Relevant bibliographies by topics / Doctoral pathway

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Doctoral pathway'

Author: Grafiati
Published: 25 May 2024

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Journal articles on the topic "Doctoral pathway"

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Sarı, Mediha, Buket Turhan Türkkan, and Ece Yolcu. "Reflections from Women Doctoral Students Lives Regarding Gender Roles." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 50. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.50.

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Engaging in business life actively with industrialization, modernism movements and making a significant improvement in getting higher education degrees, the women’s getting postgraduate degrees –especially seen as a very challenging and demanding pathway by many people- has various effects on their social lives. The aim of this study was to analyze the interaction between doctoral process and women’s gender roles in daily life. The design of the study was qualitative interview-based and to collect the data semi-structured interviews were conducted. Participants were chosen among the volunteer women doctoral students in Cukurova University. The data collected was analyzed with content analysis. The findings revealed there are many advantages and disadvantages reflected on the women doctoral students’ lives through their doctorate regarding gender roles and they had a lot of difficulties through this process. They put forward recommendations related to various points such as providing equality of women and men and having support mechanisms in order to overcome these inequality related problems. Although they got both support and criticism regarding doing doctorate, women doctoral students have many reasons for doing doctorate which engage them into a devoted endeavor in a sense to get higher education and join more actively in business life.
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Spronken-Smith, R. "The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes." Journal for New Generation Sciences 21, no. 1 (November 1, 2023): 1–13. http://dx.doi.org/10.47588/jngs.2023.21.01.a1.

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Given different backgrounds, motivations and intended career pathways of PhD candidates, alongside doubts whether graduates are well-equipped for employment and contribution to society, this opinion piece explores a personalised approach for PhD programmes. Personalised curricula for individual and structured PhD programmes are proposed, based on constructive alignment to cater for personalised learning outcomes. In this approach, candidates take control of their pathway through doctoral study, using personal development plans to identify desired learning outcomes, planning their professional development alongside and through doctoral research, and generating a portfolio of evidence of achieving their desired outcomes. The approach is illustrated by considering the pathways of six fictional PhD candidates. Finally, the implications of personalised pathways and PhD assessment portfolios are considered. Supervisors need to encourage candidates to engage with career planning and professional development, and be careful not to denigrate careers outside academia. Institutions may need to reframe doctoral education to encompass structures and processes that enable broader professional development opportunities and portfolio approaches to assess the outcomes of doctoral study.
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Reithmeier, Reinhart A. F. "Lessons from a red squirrel, mentors, and the pathway to success." Biochemistry and Cell Biology 92, no. 6 (December 2014): 427–30. http://dx.doi.org/10.1139/bcb-2014-0058.

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In this article I will review my personal career path starting with how a red squirrel got me interested in research, and the vital role that mentors played in my pathway to success — a pathway that taught me many lessons that I would like to share with the reader, particularly graduate students and post-doctoral fellows who are just starting down their own unique pathways.
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Fernandez, Frank. "Where do Latinas and Latinos earn social science doctorates?" education policy analysis archives 28 (June 29, 2020): 97. http://dx.doi.org/10.14507/epaa.28.4889.

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It is a national imperative to increase the percentage of Latinas and Latinos who earn doctorate degrees in the social sciences and who enter into faculty positions. For the purposes of this study, I focus on whether Latinas and Latinos earned their doctorates at the nation’s most research-intensive universities because those schools are uniquely equipped to prepare doctoral students for careers in academia. I find that more than 40% of Latinas and Latinos who earned social science doctorates did so at universities with lower research profiles. I also test whether there are relationships between Latinas’ and Latino’s undergraduate institutions (e.g., community colleges and Hispanic Serving Institutions) and doctoral universities (classified by research-intensity). I did not find a relationship between attending community college and the type of university where a Latina or Latino social scientist earned the PhD. However, I found that Latinas and Latinos who earned baccalaureate degrees from Hispanic Serving Institutions (HSIs) had higher relative risk of earning doctorates from less research-intensive universities. This institutional pathway may be beneficial for increasing the number of Latinas and Latinos who earn social science doctorate degrees; however, it may be problematic for preparing future faculty members. I discuss implications for supporting the Latina-Latino pathway to the PhD.
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Peacock, Susi. "The PhD by Publication." International Journal of Doctoral Studies 12 (2017): 123–35. http://dx.doi.org/10.28945/3781.

