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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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Morris, Paul Graham, and Emily Newman. "Increasing research capacity and activity in clinical and health psychology." DCP-S Review 1, no. 13 (2016): 35–40. http://dx.doi.org/10.53841/bpsdcps.2016.1.13.35.
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Improvements to the doctoral training pathway have already made a notable difference, and more such work is planned. We would like to collaborate further with applied psychologists across Scotland to continue this fruitful approach.
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Geesa, Rachel Louise, Kat R. McConnell, Nicholas Patrick Elam, and Ellie Clark. "Mentor support systems in a doctoral mentoring program." Studies in Graduate and Postdoctoral Education 11, no. 3 (November 19, 2020): 311–27. http://dx.doi.org/10.1108/sgpe-10-2019-0081.
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Purpose Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less. Design/methodology/approach Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting. Findings Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format. Research limitations/implications The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree. Originality/value Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.
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Holmes, Barbara, Kent Willis, and Ericka Woods. "Strategic Onboarding of Online Doctoral Students: Creating a Pathway to Academic Persistence." Asian Journal of Social Sciences and Management Studies 3, no. 2 (March 1, 2016): 136. http://dx.doi.org/10.20448/journal.500/2016.3.2/500.2.136.139.
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Stewart, Michelle. "Pathway Plans – telling my story?" Journal of the National Institute for Career Education and Counselling 24, no. 1 (October 1, 2010): 15–18. http://dx.doi.org/10.20856/jnicec.2404.
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Pathway planning concerns the transition of young people leaving care to independent living and adulthood. This article is based on doctoral research (Stewart, 2009) into the pathway planning process introduced under the Children (Leaving Care) Act 2000 (OPSI, 2000). The research concentrated on the key components of education, training and employment. In particular, it investigated whether such planning could improve the life chances of female care leavers who are teenage parents. Central to the process are the young person’s aspirations and sense of identity, both fundamental to career planning. This article reflects on two key aspects that emerged from the investigations and are pertinent to the practice of career guidance: the value of adopting a narrative framework as developed by Leiblich et al. (1998) when conducting interviews with the young people; and how participation in the pathway planning process supported the young people in exploring, reflecting and re-defining their sense of self.
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Greene, Jennifer L. R., Heather Katz Cote, Matt Koperniak, and Laura Moates Stanley. "A Foot in Both Worlds: Navigating the Landscapes of P–12 Education Postdoctorate." Journal of Music Teacher Education 30, no. 2 (January 10, 2021): 93–107. http://dx.doi.org/10.1177/1057083720983944.
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Doctoral programs in music education typically require a multiyear residency with an expected career trajectory leading to higher education. However, with low-residency online programs (LROPs) increasingly available, graduates may choose to remain in P–12 education. In this collaborative autoethnography, we examined our stories as four P–12 teachers who earned doctorates through a LROP. We framed learning as a pathway into a community of practice wherein an individual navigates the professional landscape. There was a particular focus on how each teacher’s identity was shaped as we negotiated higher education and P–12 education worlds. We also considered the motivations behind pursuing a doctorate to provide insight about the needs of LROP graduates with a foot in both worlds.
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Heflinger, Craig Anne, and Bernadette Doykos. "Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education." Innovative Higher Education 41, no. 4 (January 20, 2016): 343–58. http://dx.doi.org/10.1007/s10755-016-9356-9.
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Bamgboje, Adeola, Michelle Ye, Helen Almond, and Songlak Sakulwichitsintu. "Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice." International Journal of Doctoral Studies 11 (2016): 243–67. http://dx.doi.org/10.28945/3542.
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This is a report on a qualitative investigation into the challenges and solutions for Information Systems PhD candidature in Australia by conducting a three-phase research process. Information Systems doctoral theses approved within the past 10 years in Australia were identified in three areas of research, using structured evidence-based search and review methods. This was followed by two focus groups. The first focus group provided a forum where participants engaged and contributed by sharing and reflecting on experiences during their candidature. The data generated was thematically analyzed. The second focus group provided a forum to compare, contrast, and combine findings from the first focus group and the theses review. This was then conceptually organized into a SWOT framework for discussion. The findings imply that there is a need, not only for an inclusive candidature research pathway now provided by most Australian universities, but also an integrated research and personal support pathway. The investigation resulted in defining a conceptual framework of value in Australia and internationally, which acknowledges and bridges the academic-practice gap, offering a considerable step for future PhD candidature investment.
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K Grim, Jeffrey, Heeyun Kim, Christina S Morton, and Robert M DeMonbrun. "The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color." International Journal of Doctoral Studies 16 (2021): 449–67. http://dx.doi.org/10.28945/4805.
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Aim/Purpose: The purpose of our study was to gain a better understanding of the socialization factors that contribute to the aspirations of doctoral students of Color to pursue teaching careers. Background: Internationally, there has been a renewed call to diversify the professoriate. While the literature often examines early pathway issues and hiring bias, one efficient solution is to continue encouraging the socialization of those doctoral students of Color already interested in pursuing a teaching career. Methodology: We used a sample of 2,717 doctoral candidates of Color from over 221 doctoral-granting institutions in the USA who completed a survey about their graduate experiences. The sample of participants indicated they aspired to a teaching career at the beginning of their doctoral study, yet not all were interested in the same career choice by the end. To analyze our data we used Logistic Regression Modeling (LOGIT) to test which socialization factors (i.e., anticipatory, formal, informal, and personal) contribute to teaching career aspirations. Contribution: We found that factors associated with anticipatory and personal socialization contributed greatest to the continued aspiration of being a teaching faculty member, along with teaching experience. These results are somewhat different than previous literature and practice that places a greater emphasis on formal and informal socialization experiences as contributing to a future teaching faculty career. Findings: Anticipatory (publishing before the start of a PhD program), formal (teaching experience), and personal socialization (sense of belonging) were most related to aspirations to pursue a teaching faculty career, while more factors more traditional in the literature (e.g., relationship with advisor, career and research support, etc.) were not significantly correlated with the desire to pursue a teaching faculty career. Recommendations for Practitioners: We recommend that faculty advisors, graduate education administrators, and academic leaders pay close attention to the personal and social development of doctoral students of Color in order to sustain their interest in teaching in higher education. In addition, it is important for academic leaders to recognize doctoral socialization begins before a student enters a PhD program, so more attention should be given to the opportunities for undergraduate students of Color to learn about the academy through research and publication. Recommendation for Researchers: Doctoral socialization as a topic of study has continued to be of interest to scholars, but there are more quantitative and mixed-method scholarship that could be used to influence academic leaders and policymakers. In addition, scholars should continue to complicate and refine graduate socialization theory in order to understand and represent racially diverse populations. Impact on Society: Multiple interventions will be needed in order to increase the amount of faculty of Color in the professoriate but improving pre-PhD experiences and sense of belonging for doctoral students of Color could be a targeted policy intervention for academic leaders. As researchers and practitioners in the field are looking for ways to better support doctoral students of Color, a nuanced understanding of developmental needs is essential not only for graduation but for intended career aspiration. Future Research: With these findings, we offer opportunities for future research to further our understanding of socialization for doctoral students of Color. Future studies should include more robust measures of socialization factors along with longitudinal research designs in order to understand the temporal developmental needs for students of Color along multiple pathways to the professoriate.
