of student progression and outcomes has been widely interrogated and criticised in the literature that is reported in this paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves. Design/methodology/approach This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors. Findings The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships; understanding expectations of research study and embracing the need for agility in managing these; and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project. Research limitations/implications The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings; however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines. Practical implications Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts. Social implications Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes. Originality/value This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in diverse setting.
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Bernadowski, Carianne. "Reciprocal Peer Coaching an Instrumental Case Study of the Journey of a Three Year Doctoral Cohort." Advances in Social Sciences Research Journal 7, no. 7 (July 19, 2020): 208–15. http://dx.doi.org/10.14738/assrj.77.8576.
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Reciprocal Peer coaching is a viable pedagogical strategy to use with doctoral students in order to encourage engagement, retention, collaboration, and engagement in a cohort model. This study explored a peer coaching model that randomly paired students in a three-year cohort doctoral program. Results indicated that doctoral candidates found that peer coaching and peer collaboration was beneficial both academically and personally. Moreover, candidates continued their relationship with their peers from year one to year three. Three themes emerged which included random assignment, building relationships through dialogue, and obstacles to success.
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Bekova, S. K., and E. A. Terentev. "Doctoral Education: International Experience and Opportunities for Its Implementation in Russia." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 51–64. http://dx.doi.org/10.31992/0869-3617-2020-6-51-64.
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The article provides a comparative review of principles for the implementation of doctoral programs in education at leading world universities. The analysis is focused on the following aspects of doctoral education: organizational model (1), principles of doctoral candidates’ enrollment (2), educational program and workload (3), principles and mechanisms for tracking doctoral students’ progress (4), principles and procedures for completing educational programs and defending a thesis (5). The key differences of the Russian doctoral education are distinguished. The first difference is related to the rigidity of the recruitment rules and procedures: the universities in Russia pay no or little attention to the previous academic achievements of candidates. The second difference refers to the specifics of educational program, which, as a rule, is not aimed at the development of “soft skills”. Finally, Russian doctoral programs are based on the traditional model of doctoral supervision, when a supervisor is usually the only person who controls the doctoral student progress and helps him or her to work on thesis. Based on the experience of the world leading universities, the authors discuss some opportunities to develop doctoral programs in Russia.
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Sharron Scott, Dr, and Jennifer M Johnson. "Racial Realities: Exploring the Experiences of Black Male Doctoral Candidates in “All But Dissertation” Status." International Journal of Doctoral Studies 16 (2021): 171–87. http://dx.doi.org/10.28945/4701.
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Aim/Purpose: This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged “All But Dissertation” (ABD) status. Background: Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive examinations, and a dissertation proposal hearing, find themselves mired in “All But Dissertation” (ABD) status. The purpose of this research was to explore the intersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology: Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase. Contribution: This study contributes to research in three critical ways: (1) it expands our understanding of the experiences of doctoral students specifically between completing coursework and defending a dissertation; (2) it illustrates the types of racialized encounters experienced during graduate study that contribute to prolonged ABD status and program attrition; and (3) it offers strategies for campus administrators and faculty to consider to extend structures of support to promote degree attainment among Black male doctoral students. Findings: This study’s findings indicate that racialized dynamics during doctoral education create environments that negatively impact doctoral student self-esteem and diminish motivation to complete doctoral studies. Through the narratives of Rico, Jeremy, and Kevin, three core themes emerged that illustrate the salience of race in the doctoral program experiences of Black males: (1) Underrepresented & Undervalued, (2) Challenging Transitions, and (3) Gendered Racism. First, each participant attended doctoral programs at predominantly White institutions, and all shared the commonality of being the only or one of a few Black male doctoral students in their program. Being underrepresented in the program led to challenges finding faculty members who valued their burgeoning research interests and were willing to support them through the dissertation process. Additionally, participants described challenging transitions at each stage of their doctoral program, which ultimately contributed to extending their time as students. Not only did they describe having different levels of preparedness to begin doctoral study, limited feedback from faculty through coursework and on dissertation proposal drafts prolonging their time as doctoral candidates. Finally, participants described their experiences navigating gendered racism, or racism that was attributed to their identity as Black men. Exasperated by their underrepresentation in the academy, participants talked about being surveilled on campus, having their intellect questioned, and the struggles associated with getting approval for their research. Recommendations for Practitioners: The experiences highlighted by participants offer insights into the institutional policies and procedures that can be implemented to support Black men. Specifically, findings speak to the importance of diversity. Campuses should work to ensure there is structural diversity within programs, and that faculty can guide students through a diverse array of research interests and topics as well. Faculty should offer clear and consistent feedback on student writing at all stages of graduate education to better prepare students for the transition to writing a dissertation independently. Finally, as racism is endemic to education, administration should promote spaces where students of color can talk about their racially charged experiences navigating the academy. Recommendation for Researchers: This work would benefit from additional research exploring the experiences of doctoral candidates across diverse institutional contexts. This includes intentional exploration of experiences of students enrolled in online doctoral programs, executive doctoral programs, and other types of programs that have emerged.
