Academic literature on the topic 'Doctoral students – Attitudes'
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Journal articles on the topic "Doctoral students – Attitudes"
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Jacobbe, Tim. "Mathematics Education Doctoral Students’ Attitudes Toward Statistics." Journal of Education and Training Studies 10, no. 4 (September 16, 2022): 140. http://dx.doi.org/10.11114/jets.v10i4.5564.
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This study examines mathematics education doctoral students’ perspectives of statistics. Several studies have been conducted regarding undergraduate students’ attitudes toward statistics during their experiences in introductory statistics courses (e.g, Gal, Ginsburg, & Schau, 1997; Wise, 1985). Far fewer studies have been conducted regarding teachers’ attitudes toward statistics (e.g, Begg & Edwards, 1999; Greer & Ritson, 1994). One area of research that has not been explored concerns mathematics educators’ and mathematics teacher education faculty members’ attitudes toward statistics. This area of research is especially important given the impediments statistics educators have encountered when trying to increase the depth and quality of statistics education in the K-12 setting. Results show there is a need to emphasize statistics more broadly in the preparation of mathematics education doctoral students.
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Raji, Behnaz. "Examining Iranian Doctoral Students' Attitudes toward World Englishes." Journal of English Language Studies 5, no. 1 (March 31, 2020): 81. http://dx.doi.org/10.30870/jels.v5i1.7119.
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Syed Abdul Waheed, Dr. Nadia Gilani, and Saira Zafar. "Responding to Supervisory Feedback: Doctoral Students’ Understanding of Supervisors’ Attitudes and Improvement of the Feedback." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 18, 2021): 365–74. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(365-374).
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Pursuing doctoral studies after the commencement of the dissertation is exceptionally challenging. Doctoral students meet several times to seek feedback from their research supervisors, and they observe supervisory attitudes very closely. Responding to supervisory feedback is one of the challenges that must be addressed for qualifying the dissertation successfully. The present study aims at how doctoral students respond to the supervisory feedback and how the feedback can be improved because of participants’ perspectives on the feedback and supervisory behavior. Narrative research was employed for grasping a better understanding of participants’ understanding of supervisory feedback and attitudes. Thirteen doctoral students were approached through maximum variation purposive sampling who was pursuing a doctoral degree in various physical and social science disciplines in different semesters at public and private universities of the Punjab province in Pakistan. The data were collected through conversational interviews to examine the in-depth understanding of doctoral student’s storied experiences. The main themes emerged from the thematic analysis were; responding to the feedback, supervisory attitudes, and relationship and improving supervisory feedback. The emergent themes were described and interpreted through significant words, phrases, and statements of the participants. The study has implications for the improvement of supervisory feedback and bringing reforms in doctoral studies.
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Badulescu, Alina, and Daniel Badulescu. "Entrepreneurial Attitudes Among Romanian Doctoral Students: An Empirical Study." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 11–16. http://dx.doi.org/10.2478/cplbu-2014-0003.
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AbstractThe subject of entrepreneurial attitudes, orientation and potential of young students is one of great interest in approaching the way public policies can be designed in order to support and foster entrepreneurship among students. In addressing this need - with focus on doctoral students, and in the framework of other similar approaches in literature, we have conducted a survey in January 2012 and developed a sample-based study. The papers aims to present and defend the results of this study, by emphasizing Romanian doctoral students’ attitudes and facts concerning issues such as: entrepreneurial background, interest in entering entrepreneurship, on-going steps if any, factors and motivations driving the choice of an entrepreneurial career. There are also investigated some personal characteristics (age, gender, family status) in relation with entrepreneurial approaches and there are also presented concluding remarks and policy recommendations.
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Kluever, Raymond C. "Students' Attitudes Toward the Responsibilities and Barriers in Doctoral Study." New Directions for Higher Education 1997, no. 99 (1997): 47–56. http://dx.doi.org/10.1002/he.9904.
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Evans, Fred J., and Jack A. Fuller. "Understanding The Shortage Of Business Doctorates." Journal of Applied Business Research (JABR) 4, no. 1 (October 27, 2011): 37. http://dx.doi.org/10.19030/jabr.v4i1.6443.
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This study is an attempt to understand what there is about the business student and the business school curriculum that causes the relatively low doctoral production. With this in mind, the occupational and academic attitudes and values of MBA and doctoral students were compared. Based on the findings, some recommendations designed to enhance doctoral production are made.
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L. Orellana, Martha, Antònia Darder, Adolfina Pérez, and Jesús Salinas. "Improving Doctoral Success by Matching PhD Students with Supervisors." International Journal of Doctoral Studies 11 (2016): 087–103. http://dx.doi.org/10.28945/3404.
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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.
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W Richardson, Jayson, Marsha Carr, and Jeremy L. D. Watts. "A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad." International Journal of Doctoral Studies 15 (2020): 541–58. http://dx.doi.org/10.28945/4642.
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Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.
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Tao, Karen W., and Alberta M. Gloria. "Should I Stay or Should I Go? The Role of Impostorism in STEM Persistence." Psychology of Women Quarterly 43, no. 2 (October 15, 2018): 151–64. http://dx.doi.org/10.1177/0361684318802333.