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Aim/Purpose: The purpose of this work is to develop more nuanced understandings of the PhD by publication, particularly raising awareness of the retrospective PhD by publication. The article aims to contribute to contemporary debates about the differing pathways to the attainment of doctoral study completion and the artifacts submitted for that purpose. It also seeks to support prospective graduate students and supervisors who are embarking upon alternative routes to doctoral accreditation. Background: The PhD is considered the pinnacle of academic study – highly cherished, and replete with deeply held beliefs. In response to changes in job markets, developments in the disciplines, and more varied student cohorts, diverse pathways to completion of this award have emerged, such as the PhD by publication (PhDP). A PhDP may either be prospective or retrospective. For the former, publications are planned and created with their contributions to the PhDP in mind. The retrospective PhD is assembled after some, or most, of the publications have been completed. The artifact submitted for examination in this case consists of a series of peer-reviewed academic papers, books, chapters, or equivalents that have been published or accepted for publication, accompanied by an over-arching narrative. The retrospective route is particularly attractive for professionals who are research-active but lack formal academic accreditation at the highest level. Methodology: This article calls upon a literature review pertaining to the award of PhDP combined with the work of authors who offer their personal experiences of the award. The author also refers to her candidature as a Scottish doctoral student whilst studying for the award of PhD by publication. Contribution: This work raises awareness of the PhDP as a credible and comparable pathway for graduate students. The article focuses upon the retrospective PhDP which, as with all routes to doctoral accreditation, has both benefits and issues for the candidate, discipline, and institution. Findings: The literature review identifies a lack of critical research into the PhDP, which mirrors the embryonic stage of the award’s development. Two specific anxieties are noted throughout the literature pertaining to the retrospective PhDP: first, issues for the candidate when creating and presenting an artifact submitted for examination; and, second, the diverse, and sometimes conflicting, advantages and challenges for the candidate, the subject specialism, and the institution of this pathway to doctoral accreditation. Recommendations for Practitioners: The advantages and challenges of the retrospective PhDP, for candidates, disciplines, and institutions are summarized especially pertaining to the artifact for submission, to guide conversations between supervisors and potential doctoral candidates. Impact on Society: It is hoped that this work will inform on-going conversations about pathways to PhD accreditation. Future Research: The article closes by proposing an emergent typology of the PhDP and by posing questions for those working in the area of doctoral study. Both seek to progress conversations about routes to doctoral accreditation.
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Daley, Jessica, Lucy Hale, and Bob Patton. "Clinical Psychology Trainees’ experiences of following a specialised Cognitive Behavioural Therapy (CBT) Pathway accredited by The British Association of Behavioural and Cognitive Psychotherapies (BABCP): A pilot evaluation." Clinical Psychology Forum 1, no. 349 (January 2022): 28–34. http://dx.doi.org/10.53841/bpscpf.2022.1.349.28.

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The Cognitive Behavioural Therapy (CBT) pathway enables trainees to develop their CBT competencies and to meet the BABCP Level 2 Minimum Training Standards upon qualification from doctoral training.The paper outlines trainees’ experiences of the pathway, including its strengths, challenges, and future recommendations.
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Coutinho, Isabel Ribau. "A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher." Advances in Social Sciences Research Journal 7, no. 11 (December 2, 2020): 272–308. http://dx.doi.org/10.14738/assrj.711.9361.

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The PhD journey is different from all other activities in higher education. It ́s a period of construction of the research and is also a time for integration in the academy, in the field of research, and at the higher education system. During the enrolment in the PhD, the person's growth and the live experience change the perception that the doctorate has of the PhD and the research journey. The experiences as a doctoral student and as a researcher under construction, who is supervised/oriented/ guided by a supervisor, shape the way of thinking and action regarding the institution and the academy but also influence the way they see and felt the PhD journey and their beliefs. It is argued in this paper that an initial (de)formed perception of the real PhD journey and supervision, may influence the satisfaction of the students with it, and the disappointment impact the option to leave the academy or to continue. The current paper describes the change in the perception, motives, and of the curriculum quality and adequacy to doctoral personal journeys, during the doctorate. But it also reflects a PhD students’ personal journey and their perceptions concerning the PhD supervisors, host institutions, and the academy.
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Cheruiyot, David, and Raul Ferrer-Conill. "Pathway outta pigeonhole? De-contextualizing Majority World Countries." Media, Culture & Society 43, no. 1 (September 26, 2020): 189–97. http://dx.doi.org/10.1177/0163443720960907.

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Should regional context overshadow theoretical contributions of a doctoral dissertation or an international journal article? In this essay, we argue that expendable region-centricism diminishes the contributions of Majority World Countries to the media and communication discipline. We propose that ‘de-contextualized’ studies – which accentuate the theoretical, conceptual, or methodological import of research – could complement current efforts to decentre knowledge.
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Mosyjowski, Erika A., and Shanna R. Daly. "Investigating the ways prior experience informs the research approaches of returning and direct-pathway students in engineering PhD programs." Studies in Graduate and Postdoctoral Education 11, no. 2 (June 10, 2020): 197–213. http://dx.doi.org/10.1108/sgpe-08-2019-0072.

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Purpose The purpose of this paper is to explore the ways engineering doctoral students draw on prior experiences to inform their doctoral research. This study includes the experiences of “returners” – those who have worked as practitioners for five or more years before entering a PhD program – who have distinct experiences from “direct-pathway students,” which may inform how they engage in doctoral research. This study also explores the traits that distinguish varying levels of sophistication in the ways PhD students think about the research process and how prior experience may contribute. Design/methodology/approach This study draws on interview data from 52 returning and direct-pathway engineering doctoral students. A thematic analysis of this interview data highlights the primary ways participants’ prior professional, academic and life experiences inform their doctoral research. In addition, the authors conducted an iterative analysis process to sort participants’ responses about their management of a hypothetical research scenario into emergent categories of research thinking sophistication to understand what characterizes varying levels of sophistication in research thinking and explore how experience may contribute. Findings Participants identified past experiences as shaping their research, related to how they identify a research problem, considering what needs to and can be done to address the problem, identifying an appropriate research approach, managing unexpected challenges, responding to critical feedback, determining their comfort taking risks and using intuition to lead a project. Originality/value Outcomes of this research can inform how graduate education supports students throughout their degree by identifying key experiences that may contribute to students’ research approaches.
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Kanno, Mieko, Guadalupe López-Íñiguez, and Heidi Westerlund. "Composers’ Reflections on the Relevance of Artistic Doctoral Education in Finland." Trio 11, no. 1-2 (December 29, 2022): 39–60. http://dx.doi.org/10.37453/tj.120925.