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(Cathy) Ames, Cathrine, Ronald Berman, and Alex Casteel. "A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces." International Journal of Doctoral Studies 13 (2018): 079–107. http://dx.doi.org/10.28945/3958.
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Aim/Purpose: The purpose of this quantitative descriptive study is to provide a preliminary examination of students’ retention factors of engagement, communication, and isolation that may be affected by the introduction and use of online communities for dissertation development within an online doctoral program. Background: This research is a continuation of the university’s 5-year research initiative to address the high national rate of doctoral attrition by investigating whether private online workspaces provide a virtual platform to increase student interaction, enhance student communication, and reduce student perception of isolation. Methodology: A quantitative descriptive study of 698 doctoral students (n1 = 355, n2 = 179, n3 = 184) in the online environment across three survey periods over a span of 30 months. Contribution: In 30 months, student engagement increased, perceptions of effective communication by students with dissertation committees improved, and student perceptions of isolation remained unchanged. Findings: The implementation of online workspaces for doctoral students addressed factors experienced in online doctoral programs. The introduction of private doctoral workspaces significantly improved doctoral students’ perceptions of more effective communication with their dissertation committees. Perceptions of isolation remained unchanged with the introduction of the technology. Recommendations for Practitioners: Universities and faculty should make proactive efforts to utilize the online tools available to them to facilitate improved communication and reduce isolation within online doctoral programs. Recommendation for Researchers: The implementation of online workspaces appears to mitigate some factors associated with student attrition, but the extent of these changes is unknown. Future research should continue to examine the factors of retention as a pathway to reducing attrition within the online learning environment. Impact on Society: The implementation of private online workspaces appears to lessen factors associated with student attrition, providing opportunities for improved utilization of personal and university resources, improved professional standing for graduates, and an enhanced reputation for online learning programs. Future Research: Further examination is needed to determine to what extent various communication methods affect a student’s experience and increase connectivity between the student and the institution, as well as research to better understand the phenomenon of students’ perceptions of isolation within online environments.
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Armstrong, Emily, Ḻäwurrpa Maypilama, Yuŋgirrŋa Bukulatjpi, Dorothy Gapany, Lyn Fasoli, Rachel Baker, Sarah Ireland, and Anne Lowell. "Räl-manapanmirr djämaw - Collaboration in action." Learning Communities: International Journal of Learning in Social Contexts 28 (December 2023): 4–17. http://dx.doi.org/10.18793/lcj2023.28.02.
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We are an intercultural research team studying intercultural communication. This article shares some of the research practices we used in a doctoral research project conducted collaboratively at all stages from planning to dissemination. We discuss how räl-manapanmirr djäma (collaborative work) supports researchers to connect and succeed in developing deeper, shared understandings of intercultural communication. We have been working to find a research pathway that connects partners from different knowledge systems while recognising, celebrating and learning from our differences.
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Palmer, Clive, Andrew Sprake, and Chris Hughes. "Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective." Encyclopedia 3, no. 4 (November 28, 2023): 1474–88. http://dx.doi.org/10.3390/encyclopedia3040105.
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The management of expectations in doctoral education relates to the negotiation and agreement of a learning contract denoting actions and initiatives between a student and a supervisor. A learning contract is a set of understandings of what things, actions and initiatives might reasonably be expected from whom, in the course of learning, where there is a natural power imbalance. This is important so that both scholarly and material progress can be made along all points of the doctoral learning experience, i.e., that learning is personalised, professional and productive towards an original contribution of knowledge. It is the evidencing of this continual learning process through research that is deemed to be doctoral at the final examination stage. A doctoral student is a learner on the highest degree pathway that is available at all UK universities. This typically results in a thesis, marking the end point of being supervised whereupon an assessment or examination takes place, which, in UK universities, is called a viva voce (Latin: the living voice). This is a verbal account or defence of the thesis document by the student, made to two or three examiners who comprise the examination team. In the UK, the viva examination is a private event, while elsewhere, for example, across Europe and North America, the examination can be a public event. A student on a doctoral programme usually has a period of registration that is 3 years full-time or 6 years part-time. Other terms that can be used interchangeably around doctoral supervision are candidate (for the student) and candidature, which is their period of registration. Supervisors also have roles denoted as the Director of Studies (DoS) or Principal Investigator (PI). The supervision team is led by a Director of Studies (or PI) who is often the most experienced scholar who teaches, guides and mentors their student’s learning through the research they conduct. There are usually at least two supervisors in a supervision team in the UK, but there can be more as required depending upon the specialisms and topics being researched. Expectations formed by either the student or the supervisor(s) can be about physical resources to embark upon a passage of learning through a doctoral programme, or more typically, the discussion of expectations relates to managing the behaviours of students and supervisors in their respective roles. Managed expectations help to achieve a balance between the intellectual sharing of expertise by the supervisor with the self-directed initiatives for learning, which are taken by the student. The aim of managing expectations is to help a student move from dependence in their learning at the start of their programme to becoming an independent doctoral-level scholar who, once graduated as doctor, can act autonomously to conduct their own research, or even embark upon supervising others’ research in the future.
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Hagstrom, Fran. "Developmental Psychology as Alternative Doctoral Education for Academic Careers in Communication Sciences and Disorders." Perspectives on Issues in Higher Education 15, no. 2 (October 2012): 70–76. http://dx.doi.org/10.1044/ihe15.2.70.
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In this paper, I define and provide the basis of developmental psychology as an alternate doctoral pathway for individuals seeking an academic career in communication sciences and disorders. I describer mentor-based and discipline-based choices and interdisciplinary job searching from a personal perspective. I outline the ccontributions of developmental theories to the field of communication sciences and disorders, these include the classical developmental theories of Piaget, Vygotsky, and Werner, as well as the sociocultural theory of Wertsch. I discuss examples of theory to practice and clinical action.
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S McBrayer, Juliann, Steven Tolman, and Katherine Fallon. "Doctoral Candidacy Examination Scores and Time to Degree Completion." International Journal of Doctoral Studies 15 (2020): 181–98. http://dx.doi.org/10.28945/4529.
