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Dissertations / Theses on the topic 'Doctoral research'
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1
White, Esther. "Scholarly communication guidance as a core service of an academic library to doctoral students: A case study of Kwame Nkrumah University of Science and Technology." University of the Western Cape, 2019. http://hdl.handle.net/11394/6650.
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Philosophiae Doctor - PhDThis study investigated scholarly communication guidance as a core service by the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, academic library to doctoral students, research and scholarly communication needs and skills of doctoral students and effective dissemination of research findings by doctoral students for national development. The study also explored the adoption of a research portal as part of the academic library website for scholarly communication guidance to doctoral students. A case study research design with KNUST as research site, with a mixed method approach was used. Semi-structured interviews, questionnaires, documentary analysis and a bibliometric survey of an institutional repository were employed as data gathering tools. A scholarly communication guidance model based on Costa’s proposed adaption of Garvey and Griffin’s models of scholarly communication, Wilson’s information behaviour model and Bjôrk’s scholarly communication lifecycle model was developed to frame the study.
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Lee, Heesook Ms. "The Relationships Between Research Training Environment, Researcher Identity Formation Process, and Research Activity Among Counseling Doctoral Students." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2335.
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Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.
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Jones, Leslie Nicole Duan Changming. "The role of faculty and peer research mentoring in research productivity, self-efficacy, and satisfaction of doctoral students." Diss., UMK access, 2006.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006."A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 81-89). Online version of the print edition.
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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
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The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Farren, Elizabeth Anne. "Research Productivity of Doctorally Prepared Nurses." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331831/.
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The purpose of this study is to determine the possible relationship between post-doctoral research productivity of doctorally prepared nurses and instructional experiences of doctoral study, conditions of employment and other factors that may be related to research productivity. The design of the study is causal comparative.
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Kwan, Becky Siu Chu. "A genre analysis of literature reviews in doctoral theses /." access full-text access abstract and table of contents, 2005. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b19887632a.pdf.
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Thesis (Ph.D.)--City University of Hong Kong, 2005."Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 351-359)
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Blaj, Ward Lia. "Doctoral education in the humanities: Research training pedagogies in the UK." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489918.
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Current research training policies for doctoral students in the UK place knowledgemaking and thesis-writing centre-stage and are accompanied by funding which enables training provision to be organised in the universities. This thesis focuses on the uptake of doctoral training policies in the context of the Humanities. The main aims of the research were to document and to theorise training opportunities available outside the doctoral student-supervisor relationship, in order to give empirical weight to the concept of "research training culture" (Deem and Brehony, 2000).
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Jones, Amy. "The Research Self-Efficacy of Counselor Education and Supervision Doctoral Students." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333567952.
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Hanson, Louise. "Portfolio of research : a psychological investigation of generalised anxiety disorder." Thesis, Queensland University of Technology, 2009.
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Petko, John. "Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5371.
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Doctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop & Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth & Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.Ph.D.
Doctorate
Education and Human Performance
Education Counselor Education
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Friedrich-Nel, H., and JL Mackinnon. "EXPECTATIONS IN POSTGRADUATE SUPERVISION: PERSPECTIVES FROM SUPERVISORS AND DOCTORAL STUDENTS." Interim : Interdisciplinary Journal, Vol 12, Issue 1: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/292.
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Published ArticleThe relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.
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Cumming, Jim, and jim cumming@anu edu au. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." The Australian National University. College of Arts and Social Sciences, 2007. http://thesis.anu.edu.au./public/adt-ANU20080304.115824.
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This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶
In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶
Case narratives incorporating the perspectives of candidatesas well as those whom they deem to be influencing their research and learningare employed to portray distinctive elements of doctoral work and its associated outcomes. Quantitative data and analysis derived from a national survey of doctoral candidates are combined subsequently with this qualitative material in order to generate further insight regarding doctoral activities and the entities that are integral to their enactment.¶
Drawing on theories of practice, an integrative model of the doctoral enterprise is then presented. This comprises two basic components, one of which is a set of doctoral practices classified in terms of curriculum, pedagogy, research and work. The other is a set of doctoral arrangements that reflect configurations of entities inclusive of the participants, the academy and the community.¶
The purpose of the model is to increase understanding of the dynamic and evolving nature of the doctoral enterprise and the interrelationships involving practices and arrangements. This model has implications for candidates and others involved directly in the doctoral enterprise, regardless of their sector, role or status.
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Broadbent, Clinton L. "Doctoral Dissertation Research in Marriage and Family Therapy (MFT): A Content Analysis." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2171.
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The field of marriage and family therapy (MFT) has enjoyed tremendous growth over the past 60 years. As the charismatic pioneers of MFT strove to gain legitimacy in the early years, the culture of MFT lacked a focus on quality empirical research needed to lend credibility to the field. In the past 20 years, a surge of efficacy and effectiveness research has pointed the field in a positive direction. Doctoral dissertations offer valuable insight into what is being learned by future researchers and suggest in what direction the field is heading. Previous articles voice concern over a gap between researchers producing the research and therapists who should be a vital consumer. A content analysis was performed on all 157 doctoral dissertations from 19 COAMFTE-accredited Ph.D. programs between the years of 2005 and 2008. The sample was gathered through the ProQuest thesis and dissertation database. Dissertations were coded according to research methodology, clinical focus, and whether they were published. Results showed that women consisted of two-thirds (n = 106) of the dissertations finished within the timeframe and that men published on average more than women. Findings also suggest a significant lack of dissertations being published (16.5%; n = 26) with downward trends from 2005 to 2008. Out of the dissertations published, however, the quality was high with a mean impact factor of .940. Trends show an increase in qualitative research and a noticeable lack of process research. Of all the dissertations produced within 2005 and 2008, almost one in five dissertations lacked explicit clinical application in the study. Ways to improve the amount of clinically relevant research are discussed. Suggestions are made as to the role of advisors in the publication process as well as to improve the quantity of dissertations published in COAMFTE-accredited doctoral programs.