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Impostor phenomenon or “impostorism” refers to the experience of high-achieving individuals (particularly women) who, despite being successful, attribute their accomplishments to luck, and fear being exposed as frauds. In the current study, we examined the association between impostorism and graduate student self-efficacy, perceptions of the research-training environment, and attitudes toward academic persistence of 224 women completing a science, technology, engineering, and mathematics (STEM)-related doctoral degree. As hypothesized, participants who identified more strongly with impostor characteristics reported a lower sense of self-efficacy, more negative views of their academic context, and more pessimistic outlooks toward attaining their doctorate. However, results from a multiple mediation analysis revealed that women’s levels of self-efficacy and perceptions of their doctoral environment accounted for the effects of impostorism on their attitudes about academic persistence. Also, the relation between impostorism and persistence attitudes strengthened as numerical representation of women in a STEM program increased. Results illuminate the potential role STEM departments can have on students’ persistence by developing early opportunities for research collaborations and fostering an early sense of accomplishment. Parents and teachers might also draw from our findings to develop strategies to inoculate younger students from the insidious effects of gender-based stereotypes. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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Abbott, Daisy. "Digital Curation and Doctoral Research." International Journal of Digital Curation 10, no. 1 (January 30, 2015): 1–17. http://dx.doi.org/10.2218/ijdc.v10i1.328.
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This article considers digital curation in doctoral study and the role of the doctoral supervisor and institution in facilitating students’ acquisition of digital curation skills, including some of the potentially problematic expectations of the supervisory relationship with regards to digital curation. Research took the form of an analysis of the current digital curation training landscape, focussing on doctoral study and supervision. This was followed by a survey (n=116) investigating attitudes towards importance, expertise, and responsibilities regarding digital curation. This research confirms that digital curation is considered to be very important within doctoral study but that doctoral supervisors and particularly students consider themselves to be largely unskilled at curation tasks. It provides a detailed picture of curation activity within doctoral study and identifies the areas of most concern. A detailed analysis demonstrates that most of the responsibility for curation is thought to lie with students and that institutions are perceived to have very low responsibility and that individuals tend to over-assign responsibility to themselves. Finally, the research identifies which types of support system for curation are most used and makes suggestions for ways in which students, supervisors, institutions, and others can effectively and efficiently address problematic areas and improve digital curation within doctoral study.
Dissertations / Theses on the topic "Doctoral students – Attitudes"
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Can, Gulfidan. "A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/227.
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The purpose of this study was to investigate social science doctoral students' perceptions and attitudes toward different characteristics of written feedback and written feedback providers for their academic writing. Moreover, it aimed to provide an explanatory model to describe the relationships between these perceptions and attitudes, students' revision decisions, and other potentially relevant factors in their written feedback practices. The investigation was informed by two theoretical frameworks: principles of instructional design and conditions of learning, and situated learning and communities of practice.
The study used a mixed methods approach in which qualitative data collection and analysis was followed by quantitative data collection and analysis. The main purpose of the qualitative phase was to develop a background to build a questionnaire to be used in the quantitative phase. The qualitative data were collected through interviews with 15 participants. Grounded theory data analysis methods were adapted in the qualitative analysis of the data. The quantitative data were collected through a questionnaire with 276 participants in two large mountain west public universities. Descriptive and multivariate correlational data analyses were employed for the analysis of the quantitative data.
The results of this study provided descriptive information on doctoral students' preferences for different types of written feedback and their perceptions and attitudes toward different characteristics of written feedback providers. Moreover, the structural equation modeling (SEM) analysis results showed that that there are several factors in the feedback practices of the doctoral students that have significant influences on some other factors in these feedback practices. An eight-factor model was developed constituting the following factors: (a) attitudes toward critical/negative written feedback, (b) motivations for academic writing, (c) perceptions of opportunities to write academic papers with faculty members in the department, (d) attitudes toward asking and searching for written feedback for academic papers, (e) attitudes toward feedback providers' willingness and time to give feedback when asking for written feedback, (f) attitudes toward feedback providers' personality when asking for written feedback, (g) revision decisions considering the external issues while examining the written feedback, and (h) revision decisions considering the written feedback characteristics and the need for the revisions while examining the written feedback.
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Grissom, Mary Anne. "Attrition After Successful Completion of Doctoral Qualifying Examinations: An Analysis of Characteristics and Attitudes of Doctoral Graduates and Non-Graduates." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331847/.
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The purpose of this study was to determine whether differences exist between characteristics and attitudes of graduates and those of non-graduates of doctoral programs in education. The subjects were the 256 students who had successfully completed the qualifying examinations in the College of Education at North Texas State University during the years of 1978 through 1980. Although the data findings from this study are too numerous to list within the restrictions of this abstract, the most notable findings include that (1) 74.2 per cent had graduated; (2) graduates were more likely to have selected the dissertation topic before the qualifying examinations; (3) graduates rated personal motivation higher than did non-graduates; and (4) there were no significant differences in Graduate Record Examination scores (verbal, quantitative, or total) between graduates and non-graduates. Among the conclusions drawn from this study are that (1) the process of going through a doctoral program discourages the less serious students before they reach the qualifying examinations and (2) graduates have high personal motivation and receive high support for dissertation efforts from many segments of life (spouse, family, friends, major professor, and doctoral committee). The recommendations drawn from this study are for (1) further research into the personal motivation of the candidate, (2) further research as to the effect of the candidate's attitudes toward and grades for courses in research and statistics, (3) universities to maintain records that allow for determination of completion rates of doctoral students and to consider these rates in the evaluation of doctoral programs, and (4) graduate faculty to encourage doctoral students to give serious consideration to possible dissertation topics early in their graduate programs.
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Olivier, G. J. "Non-native English speaking online doctoral students' attitudes, perceptions and actions in response to written feedback." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3006023/.