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Aim/Purpose: The purpose of this study was to determine if there was a relationship between doctoral students’ candidacy examination scores and estimated time to degree completion, measured by dissertation progression. Background: Time to degree completion in doctoral programs continues to be an issue and reasons for high attrition rates for doctoral students are broad and include varied core components of the academic pathway such as challenges with critical thinking during coursework, stress about passing comprehensive examinations, poor academic writing, and lack of knowledge around scholarly practitioner research. Methodology: An ex post facto, correlational research design utilized quantitative data to determine whether a relationship existed between candidacy examination scores and time to doctoral degree completion. Contribution: If student’s ability to score higher on the candidacy examination increases their likelihood of dissertation activity, completion of specified benchmarks such as a pre-prospectus, prospectus, and final dissertation defenses, one year following the candidacy examination, programs have evidence-based support to retain a comprehensive examination. Findings: The findings denoted a weak to moderate relationship between candidacy examination score and dissertation progression (defending pre-prospectus and/or prospectus) within one year from taking the candidacy examination. Thus, the researchers believe this identification of this relationship warrants further research to continue to examine how candidacy examination scores impact progress to degree completion with a focus on academic writing and scholarly practitioner research. Recommendations for Practitioners: We recommend for practitioners the continued implementation of the candidacy examination for students to aid in addressing any issues or misunderstandings students may have prior to the bulk of their data collection and analysis by assessing students’ abilities in academic writing and scholarly practitioner research and in turn, improve time to degree completion. Recommendation for Researchers: We recommend that future research is conducted to gather a longitudinal understanding of the implications of administering a comprehensive examination followed by a pre-prospectus and prospectus defense will positively impact student’s progression through their research and result in the dissertation being completed in a more timely manner. Impact on Society: Doctoral programs need to provide support to avoid students who are progressing through a doctoral program and successfully completing coursework, being halted at the All But Dissertation (ABD) stage and as a result fail to complete these programs due to poor academic writing and lack of knowledge around scholarly practitioner research. Future Research: A longer analysis timeline and larger sample size would help in further understanding the true beneficial or potentially harmful implications this continued implementation of the candidacy examination has on individual students’ progression through to degree completion.
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Higgins, Nicholas P., and Alastair Cole. "From doctoral project to cinematic release: A dialogue on the impact pathway of Colours of the Alphabet." Media Practice and Education 19, no. 3 (September 2, 2018): 243–55. http://dx.doi.org/10.1080/25741136.2018.1529477.
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Antebi, A., J. G. Culotti, and E. M. Hedgecock. "daf-12 regulates developmental age and the dauer alternative in Caenorhabditis elegans." Development 125, no. 7 (April 1, 1998): 1191–205. http://dx.doi.org/10.1242/dev.125.7.1191.
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From egg through adult, C. elegans has six life stages including an option for dauer formation and diapause at larval stage L3 in adverse environments. Somatic cells throughout the organism make consistent choices and advance in unison, suggesting a mechanism of coordinate regulation at these stage transitions. Earlier studies showed that daf-12, which encodes a nuclear receptor (W. Yeh, 1991, Doctoral Thesis. University of Missouri-Columbia), regulates dauer formation; epistasis experiments placed daf-12 near the end of the dauer signaling pathway. Here we describe novel daf-12 alleles that reveal a general role in advancing L3 stage programs. In these mutants, somatic cells repeat L2-specific cellular programs of division and migration at the L3 stage; epistasis experiments place daf-12 between lin-14 and lin-28 within the heterochronic pathway. We propose daf-12 and other heterochronic genes provide cellular memories of chronological stage for selecting stage-appropriate developmental programs. Endocrine factors could coordinate these stage transitions and specify developmental alternatives.
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Roisné-Hamelin, Gaëtan, Joanna Moro, Nicolas Delhaye, Juliane Calvez, Catherine Chaumontet, Patrick Even, Julien Piedcoq, et al. "Lower Synthesis and Higher Catabolism of Liver and Muscle Protein Compensate for Amino Acid Deficiency in Severely Protein-Restricted Growing Rat." Current Developments in Nutrition 5, Supplement_2 (June 2021): 518. http://dx.doi.org/10.1093/cdn/nzab041_033.
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Abstract Objectives Severely low-protein (LP) diets induce a decrease in body weight and an increase in relative food including intake (FI) in rat. In the liver, changes in anabolic and catabolic protein pathways could transitorily participate to compensate for amino acid (AA) deficiency. The present study investigated these liver and muscle protein metabolic pathways on LP diet fed growing rats. Methods Growing rats were fed for three weeks different diets containing 3–5–8–12–15 or 20% energy from milk protein. Body weight and FI were measured daily. At the end of the experiment, rats were injected with 13C valine and tissues and biological fluids were collected for gene expression measurement, blood AA UPLC analysis and protein synthesis rate determination in liver and muscle. Statistical analysis was done by 1- or 2-factor ANOVA, when data were repeated. Results P3, P5 and P8% diets resulted in significant growth retardation and significant decrease in lean mass. Severe protein deficiency induced a decrease in the rate of protein synthesis in the liver and muscle. In addition, the results showed activation of the GCN2 pathway, via ATF4-CHOP-TRB3 both in the liver and in the muscle, which suggests the inhibition of the initiation of translation at the level of the binding of the RNAt-Met. Liver proteolytic pathways were up-regulated including the ubiquitin-proteasome, the caspase system and the autophagy. In muscle, both the ubiquitin-proteasome pathway, and autophagy were increased as well as the calpain system. The GCN2 pathway, via ATF4-CHOP-TRB3 was activated in both liver and muscle, confirming the activation of protein degradation by the ubiquitin-proteasome pathways, and autophagy. In portal vein, indispensable AA were lower in severe protein deficient diet whereas in vena cava no difference was observed. Conclusions Severe protein restriction lowered protein synthesis and activated protein catabolism in both liver and muscle whereas no effect was observed for moderate protein restriction. These results confirm that the liver and muscle play a major role in supplying the body with indispensable AA in response to severe protein restriction. Funding Sources This study was funded by the doctoral school ABIES and AlimH-INRAE department.
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Julien, Karen. "Learning to Teach in Higher Education... Online... During a Pandemic." Journal of the International Society for Teacher Education 25, no. 1 (July 9, 2021): 62–66. http://dx.doi.org/10.26522/jiste.v25i1.3655.
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I am a doctoral candidate, a former early childhood educator, a former elementary teacher. I am an academic writing researcher, interested in the affective and social aspects of academic writing. I am a mother, a spouse, a daughter, an artist, a friend, a Canadian. I am also a new higher educator. I tell you about the many facets of my identity because integrating these many roles has been important during the past year when all our living was constrained to four walls. There have been no changes in venue possible to signal changes in role. In this reflective writing, I will share some of my experiences of learning to teach in higher education, the pathway I took on this online adventure, and how my online teaching has been influenced by the pandemic context.
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Sebastien, Neria. "Effective Educational Leadership Training for Improving Student Learning Outcomes." Journal of Interdisciplinary Teacher Leadership 2, no. 2 (July 1, 2017): 27–31. http://dx.doi.org/10.46767/kfp.2016-0017.
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In the required course work of many programs in Educational Leadership, doctoral candidates typically engage in various forms of analysis and synthesis about transformative leadership. Coursework in ethical education; transformational learning; creativity, inquiry, and innovative leadership; quantitative research methods; qualitative research methods, and leading organizational change form the basis of many courses of study. Evidence in the literature overwhelmingly support the position that educational leaders are highly effective, when engaging in both transformational and organizational development practices. Their effectiveness can also benefit student learning outcomes. This paper draws from the main points of all of the afore mentioned to illustrate how the effective educational leadership training can benefit student transformative educational leaders. The paper concludes that investment in educational leadership training is a pathway for large-scale education improvement.