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Wallgren, Lillemor. "Mellan skilda världar : En studie av doktoranders lärsituation i relation till förutsättningarna i fyra företagsforskarskolor." Doctoral thesis, Linköpings universitet, Institutionen för tema, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15961.
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Företagsforskarskolor syftar till att kunskaps- och kompetensnivån i näringslivet skall höjas och högskolan tillföras kunskap och erfarenheter från näringslivet. Detta är tänkt att ske genom en utvidgad handledning, bestående av både en akademisk handledare och en industrihandledare, vidare ett avhandlingsprojekt som är av intresse för företaget och dessutom genom att företagsdoktoranderna parallellt med sin utbildning till viss del arbetar inom ett företag. Doktorsavhandlingens övergripande syfte är att, genom empiriska undersökningar, få insikt i och förståelse för företagsdoktoranders situation, i vilken handledningen är en central del. Avhandlingens mer specifika syften är att beskriva doktorandernas perspektiv, upplevelser och erfarenheter av sitt deltagande i olika praktiker, parallellt med sin identitetsutveckling till forskare inom ramen för forskarutbildningsprocessen. Av särskilt intresse är att undersöka och belysa de i undersökningarna identifierade framgångsfaktorerna och hindren i termer av förutsättningar samt behov av anpassning till företagsdoktoranders särskilda situation, där samarbetet inom handledningen är en faktor. För att uppnå dessa syften intervjuades år 2001 och år 2004 ett anta doktorander antagna till fyra olika företagsforskarskolor och några av deras handledare. Stora variationer beroende på företagsmiljö och forskarskoletillhörighet framkommer när det gäller upplevelserna av att vara företagsdoktorand. Detsamma gäller doktorandernas identifikation och deltagande, som resulterar i olika lärsystem med avseende på både dimension och karaktär. Även handledarsamarbetet kring doktoranden varierar och olika handledarkaraktärer framträder. De stora variationerna beror på faktorer som kan hänföras till företagsmiljön, doktorandernas inträde i forskarskolan, avhandlingsprojektet, forskarskoleorganisationen, handledningen och doktorandernas förväntningar inför framtiden. De flesta av dessa faktorer, liksom lärsystemens olika utformning, synliggörs med hjälp av teorier och begrepp inom situerat lärande. Det gör däremot inte de påverkansfaktorer som identifieras och som kan relateras antingen till övergripande strukturer och makt eller till motsättningar mellan olika kunskapsbildningsformer och verksamhets- och lärandelogiker.
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Pettersson, Kerstin Scheja Max. "Algoritmiska, intuitiva och formella aspekter av matematiken i dynamiskt samspel : en studie av hur studenter nyttjar sina begreppsuppfattningar inom matematisk analys /." Göteborg : Matematiska Vetenskaper, Chalmers Tekniska Högskola och Göteborgs Universitet, 2008. http://www.math.chalmers.se/Math/Research/Preprints/Doctoral/2008/1.pdf.
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Bedard, Angela C. "Career Research Goals of Genetic Counselors in Training." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092839314.
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Maxwell, Judith Margaret, and judy maxwell@rmit edu au. "Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT University." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091029.144203.
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This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.
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Gibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.
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Vaccaro, Nicole. "THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN CO." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3837.
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The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale --Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson’s correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students’ development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research.
In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students’ research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Lin, Meichang. "Principal themes and intellectual structure of research in piano pedagogy : the mapping of doctoral and masters' research 1951-2008." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1184.
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Ndima, Blessing Sandile. "Reviewing the nature and quality of doctoral research in Public Administration : a literature review." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/3701.
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Gelles, Laura A. "Career Prospects and Resources of Domestic Engineering Doctoral Students." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7650.
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Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.
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Santira, Kesu Sabita. "An exploration of trainee counselling psychologists' experiences of undertaking a doctoral thesis in the United Kingdom." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-trainee-counselling-psychologists-experiences-of-undertaking-a-doctoral-thesis-in-the-united-kingdom(a56fd5ef-66e8-4f5c-adce-feb358d16df9).html.
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Background and objectives: A thesis is a requirement of the doctoral counselling psychology programme and plays an important role in forming an identity as a trainee counselling psychologist. While extensive research exists for doctorate experiences in general, less is known about the experiences of trainee counselling psychologists undertaking a thesis in the United Kingdom. The rationale behind this study is therefore to explore how trainee counselling psychologists perceive and make meaning of their experiences and how they go about writing their doctoral thesis. Method and analysis: A qualitative design was employed to answer the research question. Semi-structured focus group interviews were conducted with twenty trainee counselling psychologists who were either starting to write their thesis or at the stage of almost completing it. A grounded theory analysis was used in this study, which aims to generate a theory based on categories that have been discovered from the data. Several strategies were employed in this study to demonstrate the rigour and trustworthiness in a qualitative design. Findings: The results of this study show that two categories emerged from the data: (1) obstacles in completing a thesis and (2) positive perspective towards undertaking a thesis. The theory that emerged from this study shows that trainee counselling psychologists have both positive and negative experiences which appear to fluctuate during the process of undertaking a thesis and vary from person to person due to individual circumstances. It is vital not to envisage a dichotomy between the positive and negative experiences, which form a natural and necessary journey for all doctoral students. Conclusions: The trainee counselling psychologists' experiences of undertaking a thesis can be viewed as an emotional and multifaceted journey. Overall, the shared experiences of trainee counselling psychologists undertaking a doctoral thesis was a valuable contribution to this study. The paper discusses avenues for further research alongside some practical recommendations that might be useful for trainee counselling psychologists undertaking a doctoral thesis.