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Background. Previous research on written feedback has taken place mainly in campus-based settings. Written feedback to Non-Native English speaking Online Doctoral students is under-researched. Aim. The purpose of this study is to explore the attitudes, perceptions and actions of Non-Native English Speaking (NNES) Online Doctoral students toward the written feedback that they receive from their Native English Speaking (NES) doctoral research supervisors. This research will address questions about these students’ attitudes and perceptions regarding written feedback and the feedback providers. Furthermore, the investigation’s research findings point towards practical application by doctoral research supervisors. The Social Presence, Transactional Distance and Second Language Activity theories frame the interpretation of the findings. Sample. 100 online doctoral students completed the online survey of which 41 completed enough of the survey to be included in the study and 10 telephonic or Skype interviews were conducted. The survey respondents lived on different continents and represented seventeen distinct first languages, namely Afrikaans; Arabic; Chinese; Croatian; Dutch; French; German; Italian; Malay; Malayalam; Mandarin; Portuguese; Romanian; Russian; Spanish; Swedish; and Turkish. Method. A survey preceded and informed the 10 individual semi-structured interviews. An exploratory sequential, mixed methodological approach was used to develop an understanding of the main themes related to what NNES online doctoral students do with written feedback. Findings. This study focuses on the intersection of the online modality with the language issues encountered by NNES online doctoral students as opposed to campus-based NNES doctoral students or NES online doctoral students. The focus of this study is not a comparison between campus-based and online NNES and NES students but is intended to reflect upon issues that will promote the use of written feedback to improve the NNES online doctoral students learning experience. This study found that while NNES online doctoral students share many of the experiences of NNES campus-based students and NES online doctoral students, the combination of online and language issues compound the NNES online doctoral students’ ability to make good use of the written feedback that they receive. This combination of online and NNES has significant implications for policy, institutional guidance and practice.
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Hamilton, Rachel Ann. "Educating Across Difference: Underrepresented Groups, Graduate Program Integration, and Persistence-Related Attitudes among Clinical Psychology Doctoral Students." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1249026598.
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Chan, Kwok-wai. "Exploratory study of teacher education students' epistemological beliefs and the relation with their personal theories about teaching and learning." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36619/1/36619_Digitised%20Thesis.pdf.
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This thesis explored the epistemological beliefs of the Hong Kong teacher education students and the relation with their personal theories about teaching and learning. The study also attempted to investigate whether the epistemological beliefs and the personal theories held by the teacher education students were related to the cultural context, gender and fields of study. As well, a theoretical framework on beliefs structure and system was proposed to seek to clarify the concern of Pajares (1992) about the "mess" of teachers' beliefs and to address the issues raised by Hofer and Pintrich ( 1997) in their review of the area. The proposed nature and structure of epistemological beliefs in the framework also aimed to account for different findings identified in this study from those of Schommer ( 1990) and other researchers.
The study began by the application of Schommer's 63-item epistemological questionnaire. Analysis of the responses from about 300 student teachers in Hong Kong cast doubt on the reliability and validity of the scale and also on the general applicability of the scale across cultural groups to measure epistemological beliefs. Therefore, a specifically adapted version of this instrument containing 30 items was developed for the Hong Kong context through repeated processes of item identification, exploratory factor analysis, tests of consistency, follow up interviews with respondents and item clarification with about 300 different students for each trial. The adapted version of scale was validated by confirmatory factor analysis indicating a satisfactory fit of model. A similar process was undertaken to develop a scale to investigate personal theories about teaching and learning.
The study identified four epistemological belief dimensions within the Hong Kong teacher education students, viz. Fixed/Innate Ability, Authority/Expert Knowledge, Certainty Knowledge and Leaming Effort/Process. Multivariate analysis such as MANOVA indicated there were no significant statistical differences in the epistemological beliefs of the student teachers with their gender, age and electives groups except the course they were enrolled in (Chinese and English Courses).
Multivariate analysis showed that the personal theories of the Hong Kong student teachers comprised two dimensions: Traditional and Constructivist Conceptions. Using these two dimensions the individual belief profile of each student could be constructed. Each student's belief structure could be represented by the scores on each dimension.
MANOVA study of personal theories with demographic variables yielded similar results to that of epistemological beliefs. The significant differences in student teachers' epistemological beliefs and personal theories between the Chinese and English Course may be explained in terms of the different exposure to western educational thoughts and practice of expatriate/western scholars who were appointed as lecturers for the English Course. Opportunity was also sought in the discussion of the results to clarify some of the misperception held by westerners toward the learning approaches/behaviour of the Chinese (Hong Kong) students.
Canonical Correlation analysis indicated that three epistemological beliefs dimensions, viz. Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge were related to the Traditional conception about teaching and learning.
The other dimension, Leaming Process/Effort was related to the Constructivist Conception. The identified relations could be accounted for in terms of the interaction of the traditional Chinese Confucianism culture and the increasing influence of western thoughts and philosophy on the teenagers and adolescents.
Hong Kong is unique in that the majority of the population (over 95%) is Chinese, and yet, it has been a British colony for over 100 years. Subsequently, the people in Hong Kong are subject to the impact of both the traditional Chinese-Confucian heritage culture as well as western thoughts and philosophy. The influences of western culture on the teenagers and adolescents are ever increasing, weakening the traditional Confucian-heritage culture and this may account for some of the unexpected results and misperception held by western educators/scholars toward the behaviour, thoughts and beliefs of the Hong Kong students. The interaction of both traditional Chinese culture and western philosophies in Hong Kong may explain why there are a variation of beliefs and conceptions about teaching/learning within the Hong Kong teacher education students.