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Mendez, Sylvia, Katie Johanson, Valerie Martin Conley, Kinnis Gosha, Naja A Mack, Comas Haynes, and Rosario A Gerhardt. "Chatbots: A Tool to Supplement the Future Faculty Mentoring of Doctoral Engineering Students." International Journal of Doctoral Studies 15 (2020): 373–92. http://dx.doi.org/10.28945/4579.
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Aim/Purpose: The purpose of this paper is to explore the efficacy of simulated interactive virtual conversations (chatbots) for mentoring underrepresented minority doctoral engineering students who are considering pursuing a career in the professoriate or in industry. Background: Chatbots were developed under the National Science Foundation INCLUDES Design and Developments Launch Pilot award (17-4458) and provide career advice with responses from a pre-programmed database populated by renowned emeriti engineering faculty. Chatbots have been engineered to fulfill a myriad of roles, such as undergraduate student advisement, but no research has been found that addresses their use with supplemental future faculty mentoring for doctoral students. Methodology: Chatbot efficacy is examined through a phenomenological design with focus groups with underrepresented minority doctoral engineering students. No theoretical or conceptual frameworks exist relative to chatbots designed for future faculty mentoring; therefore, an adaptation and implementation of the conceptual model posited on movie recommendations was utilized to ground this study. The four-stage process of phenomenological data analysis was followed: epoché, horizontalization, imaginative variation, and synthesis. Contribution: No studies have investigated the utility of chatbots in providing supplemental mentoring to future faculty. This phenomenological study contributes to this area of investigation and provides greater consideration into the unmet mentoring needs of these students, as well as the potential of utilizing chatbots for supplementary mentoring, particularly for those who lack access to high quality mentoring. Findings: Following the data analysis process, the essence of the findings was, while underrepresented minority doctoral engineering students have ample unmet mentoring needs and overall are satisfied with the user interface and trustworthiness of chatbots, their intent to use them is mixed due to a lack of personalization in this type of supplemental mentoring relationship. Recommendations for Practitioners: One of the major challenges faced by underrepresented doctoral engineering students is securing quality mentoring relationships that socialize them into the engineering culture and community of practice. While creating opportunities for students and incentivizing faculty to engage in the work of mentoring is needed, we must also consider the ways in which to leverage technology to offer supplemental future faculty mentoring virtually. Recommendation for Researchers: Additional research on the efficacy of chatbots in providing career-focused mentoring to future faculty is needed, as well as how to enhance the functionality of chatbots to create personal connections and networking opportunities, which are hallmarks of traditional mentoring relationships. Impact on Society: An understanding of the conceptual pathway that can lead to greater satisfaction with chatbots may serve to expand their use in the realm of mentoring. Scaling virtual faculty mentoring opportunities may be an important breakthrough in meeting mentoring needs across higher education. Future Research: Future chatbot research must focus on connecting chatbot users with human mentors; standardizing the process for response creation through additional data collection with a cadre of diverse, renowned faculty; engaging subject matter experts to conduct quality verification checks on responses; testing new responses with potential users; and launching the chatbots for a broad array of users.
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Springer, D. Gregory, Kari Adams, and Jessica Nápoles. "Faculty Perspectives on the Master’s Degree in Music Education." Journal of Music Teacher Education 31, no. 2 (January 9, 2022): 26–40. http://dx.doi.org/10.1177/10570837211067758.
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The purpose of this study was to examine music education faculty members’ perceptions of the master’s degree in music education (MME). A total of 76 music teacher educators completed a researcher-designed survey instrument. Participants believed their MME students’ top four motivations for pursuing MME degrees were to become a better teacher, to gain a higher salary, to create a possible pathway to doctoral study in the future, and to gain academic stimulation through graduate level coursework. Faculty also indicated the MME degree was focused on both teaching/pedagogy and research. Participants explained that their students primarily learn about research through reading and discussing research articles in class, and that their students learn about pedagogy primarily from reading pedagogical articles and reflecting on personal teaching videos. In addition, participants presented various opinions regarding the purpose of MME degrees. Implications for music teacher educators are discussed.
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Springer, D. Gregory. "Students’ Perspectives on the Master’s Degree in Music Education." Journal of Music Teacher Education 30, no. 1 (August 20, 2020): 79–92. http://dx.doi.org/10.1177/1057083720951447.
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The purpose of this study was to investigate currently enrolled students’ perceptions of the master’s degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents’ degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents’ reports of MME program strengths and areas needing improvement.
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hardiman, Michele, and Jan Dewing. "Critical Ally and Critical Friend: stepping stones to facilitating practice development." International Practice Development Journal 4, no. 1 (May 12, 2014): 1–19. http://dx.doi.org/10.19043/ipdj.41.003.
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Background: The Critical Ally and Critical Friend are two models in the early stages of developmental testing as part of a doctoral research programme. Together with the Critical Companionship model, they offer a theoretically coherent framework for developing expertise in the facilitation of learning about practice from within the workplace. The two new models are sequentially related models underpinned by key principles of practice development and critical social theory. Unlike Critical Companionship, the Critical Ally and Critical Friend models are aimed at novice and proficient practice developers respectively; we argue that, because of their design, they can offer stepping stones to Critical Companionship. Together, the three models offer a pathway for practice developers and practitioners to gain, in a systematic way over a longer timescale, a repertoire of facilitation skills and to build expertise. Aims: To describe the two new models and demonstrate their theoretical coherence with Critical Companionship. We also invite other practice developers and facilitators of workplace learning to debate the coherence of the two new models and the overall pathway, and to contribute to testing the models in a range of workplaces. Implications for practice: The two new models, when used in conjunction with the Critical Companionship model, offer a pathway for developing facilitation expertise within practice development The models offer a broad based introduction to learning in and from practice, which could be useful for preceptors, mentors, clinical supervisors and facilitators at all levels from novice to proficient As the three models offer a pathway, they could be useful as part of strategic workforce development, and learning and development planning The models offer a potential new midrange theory that can contribute to developing practice development knowledge
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Ghali, Samantha, Mira Goral, and Heba Salama. "Developing a Framework for a Remote, International Research Collaboration Among Graduate Students: Lessons Learned During the COVID-19 Pandemic." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1820–24. http://dx.doi.org/10.1044/2021_persp-21-00159.
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Purpose: This article describes a framework for developing international research collaborations among graduate students. Central to this framework is the utility of institutional and association-based academic mentorship programs in developing collaborative partnerships. We illustrate how the American Speech-Language-Hearing Association's Mentoring Academic Research Careers program served as a vehicle for fostering remote collaboration and provided training experiences for graduate students during the COVID-19 pandemic. Conclusions: This model successfully supported doctoral students in developing an ongoing and sustainable research partnership during a challenging time when in-person networking opportunities were unavailable. This partnership provided a unique pathway for professional development that complemented formal academic training. More broadly, international collaboration experiences such as these provide valuable, skill-based training for all students, such that they are better equipped to serve diverse populations and as members of diverse teams. We offer recommendations for others endeavoring to develop international collaboration initiatives for students paired with mentorship.