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Lee, Injung. "Publication and editorial feedback experiences of doctoral students in counselor education: a phenomenological inquiry." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6788.
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research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students’ research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators’ perspectives on research training.
This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers’ challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication.
Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants’ stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students’ motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.
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Sandström, Karyn. "Peer Review Practices of L2 Doctoral Students in the Natural Sciences." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-117548.
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Writing research articles in English is a common requirement in doctoral studies in the natural sciences; however, learning to write the research article genre is challenging, particularly in a foreign language (L2). A potential resource for learning the RA genre is giving and receiving peer review. L2 writers at the undergraduate level have been found to benefit from PR, but less is known about the learning of L2 writers at the graduate level who are writing for specialized discourse communities. The aim of this dissertation is to describe how a group of L2 doctoral students in the natural sciences used online peer review in a research writing course. Inductive analysis was used to categorize the kinds of review comments that 11 course participants gave and received. In another study, three students’ revised texts were analyzed in detail to see how they used peer comments. To explore students’ perceptions of using the PR activity, pre and post course interviews were inductively analyzed. Findings were interpreted using Vygotskian constructs of learning in order to see where mediation likely occurs. The combined studies suggest that reviewers adopted roles that influenced what they noticed, analyzed and languaged. As a group, they focused on the lexical and syntactic precision of peers’ texts, as well as the organization, cohesion, voice, stance and research knowledge. Writers used the intent of the review comments approximately 40 percent of the time, but this usage reflected only a small portion of the writers’ revision activities that occurred in response to review. Other activities included composing, re-writing, investigating, interviewing outsiders, and re-ordering the texts. Writers found precision and organizational comments most useful. Findings from these combined studies indicate that peer review can be a potentially powerful tool for doctoral students to familiarize themselves with discipline-specific research articles.
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McLean-Anderson, Gloria. "A critical evaluation of the research experiences of master and doctoral students at Technikon Natal." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49815.
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Thesis (MPhil)--Stellenbosch University, 2004ENGLISH ABSTRACT: There are indications that the emergence of global trends in the production and dissemination of knowledge is influencing science policies worldwide, and compelling universities and technikons in South Africa to become more market oriented, competitive and entrepreneurial. Some of these trends include new modes of knowledge production, increased financial and academic accountability and distance education. The changing higher education landscape worldwide has implications for South African tertiary institutions. In addition, one of the objectives of the democratic government that took power in 1994 was to transform higher education. The publication of the White Paper on Education in 1997, the establishment of the Council on Higher Education (CHE) and the Higher Education Quality Committee (HEQC), and the National Plan for Higher Education in 2001 heralded the beginning of change. Consequently, it became necessary for higher education institutions to deliberate on the future course of their undergraduate and postgraduate teaching and training programmes. In this context, it is important for universities and technikons to understand the needs of their postgraduate students. The overall aim of this study was to identify the perceptions of ex-Technikon Natal (now the Durban Institute of Technology) postgraduate students on their research experiences with regard to supervision, communication, the Technikon generally, availability of resources, finance, time, departments, faculties, research, research methodology, statistics, library and expertise. The particular focus was on postgraduate students registered at the Technikon Natal in 2001, whether or not they had submitted their research proposals. A postal survey was carried out to determine the students' perceptions of their research postgraduate experiences at the then Technikon Natal. The results of the survey indicate that the majority of postgraduate students have a negative perception of the Technikon. Students feel that there are insufficient experienced supervisors available for consultation, leading to unacceptable delays. With regard to communication, students feel that the Technikon does not disseminate enough information on processes and procedures about postgraduate issues. Overall, students in the Health Sciences are more dissatisfied than students in the other faculties. In fact, the postal survey reveals that students in these other faculties are more positive than negative about their postgraduate experiences. However, it is worth pointing out that a large proportion of Science and Engineering students (38%) are undecided on this matter. It is interesting to note that the open-ended comments section at the end of the questionnaire reveals far more negative perceptions than the closed questions. Students are dissatisfied about the lack of modern computer facilities and available funds. They also feel strongly that it takes too long to get a research proposal approved. The majority feels that a postgraduate information kit would assist greatly. Comments about Research Methodology as a subject are particularly negative with regard to statistics, and the course, which they feel is too general. Students do not seem to have any major difficulties with the library services. The Technikon has to put structures in place to improve these negative perceptions and manage the students' needs. Combined with the impact of the merger of the former Technikon Natal and M.L. Sultan Technikon, the effects of which are not yet fully understood, the new Durban Institute of Technology should give serious consideration to the needs of its postgraduate population, especially in the Faculty of Health.