This exploratory study is the beginning, as a springboard for studies to follow. The instrument for measuring epistemological beliefs is still developing, creating opportunities for tapping the hidden beliefs constructs which are recognized to be difficult tasks by many researchers. Nevertheless, this study contributes to the understanding of student teachers learning how to teach through investigating teachers' thoughts and beliefs which is now agreed by teacher educators to be a powerful and influential factor in determining the classroom behaviour and practice of teachers (both preservice and in-service). The results also facilitate curriculum development of teacher education courses/programmes to make use of epistemological beliefs as a possible way to promote professional growth and development of teacher education students, subsequently enhancing teacher efficacy and quality of teaching/learning, an aim which is pursued by all teacher educators and institutes. Following this study, there will be many alternatives to study teachers' beliefs and other aspects as suggested by the author, which leads to a fuller understanding of the student teachers' process of learning to teach and comparable application studies to different cultures and context.
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Costin, Victoria A. "Conceptions of 'history' held by a group of seventeen-year-old students in a Queensland school." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36613/1/36613_Digitised%20Thesis.pdf.
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This study began as a teacher's search for greater understanding about history. It was triggered by a cluster of concerns about the discipline of history, the role of history in Australian society, and a sense of confusion about the current role of history. After nearly thirty years of enjoyable involvement in history, why was it that I was now more confused than ever about the nature of history? Within what I perceived as my 'middle Australia' social context there appears to be a 'big picture' view of history that has become more complex and fragmented.
Both professional and research literature on 'history' and history education reflects a wide and complex range of concerns and issues: with many different meanings being ascribed to 'history'. In particular, over the past forty years academic debate and discussion has illuminated many complex and problematic philosophical, epistemological, ontological and ideological aspects to the processes, outcomes and social purposes ascribed to discourses of history. Had students at school also constructed a similarly complex range of understandings about 'history'? If so, what were they and did they have any links to the issues evident in the hotly contested academic debates about 'history'? The research focus of this study emerged: what conceptions of the phenomenon of 'history' had been constructed by a group of Year Twelve students in a Queensland school.
The site chosen for the study was the researcher's professional 'home territory': a coeducational independent Christian School, with a humble self-image, and whose students (over 800) may be regarded as representing the wide social context of Queensland's 'middle Australia'. Over a two-year period, a group of twenty-two participants was selected from those who had volunteered, to be involved in an open and discursive interview process. The resultant open, frank and often startling conversations about 'history', 'the past' and Australian society were recorded, transcribed and analysed.
The research orientation of phenomenography was chosen because it provided a means of discovering and constructing the range of different understandings and awarenesses that were held about the phenomenon of 'history'. The outcome of this study was the construction of an Outcome Space, which provides a 'map' of the collectively held awarenesses about the phenomenon of 'history'. Central to the construction of this Outcome Space was the discovery and identification of the different variant conceptions that emerged from the participants' verbalised understandings. The different images creating these conceptions were then constructed into Eight Categories of Description.
The construction of these two outcomes gives new insights into a number of aspects of understanding the phenomenon of 'history'. Individually the eight different Categories of Description illuminate a complex range of possible understandings held about the phenomenon of 'history': conceptions that resonate with the awarenesses evident in academic literature. For history educators the Outcome Space suggests a simple reference framework to use in discussion, and exploration, of the complex concerns and issues about the phenomenon of 'history'. In the classroom, this framework could be used to help students explore and understand the socially constructed awarenesses of the phenomenon of 'history' that they have and that may influence their academic performance. For the wider context of Australian society the conceptions of these young Australians highlight some issues in need of intense reflection and discussion.
The decline in support for the critical milieu of academic History, is paradoxically paralleled by an increasing interest in issues relating to 'heritage', 'remembrance', 'the past', 'memory', written and oral interpretations of 'history' in both the Australian media and the Australian political arena. As Queensland historian and educator, Professor Reynolds comments: events outside the academy reaffirm the moral authority and political potency of history. While it has always been used by the rich and powerful, it is a weapon within the reach of the poor, the oppressed and the disregarded (Reynolds, 1998:84).
Reflection on the participants' emotional and cognitive awarenesses about the phenomenon of 'history', raise to a critical point the need to address the question: Who will construct the interpretations of Australia's 'past' and 'history' that will educate the present generation, about past generations, in order to empower future generations?
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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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Eastman, Earl M. "Perceptions of graduates of four doctoral programs in adult education concerning ethical decision making." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117125.
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The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed.Department of Educational Leadership
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Dunn, Sandra V. "The relationship between the clinical learning environment and the clinical problem solving ability and confidence of undergraduate nursing students." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36670/1/36670_Digitised%20Thesis.pdf.
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Within nursing, there is a strong demand for high quality, cost effective clinical education experiences which facilitate student learning in the clinical setting. The concept of learning environment has been well accepted in the educational literature (Bloom, 1964; Fraser, 1986; Keeves, 1972) but is relatively new to nursing education. Bloom (1964) has described the educational environment as "providing a network of forces of factors which surround, engulf, and play on the individual" (p. 187). The learning environment has been repeatedly shown to strongly influence learning outcomes (Bloom, 1964; Fraser, 1986; Hart, 1992; Keeves, 1972; Orton, 1981 ). For the purposes of this study, the clinical learning environment was defined as "those factors within the clinical setting which interact dynamically with each other and the student to influence the learning of the student within that setting".