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Wana, Shonelle. "Moko Wahine: A framework for guiding and nurturing Māori women leaders." MAI Journal: A New Zealand Journal of Indigenous Scholarship 11, no. 1 (November 23, 2022): 69–77. http://dx.doi.org/10.20507/maijournal.2022.11.1.6.
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This article has been inspired by doctoral research that focused on the pathway to leadership for wāhine Māori. For the purpose of the study, a mana wahine theoretical framework was created to analyse the lived experiences and character of several Māori women leaders. Known in the study as the Moko Wahine framework, it is embedded in Māori cultural values. A key aspect of the Moko Wahine framework is the potential to strengthen the Indigenous identity of women leaders who are of Māori descent. This theoretical framework is drawn from the characteristics and values of Moerangi Ratahi, a Māori woman leader of Ngāti Awa who lived from the mid-1800s through to the late 1900s. However, I present the framework for all wāhine Māori because the principles are not iwi-specific. I introduce here the Moko Wahine framework as a tool to guide and nurture Māori women who sit in leadership positions now and in the future.
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Rees, Sharon, Karen Ousey, Kenneth Koo, Naseer Ahmad, and Frank L. Bowling. "Higher degrees in nursing: traditional research PhD or professional doctorate?" British Journal of Nursing 28, no. 14 (July 25, 2019): 940–45. http://dx.doi.org/10.12968/bjon.2019.28.14.940.
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Doctoral-level study is increasingly popular for clinicians who wish to advance their clinical, research and academic career pathways. A range of alternatives to the traditional PhD are now well-established. This article aims to outline the different approaches and discuss some advantages and drawbacks of doctoral-level postgraduate study. By comparing the various doctoral programmes, the authors seek to clarify the issues for clinicians who may wish to embark on a future doctorate. Primary clinical or medical degrees are not discussed.
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Cheng, Zhiyong, Lin Pan, Xiaoling Guo, Xuejun Zhang, and Fuxu Wang. "PTEN Regulates VEGF, VEGFR1 Expression and Its Clinical Significance in Myeloid Leukemia." Blood 114, no. 22 (November 20, 2009): 1001. http://dx.doi.org/10.1182/blood.v114.22.1001.1001.
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Abstract Abstract 1001 Poster Board I-23 Phosphatase and tensin homology deleted on chromosome ten (PTEN) as a novel tumor suppressor gene, plays an important role in regulating proliferation, apoptosis, invasion and migration of many cancer cells. PTEN also modulates angiogenesis mediated by vascular endothelial growth factor (VEGF) via down-regulating the activity of PI3K/Akt pathway in many solid tumors. However, in myeloid leukemia, the effects of PTEN on VEGF and VEGFR1 (FLT1) mediated angiogenesis, migration, invasion of leukemia cells and its clinical significance are still unknown. Therefore, in the present study, we investigated the effect of PTEN on the activity of PI3K/Akt and VEGF/FLT1 pathways. Wild type PTEN gene was transfected into K562 cells, a cell line establish from a chronic myelogenous leukemia in blast crisis, to induce high expression of wild-type PTEN gene and protein by the cells. The correlation between the expression levels of PTEN and VEGF/FLT1 and its clinical significance in myeloid leukemia patients were also observed. We found that the expression reconstitution of wild-type PTEN had significance effect on inhibiting proliferation, migration and invasion ability of K562 cells via down-regulation of Akt phosphorylation and inhibition of VEGF/FLT1 expression. In myeloid leukemia patients, a negative correlation was found between the expression level of PTEN mRNA and that of VEGF and FLT1 mRNA. Low expression of PTEN mRNA and high expression of VEGF and FLT1 mRNA indicated a higher tendency of extramedullary disease in acute myeloid leukemia patients. Taken together, our findings indicated that PTEN could modulate the function of VEGF/VEGFR signaling pathway via down regulating Akt phosphorylation and that PTEN would be a candidate target for the treatment of myeloid leukemia. Disclosures: Pan: Nature science foundation of Hebei Province: Research Funding; Research Fund for the Doctoral Program of Higher Education of China: Research Funding; Emphases follow up pregram of Health Bureau of Hebei Province: Research Funding.
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Peri-Rotem. "Gendered Career Pathways among Doctoral Graduates in the United Kingdom." Social Sciences 8, no. 11 (November 16, 2019): 317. http://dx.doi.org/10.3390/socsci8110317.
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While women form about half of PhD students in Western countries, previous studies have shown that female doctoral graduates are underrepresented in senior positions and have lower earnings compared to their male counterparts within and outside academia. Less is known however about the role of gender in determining the odds of securing a permanent position among doctorate recipients. In this study, we use data from the UK Doctoral Impact and Career Tracking Survey from 2013 to explore the career trajectories of doctoral graduates within seven to nine years after earning their degree. We find that in every observed time point following graduation (0.5, 3.5, and 7–9 years), men are significantly more likely to work in a permanent job than women are. Furthermore, gender gaps in permanent employment are particularly pronounced in the private sector and in non-academic occupations. Using a nested logistic regression model, we find that the higher propensity of female doctoral graduates to work in part-time employment compared to their male counterparts, in combination with other differential employment characteristics has cumulative negative implications on their likelihood of securing a permanent position.
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Bono, Leciel K., and JoAnn Gurenlian. "Advancing the voice of women through doctoral education: Proposed models for dental hygienists and dental therapists." Journal of Dental Education 88, S1 (April 2024): 665–70. http://dx.doi.org/10.1002/jdd.13500.
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AbstractThe increase in scientific knowledge, oral healthcare, new dental hygiene workforce models, and the latest clinical skills, have elevated the need for doctoral prepared dental hygienists and dental therapists. These oral care providers need to be empowered with advanced preparation in education, research, and leadership. Therefore, the purpose of this paper is to present two curricular models for a doctorate of philosophy and a doctorate of oral health practice recognizing that students may have different goals and interests in educational pursuits. The doctoral program models support the conduct of research and scholarship, which supports the research infrastructure of the profession and emphasizes the dissemination of scholarly works. Creation of doctoral programs for dental hygienists and dental therapists provides opportunities to broaden choices and strive for autonomy throughout their careers. These programs may support the development of additional scholars and advanced practitioners who can contribute to the scientific body of knowledge and create policies and pathways to improve population oral health.
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Vargas, Nikoletta, and Georgios E. Romanos. "Dental Academic Degrees in Germany Compared to the USA." Dentistry Journal 10, no. 6 (June 2, 2022): 98. http://dx.doi.org/10.3390/dj10060098.