AFRIKAANSE OPSOMMING: Globale tendense in die produksie en disseminasie van kennis blyk wereldwyd 'n invloed op wetenskapsbeleid te he en noodsaak universiteite (en ook technikons in Suid-Afrika) om 'n groter markgerigtheid, mededingendheid en ondernemingsgees te openbaar. Hierdie globale tendense behels, onder andere, 'n verskuiwing na nuwe modi van kennisproduksie, sowel as 'n toename in finansiele en akademiese verantwoordbaarheid, en afstandsonderrig. Suid-Afrikaanse tersiere instellings kan hierdie wereldwye veranderinge in die landskap van hoar onderwys moeilik ontsnap. Daarbenewens het die demokratiese regering, wat in 1994 aan bewind gekom het, dit ten doel gestel om hoar onderwys in die land te transformeer. In 1997 het die eerste veranderinge ingetree met die publikasie van die Witskrif op Onderwys, en dit is in 2001 opgevolg met die totstandkoming van die Raad op Hoar Onderwys (CHE), die Hoar Onderwyskwaliteitskomitee (HEQC), en die Nasionale Plan vir Hoar Onderwys. Gevolglik het dit nodig geword dat hoar onderwysinstellings oorleg pleeg rakende die toekomstige verloop van voorgraadse en nagraadse onderrig- en opleidingsprogramme. Binne hierdie konteks is dit nodig vir universiteite en technikons om begrip te he vir die behoeftes van hul nagraadse studente. Die oorhoofse doel van hierdie studie was om die persepsies te identifiseer van nagraadse studente aan die eertydse Technikon Natal (nou deel van die Durban Instituut vir Tegnologie). Die fokus was op studente se navorsingservarings met betrekking tot supervisie, kommunikasie, die technikon in die algemeen, die beskikbaarheid van hulpbronne, finansies, tyd, departemente, fakulteite, navorsingsmetodologie, statistiek, biblioteekfasiliteite en kundigheid. Studente wat in 2001 aan die Technikon Natal geregistreer was, is by die ondersoek betrek, ongeag of die student 'n navorsingsvoorstel ingedien het of nie. 'n Posvraelys-opname is gebruik. Die resultate van die opname toon die meerderheid nagraadse studente het 'n negatiewe persepsie van die Technikon. Die studente voel daar is nie genoeg ervare studieleiers om te raadpleeg nie, en dit lei tot onnodige vertragings. Wat kommunikasie betref, voel die studente dat die Technikon nie genoeg inligting omtrent nagraadse prosesse en prosedures versprei nie. In geheel gesien, het studente in die Gesondheidswetenskappe 'n veel groter ontevredenheid uitgespreek as studente in ander fakulteite. In die ander fakulteite was 'n geringe persentasie studente meer positief as negatief omtrent hul nagraadse ervaring. 'n Redelike persentasie studente in die Natuur- en Ingenieurswetenskappe (38%) was egter besluiteloos in hul opinie. Verder het die oop vrae aan die einde van die vraelys, wat kommentaar versoek, veel meer negatiewe as positiewe persepsies ontlok. Die studente is ontevrede met die gebrek aan moderne rekenaarfasiliteite en beskikbare fondse. Hul voel dat dit te lank neem om 'n navorsingsvoorstel goedgekeur te kry. Die meerderheid is van mening dat 'n nagraadse informasiepakket van groot waarde sou wees. Die kommentaar omtrent Navorsingsmetodologie as 'n vak is besonder negatief, veral wat statistiek bet ref, en hulle voel die kursus is te algemeen. Die studente blyk nie ernstige probleme met biblioteekdienste te he nie. Die technikon moet derhalwe strukture in plek stel ten einde die negatiewe persepsies van die studente aan te spreek en hul behoeftes doeltreffend te bestuur. Tesame met die impak van die samesmelting (waarvan die effek nog nie ten volle begryp word nie), moet die instelling ook ernstige oorweging skenk aan die behoeftes van die nagraadse populasie, veral in die Fakulteit van Gesondheid.
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Aldrich, Carrie. "Working together: two qualitative approaches to researching writing support for doctoral students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6358.
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This dissertation addresses two problems with advanced academic writing pedagogy. First, doctoral students must participate in academic discourse communities, yet they report being underprepared to do so (Boquet et al., 2015; Caplan & Cox, 2016). Second, studies (e.g., Curry & Lillis, 2004; Matsuda & Tardy, 2007; Tardy & Matsuda, 2009) suggest that L1 and L2 voices are not well integrated in the institution and that this lack of integration systemically privileges the dominant culture.
The purpose of this research is to investigate the role relationships play in helping culturally and linguistically diverse doctoral students negotiate and acquire advanced academic discourse. I pose the overarching research question: Given a discipline-specific writing center for graduate students in a College of Education, what role does interaction play in helping students to participate in academic conversations? The two papers in this collection employ qualitative classification and discourse analysis to investigate writing-related interactions among peers. Data include audio-recorded writing consultations and interviews, post-session reports, field notes, and artifacts.
Taken together, findings from this research highlight the role interaction can play in writing support, development, and research. This research has implications for developing writing pedagogy and support programs to facilitate productive academic socialization. In response, the researcher calls for more robust academic writing support in order to improve access and resources for diverse student populations and decrease attrition and time to degree for all students.
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Purcell, Jennifer M. "Perceptions of senior faculty concerning doctoral student preparation for faculty roles." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002188.
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Shaw, Peter T. "An account of an educational action research project aimed at improving the practice of individual clinical supervision of guidance officers in Bundaberg district of education Queensland." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36621/1/36621_Digitised%20Thesis.pdf.
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Guidance officers are members of the counselling profession who provide counselling to children and adolescents in state schools in Queensland. A guidance officer's clinical practice is generally regarded as including counselling and related activities such as consultation and referral. An expectation of the guidance officer who works for Education Queensland, as prescribed in their position description, is that they should seek clinical supervision. Those guidance officers who are members of the Queensland Guidance and Counselling Association would find this expectation reinforced in their association's code of ethics. There is an expectation therefore that those in the counselling profession such as guidance officers working as counsellors should seek regular clinical supervision.