This study was framed in an interactive model based in educational psychology. The aim of this study was to explore the clinical learning environment and the effects of this environment on student learning outcomes, specifically the clinical problem solving ability and confidence of undergraduate nursing students. A multiple methods research design was used, integrating quantitative and qualitative methods with triangulation (confirmatory) and complementary (completeness) intents (Breitmayer, Ayres, & Knafl, 1993; Greene, Caracelli, & Graham, 1989).
Four quantitative instruments were used during data collection. The Clinical Learning Environment Scale (CLES) was used to collect quantitative data on the clinical learning environment and a videotaped patient simulation, the Clinical Performance Appraisal Tool, and the Problem Solving Inventory were used to assess students' clinical problem solving ability and confidence. Focus group interviews were conducted to explore students' perceptions of the clinical learning environment and their own problem solving ability.
This study investigated students' perceptions of their clinical learning environment, identifying those factors which influence these perceptions. The items forming the CLES subscale "staff-student relationships" and the qualitative category "attitudes" highlighted the major influence of the clinical nursing staff on the students' perceptions of the clinical learning environment. They described the importance the students attached to the willingness of the staff to accept students, to engage in a teaching relationship, and to provide access to the clinical experiences the students required for optimum learning. The Clinical Nurse Consultant was seen to play a pivotal role in establishing and maintaining the clinical learning environment, and in influencing the attitudes of the entire ward. The data described the CNC's influence on valuing the student as a learner and participating in the students' teaching and learning. Patient relationships also formed a key characteristic of the clinical learning environment. Positive learning environments were perceived to place a high priority on meeting the needs of each individual patient. The attitude with which the staff approached patient care often seemed to reflect their attitudes towards the students. Student satisfaction was consistently identified as the most reliable index of clinical learning environment. The results of the study indicated that student satisfaction was both a cause and effect of a positive learning environment. A productive, stimulating, and supportive environment created more satisfied students, and more satisfied students facilitated the achievement of a more effective clinical learning environment. The data indicated that the ability to meet goals and achieve optimum outcomes for the multiple participants in a clinical setting was best created in a ward which was not bound by hierarchy and ritual, but responsive to the changing needs of the participants.
The year of the nursing program in which the student was enrolled, structure and public or private sector setting of the clinical venue, ward size, and ward specialty were significantly related to aspects of the students' perceptions of the clinical learning environment and their problem solving attributes. The CLES factors "staff-student relationships" and "patient relationships" were shown to be weakly predictive of clinical problem solving ability and confidence (p <.05). Interview data corroborated this view, highlighting the importance of interpersonal relationships and structured problem solving opportunities in development of student clinical problem solving ability and confidence. In an environment where students were encouraged to practise clinical problem solving but felt assured they would not be allowed to do any harm, they were best able to develop the clinical problem solving ability and confidence so essential to effective nursing practice.
The results of this study may assist nurse educators to identify and measure factors within the clinical learning environment which influence student learning outcomes. The Clinical Learning Environment Scale provides the educator with a valid and reliable instrument to evaluate effectively relevant factors in the clinical learning environment, direct resources to areas where improvement may be required, and nurture those areas functioning well. The appropriate implementation of recommendations from this study may assist in the application of resources in a cost effective, efficient, productive manner, and will ensure the clinical learning environment best facilitates the development of clinical problem solving ability and confidence in undergraduate nursing students.
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Tindle, Lily E. "An evaluation of the impact of an educational video on university students' knowledge and attitudes concerning consumption of alcohol during pregnancy." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36573/1/36573_Digitised%20Thesis.pdf.
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The aim of this study was to evaluate the effectiveness of an educational video on the foetal alcohol syndrome, for increasing knowledge, changing attitudes and predicted behaviour regarding the consumption of alcohol, during and whilst planning pregnancy. It was anticipated that the video might be suitable for health education purposes amongst university students and ultimately for use in the general community, to influence and promote behaviour change. It was hypothesised that the video might influence participants' attitude toward the consumption of alcohol during and when planning pregnancy, would influence predicted drinking behaviour and would increase knowledge about the danger of alcohol to the unborn. Control and experimental groups of both male and female university students from a range of different faculties, were surveyed by means of a questionnaire in both a pilot and a main study. The experimental group was shown the educational video on the foetal alcohol syndrome. The control group in the main study was shown an entertaining video on alcohol consumption. The control group in the pilot study was not shown a video. In the main study both control and experimental groups were given preand post-video questionnaires and were followed up one month later in the main study, and six weeks in the pilot, with the same questionnaire. Focus groups were held in the main study to obtain qualitative data to enrich the quantitative component. The results of both the pilot and the main study, suggested that subjects in both groups increased their knowledge and awareness about alcohol in pregnancy. There was an increase in the numbers of experimental subjects who increased their knowledge and perceived knowledge about the foetal alcohol syndrome and who changed both attitude and predicted drinking behaviour immediately after seeing the target video and at one month or six weeks follow-up, suggesting that the video had been effective as an educational tool. The possible implications of this study for the Australian community are discussed and recommendations for further action are an integral part of the work.
Books on the topic "Doctoral students – Attitudes"
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Waring, Marilyn, and Kate Kearins. Thesis survivor stories: Practical advice on getting through your PhD or Masters thesis. Auckland: AUT Media, 2011.
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The unruly PhD: Doubts, detours, departures, and other success stories. New York, NY: Palgrave Macmillan, 2014.
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La persistance au doctorat: Une histoire de sens. Sainte-Foy, Québec: Presses de l'Université du Québec, 1996.
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Bourdages, Louise. La persistance aux études supérieures: Le cas du doctorat. Sainte-Foy: Presses de l'Université du Québec, 2001.
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Peabody, Rebecca. Unruly PhD. Palgrave Macmillan, 2014.