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As Artistic Research (AR) is gaining momentum in academia and the movement has begun to affect the industry, in this qualitative study we ask how contemporary art music composers in Finland think of artistic doctoral education in the field of composition. Ten bigenerational composers participated in open interviews in which they were asked to reflect on AR both as a discipline and as a pathway in doctoral studies in relation to composers’ professional practice. A qualitative thematic analysis based on the “dialogic engagement practice” approach revealed certain benefits and challenges related to a) doctoral studies in AR, and b) the dynamics between composition and AR. In particular, participants noted a division between doctoral candidates enrolled in AR doctoral programs for self-focused artistic introspection (single-loop-learning) and those who connect their studies with activist and societal issues that go beyond personal inquiry (double-loop learning). Furthermore, issues of whether AR in composing could be considered research, or not, were also articulated. Based on these key aspects, the authors offer a conceptual learning triangulation between research, education, and self-development that could inform AR doctoral education curricula.
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Dissertations / Theses on the topic "Doctoral pathway"

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Baldwin, Candice P. "Situatedness: The interrelation of factors impacting the educational pathway to degree attainment among Black and White doctoral students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618709.

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Given the absence of a comprehensive theory of doctoral student persistence within the current literature base, the purpose of this study was to propose and test a model that would predict doctoral degree completion using an integrated scheme of background, financial support, and experience variables between Black and White students. The impact and interaction of these variables was explored individually and collectively to describe a concept defined as situatedness. The situatedness model illustrates that a student's background is related to the financial support they receive in doctoral programs; in turn, these factors are connected to a student's departmental and personal experiences, which are all directly related to doctoral degree completion.;The situatedness model was found to be useful in conceptualizing doctoral degree completion, but it illustrated that that there are other variables that cause disparities in completion among Black and White doctoral students. The situatedness model indicated that financial support factors affect doctoral degree completion among Black and White students. For Whites, the situatedness model indicated that the total amount of grant aid, the amount borrowed for education, teaching assistantships, and private/outside sources of aid were independent and significant predictors of doctoral degree completion. For Blacks, the situatedness model indicated that income and outside sources of aid were predictive of degree completion. The findings of this study suggest that finances are the most important predictor of degree completion for both groups. The disparity in sources of funding for Blacks and Whites highlight many of the differences in experiences and outcomes between the groups.
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Mahieu, Céline. "Représentations de l'engagement en doctorat des sages-femmes enseignantes." Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR018.

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En 2014, 9,1 % des sages-femmes enseignantes et directrices d’école de sages-femmes détenaient un diplôme de docteur ou bien étaient en cours de formation doctorale en France (Morin & Leymarie, 2016). Pourtant, seul un diplôme de master est exigé pour occuper de telles missions professionnelles. Nous nous sommes alors demandée pourquoi une partie importante des sages-femmes enseignantes s’engagent en doctorat. Puis, nous avons souhaité découvrir comment elles parvenaient à rester engagées lors des années de formation doctorale alors qu’elles sont en reprise d’études avec une vie privée et une vie professionnelle déjà établies.Pour répondre à ce questionnement, nous avons étudié le contexte de ce phénomène et les concepts afférents à notre question de recherche tels que l’engagement en formation (De Ketele, 2013b ; Kaddouri, 2011), le processus de formation doctorale (Cros & Bombaron, 2018 ; Skakni, 2019), le parcours de vie (Sapin et al., 2014) ainsi que le genre et le care (Molinier et al., 2009 ; Paperman, 2013 ; Champagne et al., 2015). En outre, nous avons mené une étude empirique avec une méthodologie qualitative et longitudinale comprenant deux séries d’entretiens à un an d’intervalle auprès de sages-femmes enseignantes en cours de formation doctorale au moins lors du premier entretien au printemps 2021. Nous avons procédé à un encodage des thématiques à l’aide du logiciel NVivo, puis à une analyse de contenu longitudinale et transversale (Bardin, 1989).Nos résultats montrent que le processus d’universitarisation de la formation initiale de sage-femme en France impulsé depuis 2009 représente une source motivationnelle importante d’engagement en doctorat des sages-femmes enseignantes. Cependant, les sages-femmes enseignantes engagées en doctorat ont également une motivation personnelle intellectuelle d’analyse réflexive sur des pratiques professionnelles de sage-femme et de sage-femme enseignante, bien souvent dans une quête de reconnaissance de leur identité professionnelle médicale.Leur engagement est fort que ce soit au niveau comportemental, cognitif et émotionnel, pour reprendre les indicateurs de l’engagement en formation selon Pintrich et al. (1993). Différents facteurs ont une influence sur leur engagement en doctorat, notamment l’articulation entre leurs trajectoires de vie personnelle, professionnelle et doctorale, la reconnaissance de leur travail doctoral par leur hiérarchie, la relation avec leur directeur de thèse. En somme, les sages-femmes enseignantes considèrent l’engagement en doctorat comme une valeur respectable et comme un investissement pour elles-mêmes, pour la profession de sage-femme et pour les sciences maïeutiques.Cette recherche a ainsi mis en exergue le phénomène d’engagement en doctorat de l’une des professions du care dans le contexte actuel d’universitarisation. Elle met en lumière également les difficultés rencontrées par une population de femmes en reprise d’études dans une formation doctorale. Certains leviers sont mis en avant dans la littérature scientifique et au travers des résultats de notre étude empirique. Des perspectives de recherche émanent de cette thèse pour trouver des pistes qui permettraient d’améliorer la qualité de vie doctorante en termes de bien-être et de performance académique
In 2014, 9,1 % of teaching midwives and midwifery school directors held a doctoral degree or were in the process of doctoral training in France (Morin & Leymarie, 2016). However, only a master's degree is required for such professional assignments. We therefore wondered why a significant proportion of midwifery teachers are enrolled in doctoral studies. Then we wanted to find out how they manage to stay committed during their doctoral training years when they are returning to their studies with an already established private and professional life.To answer this question, we studied the context of this phenomenon and the concepts related to our research question such as commitment in training (De Ketele, 2013b; Kaddouri, 2011), the doctoral training process (Cros & Bombaron, 2018; Skakni, 2019), the life course (Sapin and al., 2014) and gender and care (Molinier and al., 2009; Paperman, 2013; Champagne and al., 2015). In addition, we conducted an empirical study with a qualitative and longitudinal methodology including two rounds of interviews at one-year intervals with midwifery teachers in doctoral training at least in the first interview in spring 2021. Themes were coded using NVivo software, followed by a longitudinal and cross-sectional content analysis (Bardin, 1989).Our results show that the process of universitarisation of initial midwifery education in France, which has been underway since 2009, is an important motivational source for midwifery teachers' commitment to a doctorate. However, midwifery teachers involved in doctoral studies also have a personal intellectual motivation for reflective analysis of professional midwifery and midwifery teaching practices, often in a quest for recognition of their medical professional identity.Their commitment is strong at the behavioural, cognitive and emotional levels, to use the indicators of commitment to training according to Pintrich et al (1993). Various factors influence their commitment to the doctorate, notably the articulation between their personal, professional and doctoral life trajectories, the recognition of their doctoral work by their hierarchy, and the relationship with their thesis director. In short, midwifery teachers consider the commitment to a doctorate as a respectable value and as an investment for themselves, for the midwifery profession and for the midwifery science.This research has thus highlighted the phenomenon of doctoral commitment in one of the care professions in the current context of universitarisation. It also highlights the difficulties encountered by a population of women returning to study for a doctorate. Certain levers are highlighted in the scientific literature and through the results of our empirical study. Research perspectives emanate from this thesis in order to find ways to improve the quality of doctoral life in terms of well-being and academic performance
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Bushey-Miller, Becky A. "Assets, Strengths and Educational Pathways of First-generation Doctoral Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1466614502.