It is one of the roles of the senior guidance officer in the Education Queensland organisation to develop and implement a system of clinical supervision for guidance officers. This responsibility for the supervision of guidance officers has occurred in the last ten years and in the last five years or so the role of clinical supervision has become clear. As a result there are now organisational requirements in addition to the professional expectations that clinical supervision be sought and provided. However there has been little training provided by university guidance training programs or by Education Queensland in clinical supervision of guidance officers. This has meant that as a supervisor of clinical practices I have learned the role "on the job", by talking with other supervisees and supervisors, by reading the literature, attending two two-day training workshops and by reflection on these experiences. I saw that educational action research would improve supervision practice in our school district.
My thesis tells the story of my professional development as a clinical supervisor of guidance officers over a two-year period in what I have called "A Supervision Improvement Cycle". Each chapter of the thesis tells the story of a part of the cycle. In chapter one the context of the study is established. In particular the focus is on supervision roles, the dominant supervision culture and an assessment of my clinical supervisor learning needs. In chapter two the methodology is discussed and the educational action research plan outlined. In the following chapter there is a review some of the clinical supervision literature in preparation for the educational action research. In chapter four the story of the educational action research project with a focus on my supervision relationships, negotiating supervision and the use of supervision interventions is told. The final chapter is written in the genre of a journal article and has been published in the guidance and counselling periodical "Connections" (Shaw, in press). As such it has been subjected to a process of professional critique through the publishing process. As an article its purpose is to inform the judgement of others and as chapter five of the project its purpose is to discuss the findings of the action research and make recommendations. The chapter/article has been written in such a way so as to be able to achieve both these aims.
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Unyapho, Panadda. "A PHENOMENOLOGICAL STUDY: EDUCATIONAL EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS OF EDUCATION AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/327.
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In this phenomenological study, I examined the educational experiences of six international doctoral students of Education at a Midwestern university. The purpose of this study is to understand how the participants make meaning of their educational experiences. Several theories influenced this study. These include critical theory, co-cultural theory, transformative learning theory and the concept of cultural scripts. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of three in-depth, semi-structured interviews with each participant and two focus group interviews. All of the data collected were carefully coded, looking for three central topics of self reflection, transformative experiences, and meaning making. The participants' understanding of their transformation as learners tied closely to their academic accomplishments, which include completing tasks and assignments, being accepted in academic community, having articles published in academic journals, and presenting their academic work at conferences. Much of their transformation and meaning making related to their instrumental learning. The study suggests that educators should encourage students to broaden their frames of reference by inviting them to engage in meaningful discussion that is beyond instrumental learning in order for the students to develop critical thinking and to be in charge and accountable for their learning towards critical consciousness.
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Wong, C. M. "An investigation on practice-based doctoral research among working executive managers in Hong Kong business sector." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559705.
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Professional development, as an important aspect of lifelong learning, is playing a major role for adults seeking sustainability in today's economy and job market. Given the current state of the economy, employees are turning to advanced degrees in hopes of improving chances of employability and promotion. Doctoral degrees have become increasingly prevalent in the corporate sector and non-academic settings. Driven by globalization, the trend of lifelong learning, and different environmental factors, a modified type of professional work-based doctorate has emerged in recent decades. Research data was collected from graduates of a professional work-based doctorate programme popular amongst executive managers in Hong Kong. This research identifies organizational factors that promote research related to practice among doctoral candidates who remain employed during their doctoral studies. This descriptive and explorative research identified the prevalence of practice-based research and the factors associated with the pursuance of such research as it related to organizational supports and professional development among graduates of professional doctoral programmes. This research aims to achieve a better understanding of how to best support executive managers who are striving to obtain a balance in their careers, education, and families. There are also implications for organizations seeking to maximize their investment in employee education, retain valuable human resources, and find ways to improve organizational processes. It is envisaged that the demand for this type of educational provision will continue to grow in future.
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Denis, Aleksander. "Experimental research on dynamic instabilities during condensation of pro-ecological refrigerants inside tubular minichannels : doctoral dissertation." Rozprawa doktorska, [s.n.], 2020. http://dlibra.tu.koszalin.pl/Content/1292.
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Howell-Muth, Terra L. "Factors That Predict Dissertation Completion In Counselor Education And Supervision Doctoral Programs." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1541541164863508.
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Chiang, Kuang-Hsu. "Relationship between research and teaching in doctoral education in UK universities : the cases of education and chemistry." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019240/.
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This study aims to investigate the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. There is substantial literature on this relationship in higher education, and there has been much debate about whether they are complementary or competitors for the resources of universities. There is however, little research at the level of doctoral education. This may be because it appears to be self evident that there is a posit. ve link at the doctoral level. However this is a hypothesis that needs testing. In order to do this testing, a questionnaire composed of two major dimensions of doctoral education - Supervision and Research environment for doctoral students - was distributed to about 2,200 full-time doctoral students in Education and Chemistry in UK universities. The dimension of supervision was divided into three components - the supervisor's facilitation of learning, his or her accessibility and the relevance of the supervisor's research to that of the student. The dimension of research environment for doctoral students was categorised into four components - the academic culture of social interaction, the intercultural facilitation of research (for international students), the research training programmes and research facilities. The relationship between staff research (the 1996 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed along the above dimensions. Follow-up interviews were also conducted with students. On the whole, little relationship between departmental research performance (the RAE scores) and effectiveness of doctoral education is found in Education and Chemistry, especially pertaining to the aspects of supervision. However, the results of research environment are more complex. With regard to disciplinary differences, although the general findings of a lack of a significant relationship between research and teaching apply to both Education and Chemistry departments, it is interesting to note that doctoral education is more favourably perceived on most counts in supervision and research environment for doctoral students in Chemistry than in Education. Finally, a theoretical framework of research training structures to discuss these findings is offered.
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Saddler, Tonya N. "Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27615.