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The educational decision-making path to the doctorate in career education for midlife women. 1993.
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Rosen, David H., and Uyen B. Hoang. The Nature of the Healing Process. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190628871.003.0007.
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This chapter examines the nature of the healing process. Healing is an intrinsic activity in all natural systems that comprise known tangibles of scientific healthcare in the broadest sense coupled with intangibles such as compassion, empathy, hope, and meaning. Three patients trying to heal are discussed. Opportunities for a healing partnership were missed because of the doctors’ narrow view of a biomedical perspective. Medical students who uphold broad-minded, humanistic attitudes are the first to detect something awry, and as reflected in this chapter, are so often at the vanguard expressing their ideals. Intangibles that make up such humanistic attitudes are embedded in the essence of medicine, although they may not fit neatly in the systems hierarchy and should not be rejected because there is so much yet to be understood. Healing can occur even where there is no cure.
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Rosen, David H., and Uyen Hoang. Patient Centered Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190628871.001.0001.
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Patient-Centered Medicine: A Human Experience emphasizes the health professional’s role in caring for patients as unique individuals by focusing on patients’ psychological and social realities as well as their biological needs. The text concerns itself with caring for the whole patient, and outlines the basic principles (acceptance, empathy, conceptualization, and competence) involved in developing a biopsychosocial approach to medical practice. This is a volume of guidelines to help you to develop and master the following: basic attitudes (awareness, disorganization, and reorganization) and interviewing skills; the realization that the experience of illness depends on the person, challenges of illness, coping, problem patients, the nature of the healing process, touching, healing and the biopsychosocial model, medicine’s existential quest, and desiderata. According to Andrew Weil, MD, “Patient-Centered Medicine: A Human Experience is a timely and welcome publication …. Integrative medicine also emphasizes the importance of the practitioner–patient relationship in the healing process…. Medical students and doctors in training will find it especially useful” (Foreword, this edition) According to Norman Cousins, “[this is] a book filled with compassion and insight … attach the highest value to your science… it is our respect for the human soul that determines the worth of our science” (Foreword, 1st edition).
Book chapters on the topic "Doctoral students – Attitudes"
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Benbassat, Jochanan. "Doctor–Patient Relations." In Teaching Professional Attitudes and Basic Clinical Skills to Medical Students, 47–53. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20089-7_6.
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Benbassat, Jochanan. "Barriers to Doctor–Patient Communication." In Teaching Professional Attitudes and Basic Clinical Skills to Medical Students, 55–59. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20089-7_7.
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Varnava-Marouchou, Despina, and Mark A. Minott. "Experiences of an Online Doctoral Course in Teacher Education." In Cases on Professional Distance Education Degree Programs and Practices, 28–48. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch002.
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This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.
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Varnava-Marouchou, Despina, and Mark A. Minott. "Experiences of an Online Doctoral Course in Teacher Education." In Online Course Management, 1550–65. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch081.
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This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.
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Li, Zhuo, and Chu-Chuan Chiu. "Doctoral Students’ Attitudes and Beliefs toward Blended Learning in an English as a Foreign Language (EFL) Writing Course." In Digital Language Learning and Teaching, 52–66. Routledge, 2017. http://dx.doi.org/10.4324/9781315523293-5.
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Wooddell, Victor, and Kalman J. Kaplan. "Effect of the Doctor on College Students’ Attitudes Toward Physician-Assisted Suicide." In Right to Die Versus Sacredness of Life, 43–60. Routledge, 2019. http://dx.doi.org/10.4324/9781315223780-5.
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Kelly, Laura. "‘This Feminine Invasion of Medicine’: Women in Irish Medical Schools, c.1880–1945." In Irish Medical Education and Student Culture, c.1850-1950. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940599.003.0007.
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This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical students at Irish institutions had largely positive educational experiences and were treated in a paternalistic and supportive manner by their professors and fellow students, in contrast with their counterparts in Britain. However, in spite of this, it is clear that Victorian arguments against women studying medicine prevailed. In the student press, female medical students were presented as the ‘other’ and characterised as studious, bookish, cold, defeminised or alternately as obsessed or unconcerned with their appearances. It is clear, that although women and men were largely educated together for all subjects, with the exception of anatomy dissections, that women occupied a separate social sphere from the male students. Drawing on student magazines, Irish doctors’ memoirs, newspapers and the minute books of medical student societies, this chapter evaluates attitudes to women studying medicine and the educational and extra-curricular experiences of these women and how they fitted in within a very masculine sphere. In addition, this chapter will also explore women’s day-to-day student lives and the challenges they faced in pursuit of their education.
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Jánvári, Zsuzsanna. "Teaching descriptive statistics, developing statistical literacy – Results of a pilot study." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht, 235–46. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.14.