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Flowers, Theresa Danielle. "Pathways to Success| Black Women's Perspectives on Successfully Completing Doctoral Education." Thesis, Adelphi University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10902270.

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Schools of social work are facing a challenge of a lack of social workers with a doctorate to fill faculty positions expected to open due to faculty retiring. There is also a need for more ethnic diversity among social work faculty and schools are struggling to recruit and retain more faculty. This qualitative study used phenomenological methods to explore the factors that 20 Black women attribute to earning their doctorate degree in social work. It used Tinto’s theory of graduate persistence, critical race theory, and Black feminist thought to contextualize the findings.

All of the participants were first generational doctoral students. Two factors motivated them to earn their doctorates (1) influence of family, friends and mentors and (2) their desire to help others. Findings also revealed that participants encountered a number of internal and external obstacles during their studies. While these obstacles delayed many of the women, they did not stop them. The women perceived these obstacles to be connected to their race, gender, and class. All of the women prevailed against the obstacles they encountered utilizing internal supports such as their faith and determination. They also relied on external supports from those with whom they had interpersonal relationships, including family, friends, and their institutions. These findings suggest that having support from their institution and encouragement from their family and friends served as a protective factor to the obstacles they encountered. These findings also outline the dichotomy of finances in this study. Overall 90% of participants received some type of funding for their, however all of accumulated financial debt in pursuit of their doctorate. Based on the findings of this study the following suggestions are made for schools of social work. A) Address issues of institutional racism by providing mentorship training courses for faculty. B) Conduct research to test the effectiveness of recommendations outlined in this study. C) Provide more training and resources to prepare Black women who aspire to pursue their Ph.D. in social work.

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Garbarini, Laticia. "Comparison of the Completion Pathways of Four Categories of Doctoral Students from a Midwestern University." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682413.

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The purpose of this study was to determine doctoral students’ reasoning for completing the required course work for their degree, but not completing their dissertation and thus the degree. There had not been formal research conducted on the students at Lindenwood that had not completed the doctoral program and the variables behind their not completing their degree. In order to gain a better understanding, the research looked at four categories of students: completed (achieved doctoral degrees); actively pursuing (on target to graduate in the allotted time); delayed completion (returned to the program or have needed extended time); failure to complete (quit the program). In each category, the research determined the variables that impacted the path of the student. This research may help Lindenwood University in its efforts to determine the reasons behind the success and failure of its graduate students.This looked specifically at the doctoral program and the status of students who were, or were at one time, all but dissertation (ABD), to uncover the barriers to completion.

This study could help drive the decisions and direction of the doctoral program. The personal investment of the student and the university included a considerable amount of time and dedication. Universities invest in their programs through doctoral seminars, hiring high quality professors, and creating a highly rigorous graduate program. Graduate students invest a large amount of money, time, and trust into the university. The two work together to achieve the ultimate goal of a doctoral degree.