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One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs).
Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process.
There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.Ph. D.
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Vaccaro, Nicole. "The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students an ex-post-facto, cross-sectional correlational investigation /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002511.
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Feroz, Barbara A. "Exploring the meaning of power and voice through a participatory action research project conducted by a doctoral student." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/148.
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Ferrer, de Valero Yaritza. "Departmental factors affecting time to degree and completion rates of doctoral students at one land-grant research institution." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40326.
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Time to doctoral degree has increased consistently in American universities since 1967, in some fields by as much as two years. At the same time, rates of completion have decreased. It is predicted that this pattern will persist, resulting in a diminished supply of highly trained workers in the future.
The present research was designed to analyze time to doctoral degree and completion rates by academic department, and to identify departmental factors that positively or negatively affect these outcomes at one land-grant, research institution. This topic is significant to all aspects of higher education: students, departments, and universities. For students, increased time and lower completion rates diminish their competitiveness in the job market, morale tends to decline, and the tendency to not finish increases over time. For the department and the university, attractiveness to other students is decreased, and the number of new students who can be accepted may be reduced. A reduction in the pool of applicants due to the increased time to degree and lower completion rates may create both a supply and demand problem, and an inability for higher education to meet the demand.
Given the high costs associated with graduate education, the current national climate of diminishing resources for higher education, and increased competition for these resources between undergraduate and graduate programs, it is critical to further examine the outcomes of graduate study.
This research employed quantitative and qualitative methods. It was conducted in two phases. The first phase focused on calculations of time to degree and completion rates by academic department for students who began a program leading to the doctor of philosophy degree between the fall, 1986 and spring, 1990 semesters. Data were analyzed through the end of the fall, 1995 semester.
The second phase of the study involved interviews with graduate students and faculty from selected departments to identify departmental factors affecting time to degree and completion rates, and to explore whether faculty opinions differ from those of students, and whether faculty and students opinions differ among departments.
Results of this study allowed the researcher to identify variables that explain achievements and failures within the graduate education process, and provide evidence for designing and re-designing graduate programs and policies. Results may contribute to a better understanding of the factors affecting graduate education outcomes at this particular institution, and may guide university administrators in implementing strategies to improve graduate student success.Ph. D.
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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.
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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.
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Mitchell, Tanika R. "Dissertation Experiences of Faculty Members: Individual, Relational and Structural Factors of Success." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3227.
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This phenomenological research study explored the dissertation experiences of individuals working as faculty members across disciplines at regionally accredited four year universities. Research questions utilized the constructs of social development theory to explore dissertation experiences from an individual, relational and structural perspective. Prior scholars have used social development theory as a framework to explore the individualities of the student, the relationship with faculty advisors and mentors, and the resources provided by the department and institution when evaluating the dissertation process (Liechty, Liao, & Schull, 2009).
A purposeful, criterion sampling strategy and maximum variation sampling were employed to select a wide range of academic disciplines, classified in Biglan’s Augmented Model (Drees, 1982). The constant comparative method was used in data analysis of transcribed interviews with findings organized into the most prevalent themes.
The individual experiences of dissertation success included three prevalent themes: career advancement opportunities and the development of extensive research agendas were described as motivators for participants to successfully complete the dissertation. Additionally, family and peer influence and prior knowledge were attributed as individual factors to success. Five themes were identified regarding the relational factors leading to dissertation success: (1) dissertation chair and committee, (2) cohort associates, (3) family members, (4) technological communication, and (5) guidance, feedback, and preparation. Finally, three themes related to the structural factors leading to dissertation success were identified: (1) financial aid, (2) streamlined processes and (3) institutional resources. Recommendations for future research include studies to better understand faculty experiences with job placement in academia, faculty experiences as a dissertation chair, and faculty views regarding dissertation attrition and retention.
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Stewart, Glenn. "Emancipating IT leadership : an action research program." Thesis, Queensland University of Technology, 2001.
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Morton, Clarresa Moore. "Knowledge and Skills Required for College Union Executive Directors at Research and Doctoral I Universities in the Next Decade." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27446.
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The purpose of this descriptive study was to develop and validate a list of the skills and knowledge that will be necessary for the career preparation of college union executive directors who will be hired in Research and Doctoral I universities in the next decade, (2000 to 2010). The research design recognizes job congruencies and shared competencies between hospitality general managers and college union directors.
In designing this study, three separate but interrelated research methods were employed. Those methods are (a) A series of focused interviews with experts in the college union field; (b) A review of existing data, including job advertisements for union director positions; results from the Association of College Unions International data bank; literature from the college union field; and literature from the hospitality industry, related to general managers' competencies; and (c) An original questionnaire that was designed using the data gathered from the first two techniques. The questionnaire was administered by mail to the research population, college union directors at Research I, Research II, and Doctoral I universities.
Ratings on the 86 competencies from the survey were tabulated, measures of central tendency were computed and characteristics were ranked in order of importance to answer the research questions. Results indicated agreement among directors regarding the necessary knowledge and abilities for career preparation of union directors. No significant differences existed between responses from Student Affairs and Business/Auxiliary Affairs, or between male and female respondents. Significant differences were found between responses from directors at commuter and residential universities.
Findings from this study will provide guidance for persons who are interested in preparing for a career as a college union director and for veteran professionals who serve as mentors to newcomers into the field.Ph. D.
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Chapman, Helen M. "Introducing action research as the basis for curriculum change within a mental health context: A narrative from a critical friend." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36536/1/36536_Digitised%20Thesis.pdf.