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Descriptive statistics is being taught in secondary education for 15 years in Hungary. Despite the short time elapsed, as the results of the intermediate level Mathematics school-leaving exams present, statistics is a popular and successful topic. My supervisor examined this topic in detail in his doctoral dissertation (Csapodi 2017). My main interest and focus are on the conceptual knowledge of students, in the sense of how statistics knowledge becoming part of their knowledge network. What kind of competences do these students need and what kind of competences do statistics develop? Can they compare sets of data? Do they become critical regarding the results of the given task and find the results questionable? Are they simply able to argue? Do students dare to question the relevance of the calculated values in a task or accept statistical results as something conclusive? In this paper I refer to the pilot study, which was the first step of my research plan. 111 students 12th grade from my secondary school were involved in the study. My main purpose was to get an insight into the mentioned issues. This pilot research consists of a worksheet for students (5 exercises) and an attitude test for their teachers (experiences, attitude, own results, opinion about the students' worksheet). I’d like to share the results of the first summing up of this research. Classification: K10, K40 Keywords: Comprehensive works on stochastics, the teaching of stochastics, descriptive statistics, statistical data handling, graphical methods of data representation, data analysis
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Gierczak, Sylwia Katarzyna. "O przejawach braku szacunku na podstawie wypowiedzi ankietowych lubelskich studentów / Apie nepagarbos apraiškas Liublino studentų anketinių apklausų pagrindu." In Wartości w językowym obrazie świata Litwinów i Polaków 3 / Vertybės lietuvių ir lenkų kalbų pasaulėvaizdyje 3, 177–93. Ksiegarnia Akademicka Publishing, 2022. http://dx.doi.org/10.12797/9788381388030.11.
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The aim of the present paper is a partial overview of the results of a survey conducted on a group of 100 students of five Lublin universities (UMCS, KUL, UP, UM and PL). The respondents included people of both sexes (men and women) who were students in both science and humanities. All respondents were asked the required question, according to the ASA Lublin survey format: “What – in your view – is the essence of true esteem?”. The applied methodology thus remains in compliance with the approach adopted in the report Język – wartości – polityka. Zmiany rozumienia nazw wartości w okresie transformacji ustrojowej w Polsce (“Language, Values, Politics. Evolution of the Understanding of Names of Values during the System Transformation in Poland”) published under the direction of Jerzy Bartmiński (JWP 2006). A series of additional questions were posed, in accordance with the suggestion that there is no impediment for individual researchers to pose questions other than the one required for all participants. The survey respondents were thus asked i.a.: “What – in your view – indicates lack of esteem?”. Interpretation of their responses to this question is the focus of the present paper, which continues the research carried out as part of doctoral dissertation. Based on the data obtained from the students of Lublin universities, it can be concluded that esteem has a profoundly social dimension, since the social aspect (S) had the highest percentage of occurrence: 75.49%. Second, third and fourth positions were held by psychosocial (A), ethical (E) and psychological (P) aspects, respectively. The lowest frequency of 0.49% was noted ex aequo for existential (B) and physicalpsychosocial aspects (FPS). The most commonly named indications of lack of esteem translate into the following descriptor characteristics: (1) lack of manners, i.e. “improper” / “inappropriate” behaviour toward others and inappropriate attitude toward objects / symbols (S) – 26.47%; (2) disrespect / disregard of others and / or their creations (S) – 11.27%, and (3) infringing on or depriving others of dignity (S) – 8.82%.
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Sudakov, Oleg Valerievich, and Dmitrii Valerievich Sudakov. "Izuchenie otnosheniia studentov meditsinskogo vuza k uchebnomu protsessu v "distantsionnyi" i "postdistantsionnyi" periody." In Psychological and Pedagogical Issues of Modern Education. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-101560.
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The article is devoted to the study of the attitude of medical students to the educational process in the “remote” and “post-remote” periods. The topic of the article is extremely relevant in view of the fact that only recently yet another period of distance learning in universities has ended, due to the unfavorable epidemiological situation caused by the new coronavirus infection COVID-19. In addition, the study can also be considered relevant in view of the fact that the practical part of the educational process was relatively “weakly expressed” during the period of “distance learning” at a medical university, and now, during the period of “post-distance” learning, there is a need to catch up on the development of practical skills, which certainly should be carried out taking into account their need for mastering the curriculum and, in some cases, the wishes of students. The objects of the study were 300 students of a medical university: 100 2nd year students of the Faculty of Dentistry (Group 1), 100 3rd year students of the Faculty of Medicine (Group 2), 100 students of the 6th year of the Faculty of Medicine (Group 3). The study was based on an anonymous survey that touched upon the general questions of the attitude of future doctors to the practical and theoretical parts of the integrated learning process at the university. In addition, general satisfaction was studied with the practical and theoretical part during the period of classical, traditional education and during distance learning. An interesting component of this study was the study of student attendance at practical and theoretical classes, both during full-time education, and during periods of distance and post-distance learning. The data obtained are of interest to teachers of various departments of a medical university, as well as to head teachers of departments, since the data presented can help plan the educational process more effectively.
Conference papers on the topic "Doctoral students – Attitudes"
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Jankovič, Michal. "Attitudes of a Selected Group of Consumers to Car Electrification." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.216-225.
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"In order to achieve the EU's goal of climate neutrality by 2050, in line with the objectives of the Paris Agreement, the EU must increase its ambitions for the coming decade and update its climate and energy policy framework. To this end, the European Council endorses the EU's binding 2030 domestic reduction of greenhouse gas emissions by at least 55% compared to 1990." These are the conclusions of the European Council from December 2020. As part of EU action, it calls on car makers to increase the share of electric cars by reducing quotas for maximum CO2 emissions. Our article deals with the causes and factors that prompted these steps and examines the attitude of the selected group to these steps.
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Godino, Juan, Carmen Batanero, and Ramón Gutiérrez Jaimez. "The statistical consultancy workshop as a pedagogical tool." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00502.
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In this article we present and analyse the results of three related experimental studies: (1) the use of statistics in a sample of mathematics education doctoral theses in Spain; (2) the attitudes towards data analysis and statistical consultancy by doctoral students in education; (3) the future statistics consultants perception of their competence for consultancy work. We also describe a project aimed to implement two didactical devices, which would improve the researchers' attitudes and use of statistics and the future consultants' competence. This project would serve to link together prospective consultants and clients within a Statistical Consultancy Unit at the Faculty of Education.