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NEVES, MARIANA GUERRA BARSTAD CASTRO. "THE DOCTOR-PATIENT RELATIONSHIP FROM THE ATTACHMENT THEORY S PERSPECTIVE: THINKING PATHWAYS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34746@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A relação médico-paciente consiste numa díade que é hierarquicamente assimétrica. Uma parte cuida e a outra recebe cuidado, análogo ao que ocorre nas relações de apego. O médico teria o papel de figura de apego, possibilitando ativar o seu sistema de cuidado. O objetivo deste estudo é analisar como o sistema de cuidado está inserido na relação médico-paciente, analisando o estilo de apego do médico, além de relacioná-lo à capacidade de cuidado que o médico tem com seu paciente. Foram entrevistados onze hematologistas do Rio de Janeiro e São Paulo com experiência no SUS utilizando um roteiro de entrevista semiestruturado e foi aplicado o instrumento de autorrelato EVA (Escala de Vinculação do Adulto). Após análise de conteúdo das entrevistas e análise por clusters do EVA, os médicos entrevistados apresentaram apego seguro, com aspectos defensivos evitativos e amedrontados. Quatro categorias também foram estabelecidas: experiências pessoais com medicina e/ou hematologia; especificidade da hematologia; como lidar com as questões sobre perdas; e cuidado com o outro. Conclui-se que o presente trabalho prioriza o lado do médico nesta relação, e a importância do atendimento às suas necessidades psicológicas e relacionais. Com isso, intervenções podem ser propostas à equipe de saúde, de forma a cuidar de maneira consistente destes profissionais e aprimorar sua relação com o paciente e seus familiares.
The doctor-patient relationship consists of a hierarchically asymmetrical dyad. One side cares and the other receives care, analogous to the attachment relationship. The doctor would have the attachment figure s role, being able to activate his or her caregiving system. The purpose of this study is to analyze how the care system is inserted in the doctor-patient relationship, analyzing the attachment style of the physician in addition to relating it to the care ability that the doctor has with his/her patient. Eleven hematologists from Rio de Janeiro and São Paulo with experience in SUS were interviewed using a semi-structured interview script and the self-report instrument AAS-R (Adult Attachment Scale-Revised) was applied. After content analysis of the interview and a cluster analysis of the AAS-R, all the doctors presented secure attachment, with avoidant-dismissing and avoidant-fearful defensive aspects. Four categories were also analyzed: personal experiences with medicine and/or hematology; hematology s specificity; how to deal with loss; and caring towards other. We concluded that the present it is important to prioritize the doctor s stance in the relationship, and to attend their psychological and relational needs. In that manner, interventions in the healthcare team can be proposed, providing the proper care to the healthcare professional, and, hence, improve their relationship with patients and their family members.
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Belzner, Katharine Ann. "DPOAE two-source separation in adult Japanese quail (Coturnix coturnix japonica) /." Full-text of dissertation on the Internet (891.53 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/belzneka/belzneka_doctorate_04-19-2010_02.pdf.

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Heffner, Kenneth Henry. "Radiation Induced Degradation Pathways for Poly (Methyl Methacrylate) and Polystyrene Polymers as Models for Polymer Behavior in Space Environments." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000175.

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Lawrence, Mitchell Graham. "Crosstalk between developmental and tumour-specific signalling pathways : kallikrein-related serine peptidases and nodal in prostrate cancer." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/37184/1/Mitchell_Lawrence_Thesis.pdf.