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Kasket, Elaine. "The counselling psychologist researcher." Counselling Psychology Review 27, no. 2 (June 2012): 64–73. http://dx.doi.org/10.53841/bpscpr.2011.27.2.64.
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Content and FocusMany doctoral trainees struggle with what it is to be a counselling psychologist researcher. This paper, based upon observations compiled over six years of training, supervision, and examination of counselling psychology doctoral candidates, identifies four common phenomena. First, many aspirant and actual trainees do not realise what ‘professional doctorate’ really means in practice. Second, researchers often do not consider how the values of counselling psychology may translate into a research context. Third, trainee counselling psychologist researchers repeatedly make the same mistakes, to the detriment of doctoral success. Fourth, trainees frequently neglect to disseminate their research. To address these issues, this paper defines professional doctorates and distinguishes them from the traditional PhD; describes the author’s view of how counselling psychology values may be put into action in the research context; identifies and suggests remedies for the ‘seven deadly sins’ of counselling psychology doctoral research; and highlights the importance of and various routes for dissemination.
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Yan, Xiaoqin, and Fangfang Zou. "A Survey on Needs for English Academic Course for Doctoral Candidates." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 57. http://dx.doi.org/10.17507/tpls.1101.07.
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Teaching of English for Academic Purpose (EAP) has caught great attention to developing the academic literacy of doctoral candidates. Therefore, it is a necessity to investigate their learning needs towards EAP courses. The paper did a survey on 105 doctoral candidates from 9 dimensions to investigate their overall situation of EAP learning needs. Teaching implications on EAP course concern teacher qualities, curriculum design and teaching practice.
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Diogo, Sara, Andreia Gonçalves, Sónia Cardoso, and Teresa Carvalho. "Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown." Education Sciences 12, no. 4 (April 18, 2022): 286. http://dx.doi.org/10.3390/educsci12040286.
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This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates’ motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs’ scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental view of doctoral education, aiming for training participants to professions outside academia.
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Pyke, Sandra W., and Peter M. Sheridan. "Logistic Regression Analysis of Graduate Student Retention." Canadian Journal of Higher Education 23, no. 2 (August 31, 1993): 44–64. http://dx.doi.org/10.47678/cjhe.v23i2.183161.
Full textAbstract:
Logistic regression analysis was utilized to predict the retention of 477 master's and 124 doctoral candidates at a large Canadian university. Selected demographic (e.g., sex, marital status, age, citizenship), academic (e.g., GPA, discipline, type of study, time to degree completion) and financial support variables (e.g., funding received from internal and external scholarships and from research, graduate and teaching assistantships) were used as independent variables. The dichotomous dependent variable was whether the student successful- ly completed the degree. Results for master's students indicate that higher graduate GPAs, increased length of time in the program, increased funding from all sources, full- or part-time registration status in the coursework only program, and full-time registration status in the coursework plus major research paper program significantly improve the student's chances of graduating with the degree. For doctoral candidates, only increased length of time in the program and increased funding from all sources significantly increase the chances of graduating with the doctorate.