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There are different avenues for obtaining postgraduate doctoral/Ph.D. degrees in Germany and abroad. Depending on their interests and career plans, candidates can choose a postgraduate doctorate/Ph.D. that focuses on a career in academia or a doctorate that does not involve all elements of a Ph.D. and is obtained for the title’s sake. Germany offers this type of diversity and flexibility, whereas the USA postgraduate doctorate model presents a more structured doctorate. The current article provides insight regarding various and more flexible pathways for obtaining a postgraduate doctorate by comparing the German and the American model. The diversity of academic degrees in dentistry and medicine, such as postgraduate doctoral degrees and the higher postdoctoral degrees available in Germany for graduates interested in academia, makes educational evaluation processes and credentials recognition challenging. The lack of transparency and a systematic approach for the academic acknowledgment of the different scientific values of each doctorate type is creating confusion, primarily when German postgraduate doctorate holders pursue academic careers internationally. The current article aims to enhance the knowledge about the different academic degrees and facilitate the educational evaluations, specialty applications, and employment processes. Understanding the additional scientific value of each doctorate type offered in Germany is imperative for their credential recognition internationally.
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Zhu, Danni, Carlos Castrillon, and Michael C. Carroll. "Follicular B cell derived CD21 loB cells are immediate precursors to autoreactive extrafollicular antibody secreting cells." Journal of Immunology 210, no. 1_Supplement (May 1, 2023): 247.04. http://dx.doi.org/10.4049/jimmunol.210.supp.247.04.
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Abstract Systemic lupus erythematosus (SLE) is an incurable autoimmune B cell disorder that is in part due to ineffective clearance of nuclear antigens and activation of the TLR pathway. The extrafollicular (EF) differentiation pathway of antibody secreting cells (ASCs) is recognized to play a prominent role in generating pathogenic antibodies in both mice and human. For example, a novel population of CD21 loCD11c +B cells identified in both mice (age-associated B cells) and human (DN2 cells) are thought to be a major source of autoreactive EF ASCs. However, the developmental kinetics and cellular origin of EF ASCs remain elusive. To track early events of B cell break of tolerance and EF ASC generation, an adoptive transfer system was established, where WT B cells are transferred into the autoreactive BCR transgenic 564Igi host enriched in nuclear antigens. By introducing competing populations of WT and TLR7 deficient B cells, we demonstrated that the differentiation of EF ASCs requires TLR7. To examine the kinetics of autoreactive B cell proliferation and EF ASC differentiation, a Cell Trace labeling approach was used. We found that donor B cells require at least 7 divisions to differentiate to EF ASCs and that TLR7 deficient B cells are gradually outcompeted by WT at each division. Interestingly, CD21 loCD23neg B cells were highly proliferative, expressed CD11c, and were sensitive to TLR7 defect. Our interpretation is that they are likely the immediate developmental precursors of EF ASCs. These findings advance our current understanding of the fundamental biological circuitry behind EF-derived autoantibody producing cells and potentially point to future avenues for therapeutic development. Supported by NIH (5R01AR074105-05), CIHR Doctoral Foreign Study Award (DFSA) (DFD-181607)
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Boyle, Douglas M., Brian W. Carpenter, and Dana R. Hermanson. "The Accounting Faculty Shortage: Causes and Contemporary Solutions." Accounting Horizons 29, no. 2 (October 1, 2014): 245–64. http://dx.doi.org/10.2308/acch-50967.
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SYNOPSIS The shortage of doctorally qualified accounting faculty has been a concern for the accounting profession for many years (Plumlee, Kachelmeier, Madeo, Pratt, and Krull 2006; Advisory Committee on the Auditing Profession [ACAP] 2008; Pathways Commission 2012; Plumlee and Reckers 2014). One potential strategy for mitigating the shortage is the expansion of more flexible doctoral programs that would allow interested practitioners the opportunity to pursue doctorates without completely exiting the labor market (Trapnell, Mero, Williams, and Krull 2009; Pathways Commission 2012; Association to Advance Collegiate Schools of Business International [AACSB] 2013). The success of this solution will depend largely on the acceptance of the resulting candidates by the parties that would hire them. This study examines factors associated with the accounting faculty shortage in general, and more specifically with the perceived value of attracting practitioners into more flexible doctoral programs as a means of potentially reducing the shortage. Based on a survey of over 800 accounting faculty and administrators, the results suggest that the expected future shortage of doctorates will be more pronounced in smaller, public, and non-doctoral institutions. Overall, faculty and administrators value attracting practitioners into academia, but only moderately support the creation of more flexible doctoral programs for such individuals. The perceived value of attracting practitioners into academia and support for the creation of more flexible doctoral programs are stronger in smaller, non-doctoral institutions. Overall, the results suggest that non-traditional doctoral programs may initially provide graduates primarily for smaller, non-doctoral institutions, where the future shortage of doctorates is expected to be most acute.
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Veith, Christine, Dariusz Zakrzewicz, Bhola Kumar Dahal, Zoltán Bálint, Kirsten Murmann, Malgorzata Wygrecka, Werner Seeger, Ralph Theo Schermuly, Grazyna Kwapiszewska, and Norbert Weissmann. "Hypoxia- or PDGF-BB-dependent paxillin tyrosine phosphorylation in pulmonary hypertension is reversed by HIF-1α depletion or imatinib treatment." Thrombosis and Haemostasis 112, no. 12 (2014): 1288–303. http://dx.doi.org/10.1160/th13-12-1031.
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SummaryChronic exposure to hypoxia induces a pronounced remodelling of the pulmonary vasculature leading to pulmonary hypertension (PH). The remodelling process also entails increased proliferation and decreased apoptosis of pulmonary arterial smooth muscle cells (PASMC), processes regulated by the cytoskeletal protein paxillin. In this study, we aimed to examine the molecular mechanisms leading to deregulation of paxillin in PH. We detected a time-dependent increase in paxillin tyrosine 31 (Y31) and 118 (Y118) phosphorylation following hypoxic exposure (1 % O2) or platelet-derived growth factor (PDGF)-BB stimulation of primary human PASMC. In addition, both, hypoxia- and PDGF-BB increased the nuclear localisation of phospho-paxillin Y31 as indicated by immunofluorescence staining in human PASMC. Elevated paxillin tyrosine phosphorylation in human PASMC was attenuated by hypoxia-inducible factor (HIF)-1α depletion or by treatment with the PDGF-BB receptor antagonist, imatinib. Moreover, we observed elevated paxillin Y31 and Y118 phosphorylation in the pulmonary vasculature of chronic hypoxic mice (21 days, 10 % O2) which was reversible by imatinib-treatment. PDGF-BB-dependent PASMC proliferation was regulated via the paxillin-Erk1/2-cyclin D1 pathway. In conclusion, we suggest paxillin up-regulation and phosphorylation as an important mechanism of vascular remodelling underlying pulmonary hypertension.Note: Parts of the doctoral thesis of Christine Veith are integrated into this report.
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Coxon, Astrid, and Jane L. Cross. "Practitioners’ conceptualisations of ‘evidence-based practice’ as a barrier to changing practice." Health Psychology Update 28, no. 1 (2019): 32–36. http://dx.doi.org/10.53841/bpshpu.2019.28.1.32.