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Prostate cancer is an important male health issue. The strategies used to diagnose and treat prostate cancer underscore the cell and molecular interactions that promote disease progression. Prostate cancer is histologically defined by increasingly undifferentiated tumour cells and therapeutically targeted by androgen ablation. Even as the normal glandular architecture of the adult prostate is lost, prostate cancer cells remain dependent on the androgen receptor (AR) for growth and survival. This project focused on androgen-regulated gene expression, altered cellular differentiation, and the nexus between these two concepts. The AR controls prostate development, homeostasis and cancer progression by regulating the expression of downstream genes. Kallikrein-related serine peptidases are prominent transcriptional targets of AR in the adult prostate. Kallikrein 3 (KLK3), which is commonly referred to as prostate-specific antigen, is the current serum biomarker for prostate cancer. Other kallikreins are potential adjunct biomarkers. As secreted proteases, kallikreins act through enzyme cascades that may modulate the prostate cancer microenvironment. Both as a panel of biomarkers and cascade of proteases, the roles of kallikreins are interconnected. Yet the expression and regulation of different kallikreins in prostate cancer has not been compared. In this study, a spectrum of prostate cell lines was used to evaluate the expression profile of all 15 members of the kallikrein family. A cluster of genes was co-ordinately expressed in androgenresponsive cell lines. This group of kallikreins included KLK2, 3, 4 and 15, which are located adjacent to one another at the centromeric end of the kallikrein locus. KLK14 was also of interest, because it was ubiquitously expressed among the prostate cell lines. Immunohistochemistry showed that these 5 kallikreins are co-expressed in benign and malignant prostate tissue. The androgen-regulated expression of KLK2 and KLK3 is well-characterised, but has not been compared with other kallikreins. Therefore, KLK2, 3, 4, 14 and 15 expression were all measured in time course and dose response experiments with androgens, AR-antagonist treatments, hormone deprivation experiments and cells transfected with AR siRNA. Collectively, these experiments demonstrated that prostatic kallikreins are specifically and directly regulated by the AR. The data also revealed that kallikrein genes are differentially regulated by androgens; KLK2 and KLK3 were strongly up-regulated, KLK4 and KLK15 were modestly up-regulated, and KLK14 was repressed. Notably, KLK14 is located at the telomeric end of the kallikrein locus, far away from the centromeric cluster of kallikreins that are stimulated by androgens. These results show that the expression of KLK2, 3, 4, 14 and 15 is maintained in prostate cancer, but that these genes exhibit different responses to androgens. This makes the kallikrein locus an ideal model to investigate AR signalling. The increasingly dedifferentiated phenotype of aggressive prostate cancer cells is accompanied by the re-expression of signalling molecules that are usually expressed during embryogenesis and foetal tissue development. The Wnt pathway is one developmental cascade that is reactivated in prostate cancer. The canonical Wnt cascade regulates the intracellular levels of β-catenin, a potent transcriptional co-activator of T-cell factor (TCF) transcription factors. Notably, β-catenin can also bind to the AR and synergistically stimulate androgen-mediated gene expression. This is at the expense of typical Wnt/TCF target genes, because the AR:β-catenin and TCF:β-catenin interactions are mutually exclusive. The effect of β-catenin on kallikrein expression was examined to further investigate the role of β-catenin in prostate cancer. Stable knockdown of β-catenin in LNCaP prostate cancer cells attenuated the androgen-regulated expression of KLK2, 3, 4 and 15, but not KLK14. To test whether KLK14 is instead a TCF:β-catenin target gene, the endogenous levels of β-catenin were increased by inhibiting its degradation. Although KLK14 expression was up-regulated by these treatments, siRNA knockdown of β-catenin demonstrated that this effect was independent of β-catenin. These results show that β-catenin is required for maximal expression of KLK2, 3, 4 and 15, but not KLK14. Developmental cells and tumour cells express a similar repertoire of signalling molecules, which means that these different cell types are responsive to one another. Previous reports have shown that stem cells and foetal tissues can reprogram aggressive cancer cells to less aggressive phenotypes by restoring the balance to developmental signalling pathways that are highly dysregulated in cancer. To investigate this phenomenon in prostate cancer, DU145 and PC-3 prostate cancer cells were cultured on matrices pre-conditioned with human embryonic stem cells (hESCs). Soft agar assays showed that prostate cancer cells exposed to hESC conditioned matrices had reduced clonogenicity compared with cells harvested from control matrices. A recent study demonstrated that this effect was partially due to hESC-derived Lefty, an antagonist of Nodal. A member of the transforming growth factor β (TGFβ) superfamily, Nodal regulates embryogenesis and is re-expressed in cancer. The role of Nodal in prostate cancer has not previously been reported. Therefore, the expression and function of the Nodal signalling pathway in prostate cancer was investigated. Western blots confirmed that Nodal is expressed in DU145 and PC-3 cells. Immunohistochemistry revealed greater expression of Nodal in malignant versus benign glands. Notably, the Nodal inhibitor, Lefty, was not expressed at the mRNA level in any prostate cell lines tested. The Nodal signalling pathway is functionally active in prostate cancer cells. Recombinant Nodal treatments triggered downstream phosphorylation of Smad2 in DU145 and LNCaP cells, and stably-transfected Nodal increased the clonogencity of LNCaP cells. Nodal was also found to modulate AR signalling. Nodal reduced the activity of an androgen-regulated KLK3 promoter construct in luciferase assays and attenuated the endogenous expression of AR target genes including prostatic kallikreins. These results demonstrate that Nodal is a novel example of a developmental signalling molecule that is reexpressed in prostate cancer and may have a functional role in prostate cancer progression. In summary, this project clarifies the role of androgens and changing cellular differentiation in prostate cancer by characterising the expression and function of the downstream genes encoding kallikrein-related serine proteases and Nodal. Furthermore, this study emphasises the similarities between prostate cancer and early development, and the crosstalk between developmental signalling pathways and the AR axis. The outcomes of this project also affirm the utility of the kallikrein locus as a model system to monitor tumour progression and the phenotype of prostate cancer cells.
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Zammit, Katina. "The construction of student pathways during information-seeking sessions using hypermedia programs : a social semiotic perspective." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.

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The thesis extends the use of systemic functional linguistics (SFL) to describe and analyse the semiotic systems beyond language by providing a detailed and systematic approach to the description of multimodal hypertext systems. The thesis uses a social semiotic approach to the text in order to develop an analytical framework for the description of hypertext through the two dimensions of rank and metafunction. This approach is employed to describe, assess and evaluate the pathways that student user groups construct using hypertext resources during a task-based information search session. The resources realised at the ranks of element, screen and pathway are described across four metafunctions: Representational, Interactive, Compositional and Logical. The data which forms the basis of the thesis was collected from a Year 4-5-6 classroom in a primary school in Sydney, Australia. The substantive contributions of this thesis detail the resources of the hypertext analytical framework.
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Books on the topic "Doctoral pathway"

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RUSSO, Mark A. Successful Ph. D. Pathway: A Comprehensive Guide to Planning and Writing an Effective Doctoral Dissertation. Independently Published, 2020.

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Lukašēvics, Tomass. Kobalta katalizēta C‒H saites funkcionalizēšana/Cobalt Catalyzed C‒H Bond Functionalization. RTU Press, 2022. http://dx.doi.org/10.7250/9789934227806.

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Over the past few decades, transition metal catalyzed C–H activation has been immensely investigated due to the ability to functionalize relatively unreactive C-H bonds whilst simplifying synthetic schemes and making the synthetic pathway more economical. Nowadays, a great emphasis has been placed on substitution of noble metal catalysts (Pd, Rh, Ru, etc.) with more abundant and cheaper alternatives (Cu, Co, Ni). The aim of the Doctoral Thesis is the development of novel cobalt catalyzed C-H bond functionalization methodology. The Doctoral Thesis is prepared as a collection of publications. The main results of the Thesis were summarized in 4 scientific publications, 3 review articles and 2 book chapters.
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Guillery, Ray. The mamillothalamic pathways: my first encounter with the thalamus. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806738.003.0006.