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This study was driven by the premise that mental health service provision should be less paternalistic and more empowering. It was an investigation into an approach to curriculum change that would sustain a platform from which all those involved could truly participate and, in the process of doing so, all move toward empowerment and transformative practice. The study was carried out within the context of a mental health self-help group: The Association for Relatives and Friends of the Mentally Ill, Brisbane, Incorporated (ARAFMI).
The Action Plan was developed within a curriculum framework and was based on values and processes related to notions of negotiation, consultation, and mutuality of concern. These were manifest in the platform in the form of authentic participation, personal and actionoriented reflection, collaborative work cultures, empowerment, and transformation. The Plan was carried out within an action research methodology that was not only descriptive, interpretative, and practical, but, through critical applications, was empowering and transformative. A number of research strategies such as narrative, reflection, critical debate, and evaluation were utilised.
The practical significance of the study lies in its utility to ARAFMI. The political significance lies in the individual and institutional development that the frameworks of the study advocate and facilitate. The study is limited in that any interpretations cannot be generalised to other contexts.
Instead, the study added to the body of knowledge in such a way that it forms the basis for better informed professional practice.
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Williams, Felecia D. "Study Abroad and Carnegie Doctoral/Research Extensive Universities: Preparing Students from Underrepresented Racial Groups to Live in a Global Environment." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1801.
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Thesis (Ph. D.)--Virginia Commonwealth University, 2007.Prepared for: L. Douglas Wilder School of Government and Public Affairs. Bibliography: leaves 156 - 164. Also available online via the Internet.
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Alamoud, Maha. "Faculty Perceptions of the Quality Enhancement Plan in a US Public Doctoral University with Highest Research Activity: A Case Study." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6671.
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The purpose of this case study was to explore faculty members’ perceptions of the QEP in a public doctoral university with highest research activity. Particularly, the study explored how faculty members perceive the role of the QEP in student learning and institutional effectiveness, the relevance of the QEP activities in student learning and institutional effectiveness, and how faculty members’ involvement with the accreditation process associated with their perceptions of the QEP. The study design was a qualitative single case study and data were collected from the Quality Enhancement Plan Questionnaire (QEPQ), face-to-face interviews, and documents. Findings revealed that faculty members perceived the QEP as an ambitious and important, necessity-driven process that is focused on globalization. Faculty members’ perceptions of the QEP’s role in institutional effectiveness included: (a) emphasizing the university identity, (b) increased reputation, (c) promoting international research collaboration, (d) bureaucracy, (e) cost-effectiveness, and (f) need for institutional conversation. In regards to their perceptions of the QEP’s role in student learning, faculty members believed that the QEP enhanced the curriculum and helped globally oriented students to compete in the workplace. The study findings also indicated that the QEP activities were relevant to student global experiences such as study abroad program and second language learning programs. Faculty members indicated that the QEP is more relevant to their focus on teaching and learning and that their involvement with the accreditation process contributed to a better awareness of the QEP. The findings from this study have implications for higher education quality practice and research.
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Hotchkiss, Shirley. "Humanity through leadership: Transforming our selves and realities by using research as a political intervention." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36567/1/36567_Digitised%20Thesis.pdf.
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In this thesis I report the processes and outcomes involved in using the concept of leadership to instigate research that is designed as a change intervention, so that the research simultaneously implements and investigates change. This work is located within a tradition of emancipatory research that recognises: that research is always already political; that knowledge is a human construction in which hierarchical relationships are reconstituted through complex social processes, and; that individuals can intervene to change these relationships by changing the ways they participate in these ongoing, participative processes.
Because my analysis of the concept of knowledge showed that it inhibits change, I instead identified and implemented alternative concepts and processes, with the purpose of 'research for humanity' rather than 'research for knowledge'. I taught a leadership change process called Re-evaluation Counselling as a way of enabling participants including myself to gain increased access to positive human qualities such as zest, clear thinking, love and co-operation.
In individual interviews with participants before and after completing the fortyhour Re-evaluation Counselling class series, participants provided data that revealed the impact of learning this leadership change process. Participants described the usefulness of this Re-evaluation Counselling change process in enabling them to change their lives in the ways they chose. Their assessments draw attention to the effectiveness of this systematic change process that often contravenes our 'knowledge', showing how the concept and content of knowledge can inhibit change.
Their reports of learning Re-evaluation Counselling also provide key information on change processes, and demonstrate the significance of leadership and relationships in enabling change. Through their relationships participants showed: that barriers are constructed on the basis of perceived differences such as age and gender; that these barriers can be removed, and; how to do this. Further, the application of new ways of thinking and behaving in their everyday lives enabled the integration of changes so that research participants then became leaders, change initiators for others. In doing this they demonstrated the redefinition of leadership as taking responsibility for selves in relationship with others. This project then also showed the ways research can initiate change processes that are ongoing and so will continue after the research is ended, a required feature in using research as a catalyst for widespread social change.
Participants clearly identified the implications of the widespread use of this change process as revolutionary. They assessed its application to people's everyday lives as transforming intimate and global hierarchical relationships to ones of mutuality.
One participant described these consequences as 'no more wars or famine because it takes the friction between people out'.
As researcher, participant, leader and teacher, I was central to the research process and so this report of the PhD project includes researching myself as simultaneous participant and observer. I used data from observations recorded from the beginning of the project to reveal some of the complexity of the change processes involved. My analysis of this data shows that research and research relationships can: enable the reconnection of disintegrated aspects of self, and; remove barriers among humans by adopting the powerful, radical approach of loving others as a key leadership quality.
In conclusion, in outlining the effectiveness of a systematic change method that is accessible, easy to use, and transformative of selves and others, this report identifies the processes involved in individuals changing themselves through relationships as a systematic method of global change. In doing this, I forge links between and among previous and current theory and practice of individual and social change, and show how research can initiate transformative changes that extend beyond the term of the project.