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The promotion of evidence-based, healthcare practice is a key concern for healthcare professionals both in the UK and internationally. However, what healthcare professionals understand by the term ‘evidence-based practice’ varies, and this can have implications for changing practice. This discussion piece describes a doctoral research project exploring the implementation of a new Enhanced Recovery Pathway (ERP) in three NHS hospitals. ERPs are evidence-based approaches to streamlining surgery and research demonstrates the positive impacts that their introduction has had for patient hospital stay, morbidity and mortality, post-surgical complications and quality of life. The ERP discussed in this article was designed to address the specific, complex needs of patients with cognitive impairment who fracture their hip. These patients are currently underrepresented in published literature regarding ERP effectiveness. As such, the evidence informing the ERP’s design consolidated current best practice guidelines, expert consultation and guidance from public and patient involvement groups. Staff members who were tasked with coordinating the implementation interpreted this to mean that the ERP was not sufficiently ‘evidence-based’. This presented an unexpected barrier to changing staff behaviour and successful ERP implementation. To promote successful intervention implementation, policy makers need to carefully consider how staff conceptualise ‘evidence-based practice’ and their attitudes towards newly introduced practices.
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Manalo-Pedro, Erin, and Walter R. Allen. "8. Doctoral Pathways via Racial Health Equity: Bridging the Apartheid of Knowledge with California State University Alumni." Philosophy and Theory in Higher Education 5, no. 1 (January 1, 2023): 157–86. http://dx.doi.org/10.3726/ptihe.012023.0009.
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Abstract Using CRT concepts of whiteness as property and interest convergence we show how opportunities for doctoral study are “raced and restricted.” The 1960 California Master Plan for Higher Education promised universal access and choice through a tripartite system (California Community Colleges/California State University (CSU)/University of California (UC)). We contend that this system of higher education has perpetuated the apartheid of knowledge by structurally limiting the doctoral trajectories of CSU undergraduate alumni. Constraining opportunities for knowledge production to students with access to whiteness while directing CSU undergraduate alumni into the workforce further reproduces race-ethnic inequality.This unusual case study focuses on the Minority Training Program in Cancer Control Research (MTPCCR), a summer training program that has promoted research careers among master’s level students and professionals since 1999. We analyzed alumni survey responses and doctoral statuses to identify CSU undergraduate alumni’s barriers to and facilitators for matriculation into doctoral programs. By increasing participants’ access to networks and resources and leveraging motivations for racial health equity, MTPCCR connected CSU undergraduate alumni to pathways to the doctorate. To disrupt the apartheid of knowledge, more pathways to knowledge production for social change must be mapped out for undergraduate alumni from teaching universities where first-generation students of color are concentrated.
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Aguloye, Olajide. "Reexamining Doctoral Education: A framework for Leadership in the Context of Practice." Advances in Social Sciences Research Journal 8, no. 5 (June 2, 2021): 449–56. http://dx.doi.org/10.14738/assrj.85.10150.
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Traditionally, doctorate in education is pitched on two platforms. The Doctor of Philosophy (Ph.D.) is pitched as belonging exclusively to the domain of research and scholarship, while the Doctor of Education (Ed.D.) is pitched as belonging to the domain of active professional practice. This distinction is dysfunctional to bridging the gap between research in the academe and research in professional practice. Research in the academe is often insular with theoretical intents and with outcomes that have limited utility for solving active problems of or in practice in education. This misguided distinction can be corrected through a new thinking of the educational purpose and outcome-expectations for Ph.D. and Ed.D. programs in education. Doctoral education, irrespective of nomenclature (Ph.D. or Ed.D.) should be envisioned as leadership platforms through which knowledge and practice is used seamlessly to continuously ignite innovation and transformation in education. This paper proposes a framework for reexamining doctoral education and their comparative relevance in solving problems of and in practice. The paper aims to position the two doctoral education pathways as platforms for developing leaders who promote the generation and application of knowledge on solutions to problems of and in practice. Author presents a conceptual model that explores the two doctoral pathways through the lens of application of knowledge, research, and practice. Further research is proposed on how doctoral education can enhance practice in educational leadership and foster continuous improvements in education.
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Robinson, Jeffrey D., Nathan Dieckmann, Elizabeth Withers, Dena Hassouneh, and Charles R. Thomas. "Audit study of cancer research mentorship opportunities by NCI-funded PIs: Analysis of a pathway barrier for diversity." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): 6566. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.6566.
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6566 Background: The pipeline of diverse cancer researchers is critical. Audit studies suggest that racial discrimination disadvantages black (vs. white) people with respect to educational/professional advancement (Milkman, 2012). We hypothesized that prospective Black (B) male doctoral students would experience greater disparity in responses when seeking access to NCI-funded PIs compared to prospective Caucasian (W) males. Primary aim: To explore response and acceptance rates for B (vs. W) men seeking cancer-research mentorship. We also explore similar differences when considering evaluators’ race and sex. Methods: Between 9-9:30 am (local time) during a Monday in Oct 2015, identical emails were sent to 1028 randomly selected PIs affiliated with 65 NCI-designated cancer centers. PIs were randomly assigned to receive emails from either ‘Brad Anderson’ (W; n = 513) or ‘Lamar Washington’ (B; n = 515). Primary outcomes: (1) any response within one week (yes/no); and (2) type of response if received (agree to meet/not agree to meet). Logistic regression was used to examine unadjusted and adjusted effects of condition (W/B) on the primary outcomes. In adjusted models, PI sex and time zone were included as covariates (PIs identified as African American = 1.2%). Results: Approximately 50.0% and 48.3% of the sample responded to ‘Brad’ and ‘Lamar,’ respectively. Condition was not a significant predictor of ‘any response’ in either unadjusted (p = .62, odds ratio 95% CI = 0.83-1.35) or adjusted (p = .62, odds ratio 95% CI = 0.83-1.36) models. In the adjusted model, neither PI sex nor time zone were significant predictors of ‘any response.’ For those who responded, 43.7% and 40.9% ‘agreed’ to meet with Brad and Lamar, respectively. Condition was not a significant predictor of ‘response type’ in either unadjusted (p = .53, odds ratio 95% CI = 0.78-1.61) or adjusted (p = .51, odds ratio 95% CI = 0.78-1.64) models. In the adjusted model, only PI sex was a significant predictor of ‘response type’ (p = .03, odds ratio 95% CI = 1.04-2.29), with males (45.8%) being more likely to ‘agree to meet' than female PIs (35.6%). Conclusions: We did not find strong evidence of bias by NCI-funded PIs against B (vs. W) prospective Ph.D. students.
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Morris, Sara, Sadie Geraghty, and Deborah Sundin. "Development of a Breech-Specific Integrated Care Pathway for Pregnant Women: Protocol for a Mixed Methods Study." JMIR Research Protocols 10, no. 2 (February 23, 2021): e23514. http://dx.doi.org/10.2196/23514.