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My thesis studies had stimulated an interest in the mamillothalamic pathways but also some puzzlement because we knew nothing about the nature of the messages passing along these pathways. Several laboratories were studying the thalamic relay of sensory pathways with great success during my post-doctoral years. Each sensory relay could be understood in terms of the appropriate sensory input, but we had no way of knowing the meaning of the mamillothalamic messages. I introduce these nuclei as an example of the many thalamic nuclei about whose input functions we still know little or nothing. Early clinical studies of mamillary lesions had suggested a role in memory formation, whereas evidence from cortical lesions suggested a role in emotional experiences. Studies of the smallest of the three nuclei forming these pathways then showed it to be concerned with sensing head direction, relevant but not sufficient for defining an animal’s position in space. More recent studies based on studies of cortical activity or cortical damage have provided a plethora of suggestions: as so often, the answers reported depend on the questions asked. That simple conclusion is relevant for all transthalamic pathways. The evidence introduced in Chapter 1, that thalamocortical messages have dual meanings, suggests that we need to rethink our questions. It may prove useful to look at the motor outputs of relevant cortical areas to get clues about some appropriate questions.
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Paul, Anju Mary. Postdoctoral Destination Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0013.

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Postdoctoral training is now essential for an academic career in the life sciences. As Asian research universities invest in improving their infrastructure and funding, Asian-born aspiring bioscientists now have a destination choice to make between the West and Asia for their postdoctoral training. This chapter highlights the role played by Asia-based scientists (many of whom are returned migrants from the West) in mediating their students’ understanding of the relative merits of these different destination options. Interviews with eighty-two Asian-born, Western-trained bioscientists who have since returned to Asia to work in Singapore, India, China, or Taiwan, reveal that these scientists still recommend postdoctoral training in the West, though they increasingly recommend doctoral training in Asia, leading to hybrid training pathways. These findings demonstrate the ongoing (though narrowing) gap between Western and Asian scientific research structures, particularly in terms of status, networking opportunities, and research cultures.
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Edwards, Jane. Music Therapy Research. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.50.

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Music therapy is an evidence-based profession. Music therapy research aims to provide information about outcomes that support music therapy practice including contributing to theoretical perspectives that can explain why changes occur during treatment. Music therapy research has been conducted in a range of health, education, and community contexts throughout the world. Initially many music therapy developments in the university sector occurred through the establishment of training programmes that were developed and delivered by music therapists with professional experience in leading services in education and health care. Now many music therapy training programmes are led by people with practice experience along with research qualifications, and some universities offer music therapy doctoral pathways. Music therapy research capacity has expanded through a notable increase in PhD graduates as well as an increase in funded research in music therapy. This chapter covers: (1) traditions, (2) trends, and (3) contexts for music therapy research.
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Hawthorne, Lesleyanne. Attracting and Retaining International Students as Skilled Migrants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0010.

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OECD countries compete to attract and retain international students as skilled migrants. By definition former international students are of prime workforce age, face no regulatory barriers, and have self-funded to meet domestic employer demand. Within the global ‘race for talent’ they have emerged as a priority human capital resource. This chapter examines the study-migration pathways that have evolved in the past decade within skilled migration policy frameworks. Three case studies are provided, assessing select challenges in the context of national debate. The first examines the UK’s attempt to reduce net migration flows and the impact of this on student migration. The second explores the retention of international doctoral students in the US amid concerns for labour market substitution rather than complementarity. The third defines the extent to which Australian employers value former international students compared to domestic graduates, including the impact of demand and demographic variables on early employment outcomes.
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Emmett, Stevan R., Nicola Hill, and Federico Dajas-Bailador. Clinical Pharmacology for Prescribing. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199694938.001.0001.

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Clinical Pharmacology for Prescribing explains how drugs work and why they should be prescribed for common medical conditions. Linking disease processes to pharmacological interventions, this guide gives a sound basis for evidence based prescribing. Written for medical students, trainee doctors and non-medical prescribers, it addresses all aspects of practical pharmacology, explaining drug classes, their mechanisms and effects on the body. Ultimately its focus is on clinical use, so that safe prescribing decisions are based on sound understanding of science - why and how drugs work to treat common conditions. Every chapter provides clear linkages between pathophysiology of disease and drug mechanisms, highlighted in original illustrations that bring together drug mechanisms, pathways and their place in medical management. Unwanted effects, drug interactions and prescribing warnings are emphasised to help the reader become aware of critical issues in prescribing. This resource also addresses how to prescribe for vulnerable patient groups and provokes deep understanding for patient safety. Written by a Practicing Pharmaceutical Physician with a D.Phil in Pharmacology, an Assistant Professor with the Faculty of Medicine and Health Sciences and a Senior hospital-based Clinical Pharmacist. The textbook has been extensively reviewed by practicing clinicians such that this new resource exemplifies the skills and knowledge needed for practical, legal and safe clinical prescribing.
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Munshi, Sunil K., and Rowan Harwood, eds. Stroke in the Older Person. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198747499.001.0001.