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Hess, Melinda Rae. "Effect sizes, signficance tests, and confidence intervals [electronic resource] : assessing the influence and impact of research reporting protocol and practice / by Melinda Rae Hess." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000148.
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Cheng, Ying-Hsueh. "Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840.
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Juralevičienė, Irena. "Sveikatos mokslų trečios pakopos studijų absolventų mokslinės ir profesinės veiklos raidos įvertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070803.115958-69251.
Full textAbstract:
Darbo tikslas – įvertinti medicinos ir visuomenės sveikatos mokslų doktorantūros absolventų profesinės ir mokslinės veiklos raidą.
Uždaviniai:
1. Atlikti doktorantų mokslinio produktyvumo per 4 studijų metus ir po studijų analizę.
2. Išanalizuoti medicinos ir visuomenės sveikatos mokslų daktarų įsitraukimą į mokslinę, studijų ir praktinę veiklą.
3. Įvertinti absolventų požiūrį į doktorantūrą ir profesinės karjeros galimybes.
Tyrimo metodika: Kauno medicinos universiteto medicinos ir visuomenės sveikatos doktorantūros studijų 2004, 2005, 2006 metų absolventų mokslinės ir profesinės veiklos raida vertinta analizuojant absolventų mokslinių publikacijų ir darbinės veiklos duomenis. Absolventų požiūrio į doktorantūrą ir profesinės karjeros galimybes vertinimui atlikta respondentų anketinė apklausa. Anketos atsako dažnis 82,6 proc. Duomenys apdoroti ir analizuoti naudojant MS Excel ir statistinio duomenų analizės paketo SPSS 12.0 versija.
Rezultatai. Doktorantai savo mokslinių tyrimų rezultatus publikuoja visų lygių mokslo leidiniuose, paskelbdami vidutiniškai 4,84 mokslinius straipsnius (0,3 MII straipsnio). Didžioji dauguma (82,5 proc.) mokslo daktarų lieka dirbti Kauno medicinos universitete ir jam priklausančiose institucijose, trys ketvirtadaliai (72,6 proc.) absolventų dirba mokslinį ir pedagoginį darbą. Dauguma doktorantų, pasirinkdami doktorantūros studijas, tikisi geresnių darbo perspektyvų, norėdami dirbti mokslinį darbą ir tęsti studijas. Doktorantūros studijų metu... [toliau žr. visą tekstą]Goal of the study – to evaluate the development of professional and research activities of doctoral graduates in medicine and public health. Objectives: 4. To perform the analysis of scientific productivity of doctoral students during and after the period of studies. 5. To analyze the involvement of PhD graduates in medicine and public health into research, practical and teaching activities. 6. To evaluate the attitude of graduates towards doctoral studies and their perspectives of professional career. Methods: The development of research and professional activity of doctoral graduates in 2004, 2005 and 2006 was evaluated analyzing data of their scientific publications and practical activities. The questionnaire was developed to evaluate the attitude of graduates towards their PhD studies and perspectives of professional career. Response rate was 82,6%. Data was analyzed using MS Excel and SPSS 12.0 software. Results. Doctoral students publish results of their research in scientific journals of all levels, publishing 4,84 publications in average. Majority of graduates (82,5%) stay employed in Kaunas University of Medicine and related institutions, 72,6% of respondents are involved in research and teaching. Most of doctoral students expect better perspectives for work while having the willingness to do research and continue the studies. During the period of studies they usually acquire experience in scientific research and the degree of PhD provides them with self-confidence... [to full text]
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yang, xiuyuan. "Examining the Cross-cultural Experience of Eight Chinese International EFL Students Studying STEM Disciplines in Doctoral Programs at a Large Public Research University." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3902.
Full textAbstract:
Chinese international students’ difficulties in adjusting to the U.S. classrooms has long been overlooked. They have been stereotyped as not experiencing any problems as a result of their excellence at all levels of education, which also implies that they have been succeeding at handling cross-cultural issues. Research which focuses on Chinese international students are usually generated in the area of second language learning or pedagogical methods, Chinese international students’ cross-cultural experience has not been fully explored. The present study was hence conducted to fill the literature gap. Its results could lead to an improvement of Chinese international EFL students’ studying abroad experience, as well as provide directions for possible future studies. The study investigated the research question: how does a group of eight Chinese international EFL students studying STEM disciplines in doctoral programs at a large public research university make meaning of their cross-cultural classrooms/lab setting experiences?
The study is a qualitative case study. Participants were recruited via purposeful snowball sampling. An interpersonal, semi-structured interview was used for data collection, and guidelines provided by Smith et al. (2009) were adopted for data analysis. The results show that all eight participants have been experiencing culture-shock since they arrived in the U.S., and they held many erroneous assumptions about studying in the U.S.. Their major difficulties were generated by adjusting to the U.S. classroom culture and using/understanding cultural English. Causes of their cross-cultural experience could be traced to differences between the Chinese and the U.S. curricula and pedagogical methods; and the teacher centered, textbook oriented teaching methods adopted in their Chinese schools for English teaching. Besides, since most of the participants were top students when they were in China, considering the demand for academic excellence in the Chinese culture, participants’ eagerness to maintain/obtain academic accomplishments severed the negative part of their cross-cultural experience.
On the basis of my findings, I recommend re-examining (and corresponding change) of the curricula, avoiding the expert blind spot while teaching, and a change in schools in China regarding its English teaching method. However, because this is a qualitative case study, when facing a different group of students (other than my participants), these suggestions should be applied selectively.