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Background The development of an integrated care pathway with multidisciplinary input to standardize and streamline care for pregnant women experiencing breech presentation at 36 or more weeks of gestation poses several challenges because of the divisive and contentious nature of the phenomenon. Although many clinicians are interested in obtaining the skills required to safely support women desiring a vaginal breech birth, the primary trend in most health care facilities is to recommend a cesarean section. Objective This paper aims to discuss the mixed methods approach used in a doctoral study conducted to generate new knowledge regarding women’s experiences of breech birth in Western Australia and professional recommendations regarding the care of women experiencing breech presentation close to or at term. This study was designed to inform the development of an integrated care pathway for women experiencing a breech presentation. This mixed methods approach situated within the pragmatic paradigm was determined to be the optimal way for incorporating multidisciplinary recommendations with current clinical practice guidelines and consumer feedback. Methods A mixed methods study utilizing semistructured interviews, an electronic Delphi (e-Delphi) study, and clinical practice guideline appraisal was conducted to generate new data. The interviews were designed to provide insights and understanding of the experiences of women in Western Australia who are diagnosed with a breech presentation. The e-Delphi study explored childbirth professionals’ knowledge, opinions, and recommendations for the care of women experiencing breech presentation close to or at term. The clinical practice guideline appraisal will examine the current national and professional breech management and care guidelines. This study has the potential to highlight areas in practice that may need improvement and enable clinicians to better support women through what can be a difficult time. Results Data collection for this study began in November 2018 and concluded in March 2020. Data analysis is currently taking place, and the results will be disseminated through publication when the analysis is complete. Conclusions The results of this study will guide the development of an integrated care pathway for women experiencing a breech presentation close to or at term, with the hope of moving toward standardized breech care for women in Western Australia. This study protocol has the potential to be used as a research framework for future studies of a similar nature. International Registered Report Identifier (IRRID) DERR1-10.2196/23514
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Patel, Shireen, Sam Malins, Boliang Guo, Marilyn James, Joe Kai, Catherine Kaylor-Hughes, Emma Rowley, et al. "Protocol investigating the clinical outcomes and cost-effectiveness of cognitive–behavioural therapy delivered remotely for unscheduled care users with health anxiety: randomised controlled trial." BJPsych Open 2, no. 1 (January 2016): 81–87. http://dx.doi.org/10.1192/bjpo.bp.115.002220.
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BackgroundHealth anxiety and medically unexplained symptoms cost the National Health Service (NHS) an estimated £3 billion per year in unnecessary costs with little evidence of patient benefit. Effective treatment is rarely taken up due to issues such as stigma or previous negative experiences with mental health services. An approach to overcome this might be to offer remotely delivered psychological therapy, which can be just as effective as face-to-face therapy and may be more accessible and suitable.AimsTo investigate the clinical outcomes and cost-effectiveness of remotely delivered cognitive–behavioural therapy (CBT) to people with high health anxiety repeatedly accessing unscheduled care (trial registration: NCT02298036).MethodA multicentre randomised controlled trial (RCT) will be undertaken in primary and secondary care providers of unscheduled care across the East Midlands. One hundred and forty-four eligible participants will be equally randomised to receive either remote CBT (6–12 sessions) or treatment as usual (TAU). Two doctoral research studies will investigate the barriers and facilitators to delivering the intervention and the factors contributing to the optimisation of therapeutic outcome.ResultsThis trial will be the first to test the clinical outcomes and cost-effectiveness of remotely delivered CBT for the treatment of high health anxiety.ConclusionsThe findings will enable an understanding as to how this intervention might fit into a wider care pathway to enhance patient experience of care.
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Santerre, Paul. "Entrepreneurial vision will define health/medical innovation at the University of Toronto over the next decade." University of Toronto Medical Journal 100, no. 2 (July 31, 2023): 20–21. http://dx.doi.org/10.33137/utmj.v100i2.41462.
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If I had been invited to write this article two decades ago, here at the University of Toronto, my definition of innovation for the University of Toronto would have been very similar to what the University aspired to for the previous 50 years, back to 1950. The vision at that time was to generate knowledge creation by training students via the process of curiosity-driven discovery. This prepared them for a singular career path in research by cultivating their direction towards academia within the post-doctoral pathway. In that mindset, discovery was only shared with the public through peer reviewed publications, housed within the ivory towers of universities, far out of reach from the entrepreneurs of the day. The role of the Canadian University was to impact academia. If society benefited from innovative discoveries, it would happen by random osmosis, as it was most certainly not a deliberate mandate of universities to prepare the entrepreneurial minds of scientific translation to in turn deliver the fruits of discoveries for society’s benefit. Rather, that task would be relegated to the established medical and pharmaceutical industry. However, dramatic shifts have occurred in our fields of health sciences and medical care over the last two decades. These have turned the ivory towers of medical science in Canada onto their side.
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Kucurski, Ljubiša, Jelena Pavlović, Ljiljana Savić, Marko Savić, and Natalija Hadživuković. "Attitudes of health workers about the academic education of nurses In Bosnia and Herzegovina." Zdravstvena zastita 51, no. 2 (2022): 72–85. http://dx.doi.org/10.5937/zdravzast51-38654.
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Introduction/Aim: The problems facing the health sector in the Balkans, but also in most European Union countries (especially highly developed countries) is the lack of university-educated nurses in the labor market. The aim of the paper was to examine the attitudes of health professionals about the importance and possibilities of academic education of nurses. Methods: The cross-sectional study was conducted on 233 health workers in the period from July 10, 2019 to August 31, 2019 in the Public Health Institution (PHI) Health Center Zvornik, PHI Health Center Foca, PHI General Hospital Zvornik, PHI University Hospital Foca. All respondents filled out a questionnaire, which was previously culturally adapted. ch2 was used in the statistical analysis of the data. Results: The majority of health workers (73.8%) were women. There were slightly more women under the age of 50, and men over the age of 50. There were 41.3% of doctors/specialists, 42.2% of nurses with secondary education, and 16.4% of nurses with post-secondary and higher education. The largest percentage of health workers (91.4%) state that they are familiar with the possibilities of nursing education, while 69.5% are of the opinion that thorough secondary education and specialization is enough for nurses. About half of health workers (50.2%), regardless of the level of education, states that there is no need for the education of nurses at the level of doctoral studies, and ¼ abstained on this issue. Doctors of medicine and specialist doctors and nurses with secondary education were statistically significantly more likely (ch2 = 10,151; p = 0.038) to consider that there is no need for education of nurses at the level of doctoral studies than nurses with post-secondary and higher education. The largest percentage of health workers (66.6%) have the opinion that the nurse has the same authority as other team members, 86.3% agree with the statement that the development of the nursing profession will affect the quality of health care, and 55.8% believe that nurses have the professional capacity, knowledge and experience to innovate solutions and manage the inevitable changes on the pathway to modern nursing. Conclusion: In order to raise the reputation of the nursing profession, it is necessary to define the scope of work and set clear boundaries between the competencies of nurses of different levels of education at the level of the whole of Bosnia and Herzegovina. In order to further develop the nursing profession, better promotion of new postgraduate programs is necessary.