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Stroke in the Older Person will inform the readers about every aspect of stroke disease and traverses the entire stroke pathway. It explores all aspects of stroke and in particular those singular features of stroke that afflict older people. Nearly three-quarters of all strokes occur in people over the age of sixty-five. Each chapter is a synthesis of up-to-date work and practical approaches, relevant to stroke physicians, geriatricians, neurologists, researchers, doctors of all grades, physiotherapists, occupational therapists, speech and language therapists, advanced nurse practitioners, and neuropsychologists. The important themes addressed are the patient’s perspective, epidemiology, aetiopathogenesis, clinical presentations, diagnostic work-up including imaging, primary and secondary prevention, thrombolysis, mechanical thrombectomy, and all aspects of rehabilitation. It addresses transient ischaemic attack (TIA), atrial fibrillation, intracerebral haemorrhage, carotid revascularization, nutrition, and stroke mimics, dysphagia, the burden of cerebrovascular disease in the community, cognitive impairment, ethical and moral dilemmas including do not attempt resuscitation (DNAR), advanced directives, and end-of-life care. Stroke predominantly affects older people but there is a great shortage of literature in this age group. The editors have put together an excellent collection of chapters written by frontline clinicians or well-known academicians in their field. Special attention has been paid to make the book very readable, with plenty of practical tips. Only through a greater awareness of every aspect of stroke in older people can we make progress and treat our older people with the excellent care and dignity that they deserve.
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Book chapters on the topic "Doctoral pathway"

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Gloria, Alberta M., and Jeanett Castellanos. "Sustaining Latina/o Doctoral Students." In The Latina/o Pathway to the Ph.D., 169–87. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-12.

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Segura-Herrera, Theresa A. "Querer Es Poder: Maintaining and Creating Familia as a Doctoral Student." In The Latina/o Pathway to the Ph.D., 221–31. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-17.

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Gardner, Susan K., and Stacy A. Doore. "Doctoral Student Socialization and Professional Pathways." In Knowledge Studies in Higher Education, 113–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33350-8_7.

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Watford, Tara, Martha A. Rivas, Rebeca Burciaga, and Daniel G. Solorzano. "Latinas and the Doctorate." In The Latina/o Pathway to the Ph.D., 113–33. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-9.

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Lisimberti, Cristina. "Doctorates and Employability: New Perspectives for Doctoral Education." In Employability & Competences, 425–33. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.46.

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Profound processes of change are affecting doctorates all over the world, above all, to provide broader employment prospects. However, the link between the transformations of a doctorate and employability is complex, and entails re-thinking formative pathways for doctorates by focusing on the professional identity of a PhD
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Eaglstein, William H. "The New Drug Application (NDA), the Investigative New Drug Exemption (IND) and the General Drug Approval Pathway." In The FDA for Doctors, 53–54. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08362-9_11.

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Eaglstein, William H. "Additional Drug Approval Pathways and Expanded Access (Treatment INDs); and Personal Importation of Unapproved Drugs." In The FDA for Doctors, 69–72. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08362-9_18.

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Jones, Tiffany, Raewyn Connell, Anne Mitchell, Victor Minichiello, Carolyn D’Cruz, Kerry Robinson, and Yvette Taylor. "Carving Out Pathways: Dear Doctor Gender and Sexuality Researcher." In Palgrave Studies in Gender and Education, 257–78. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24205-3_11.

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Hancock, Sally. "Changing Career Pathways: Making Visible the Employment Destinations and Non-academic Contributions of Doctoral Scholars." In Developing Researcher Independence Through the Hidden Curriculum, 251–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42875-3_23.

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Mishra, Prakhar, Chaitali Diwan, Srinath Srinivasa, and G. Srinivasaraghavan. "A Semi-automatic Approach for Generating Video Trailers for Learning Pathways." In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 302–5. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_57.

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Conference papers on the topic "Doctoral pathway"

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O'Brien, Shannon, and Catherine G. P. Berdanier. "How ‘Returner’ and ‘Direct-Pathway’ Graduate Students’ Experiences May Lead to Attrition from Doctoral Programs." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962661.

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Cusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, and Ioanna Chouvarda. "INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.

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Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.
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Rodriguez-Strawn, Denise. "A Qualitative Study of Lantern Mentoring: Faculty Who Illuminated Pathways for Latina Doctoral Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884537.

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Soares, Carla, and Teresa Carvalho. "GENDERED CAREER PATHWAYS OF DOCTORATE HOLDERS: A SYSTEMATIC LITERATURE REVIEW." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1528.

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Bertola, Paola. "Designing innovative research pathways for the advancement of design research: IASDR 2023 Doctoral and postgraduate consortium." In IASDR 2023: Life-Changing Design. Design Research Society, 2023. http://dx.doi.org/10.21606/iasdr.2023.897.

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Burfitt, E., T. Chakowa, H. Coonjobeeharry, and I. Girling. "G81 What are these doctors thinking?" In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.80.

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Jayasekera, Hirushi, Ayah Babiker, and Jennifer Abou Jawdeh. "106 Implementing the COVID-19 Communications Pathway for Junior Doctors at Buckinghamshire Healthcare NHS Trust." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.106.

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Felder-Small, Pamela. "Blacks and African Americans in Public Health in Nursing Doctoral Education: Career Pathways and Strategies for Success in STEM." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686741.

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McCrossan, P., and N. McCallion. "G419(P) Parental satisfaction with junior doctor consultations." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.404.

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van Beek, B., HJ Clargo, and S. Clark. "G213(P) What doctors do: an evaluation of the workforce." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.208.

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Reports on the topic "Doctoral pathway"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Promoting diverse career pathways for doctoral and postdoctoral researchers. Organisation for Economic Co-Operation and Development (OECD), September 2023. http://dx.doi.org/10.1787/dc21227a-en.

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