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Mileva, Eleonora, and Vladimir Chernev. "ATTITUDE OF YOUNG PEOPLE IN BULGARIA TO ACADEMIC DISHONESTY BEHAVIOR." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/113.
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ABSTRACT Academic dishonesty refers to committing or contributing to dishonest acts by those engaged in teaching, learning, research, and related academic activities, and it concerns not just students, but everyone in the academic environment. Academic dishonesty could take many forms, which could be broadly classified as cheating, plagiarism, falsification, and sabotage. Academic dishonesty could have very negative effects on higher education. Consequently, it could cause serious problems unless specialists utilize measures to detect and prevent it. Students’ attitudes are a major factor influencing academic dishonesty. The aim of the research was to study the attitude of young people in Bulgaria toward academic dishonesty behavior. The subjects of the study were 299 Bachelor’s, Master’s, and Doctoral degree students from different Bulgarian universities. 203 (67,9%) respondents were female and 96 (32.1%) were male. The main method used was the Academic Dishonesty Scale (Bolin, 2004). It consisted of 10 items to measure engagement in academically dishonest behavior. Cronbach’s Alpha, factor and variation analysis, Mann-Whitney, and Kruskal-Wal-lis criteria were used for statistical data processing. The test showed very good internal consistency (Cronbach’s Alpha = .907). The analysis of the results established a relatively low level of attitudes toward academic dishonesty behavior of the young people in the country. The sex indicator revealed differences in the individual items of the test (Mann-Whitney test, p < .05). Attitudes toward dishonest academic behavior among students at Bulgarian universities were not clearly expressed. It should be noted that the study involved students from different types of universities and this determined the specifics of the results obtained.
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Dykes, Laura. "Academic aspirations: An analysis of the influence of doctoral advisors and Maryland's Alliance for Graduate Education and the Professoriate (AGEP) on Graduate students' attitudes regarding careers in academia." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350556.
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Laššu, Cyril. "How the Covid-19 Pandemic Influences Risk Tolerance Over Lifetime." In EDAMBA 2021 : 24th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. University of Economics in Bratislava, 2022. http://dx.doi.org/10.53465/edamba.2021.9788022549301.277-285.
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An individual´s attitude to risk is relatively stable throughout one’s lifetime, but individual risk tolerance changes over time. How much it changes regarding financial decision-making primarily depends on individual risk preferences, but can also be influenced by exogenous shocks like a pandemic. The ongoing Covid-19 pandemic is a good example: It has created a tremendous uncertainty globally, resulting in, e. g., emotional reactions at the stock market, many missed job opportunities in the labor market, and many damaged business opportunities.
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"Mental Health Stigma among Medical Students & Residents; University of Jordan & JUH Experience." In International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/dwll6480.
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Background: Mental Health includes our emotional, psychological, and social well-being. Mental health problems are seen among healthcare workers, particularly physicians & medical students, who are exposed to a high level of stress at their study & work. Despite the perception of medical students and doctors of the importance of mental health, they have low levels of help seeking for their own psychiatric problems. Fear of exposure to stigmatisation is a crucial contributing barrier to accessing mental health services. Objectives: This study aims to assess stigmatizing attitudes towards mental health and its prevalence among medical students and residents in the University of Jordan and Jordan University Hospital. Method: This is a cross-sectional, questionnaire-based study, where an electronic questionnaire (Google-form) was distributed, and 801 responses were received back. Data then were analysed using the SPSS software. Mental Illness Clinicians' Attitudes (MICA) Scale is used. MICA Scale is a short, self-administered instrument developed to assess attitudes about psychiatry and people with mental illness. Results: The total number of students participated in our survey was 801 medical students. Most of them were females and the mean age was 21.67 ± 2.26. The mean MICA score of the participants was 45.23 ± 9.59. Males had significantly higher MICA scores compared to females (P-value=0.000). Also, students who take medications for mental disease, students who said they would seek professional help if they needed it, students who lived with someone with mental disease, and students who currently have a close friend with mental disorder had significantly lower MICA scores compared to their counterparts (P-value<0.050). Moreover, students who their household income was higher and students who their father educational level was higher had significantly higher MICA score than their counterparts. Conclusion: Higher MICA score indicates more stigmatization attitude for patients with mental disorder. Males had significantly higher MICA scores compared to females. Keywords: Mental Health, Medicine, Medical Students, Residents, Jordan.
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Davidova, Jelena, and Irena Kokina. "Study environment in the context of HEI study quality assurance: Case study at Daugavpils University (Latvia)." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9047.
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In recent years the system of higher education quality assurance has undergone several essential changes: a greater emphasis is being laid on the qualification framework, on student-centered learning and study results, the development of the teaching staff, active students’ participation in the assessment of the study process. The given study is oriented towards studying students’ opinions about the quality assurance of a study process at Daugavpils University (DU), Latvia. The participants of this study were 60 students from 12 master and doctoral study programs at Daugavpils University. The analysis of structured interviews with the students made it possible to identify the typical characteristic features of DU internal quality assessment. The research showed that students assess highly lecturers’ personal qualities (attitude to their profession, personal interest in students’ success, empathy, striving for cooperation) and their professional qualities (knowledge of the subject, didactic and communicative competence, and ability to get the feedback from students as well). To promote the cooperation between the students and the academic staff of DU, it is useful to practice trans-disciplinary out-of-study forms, which contribute to a deeper understanding of the study content, of topicalities in global education and possibilities of synergetic thinking in cooperation with students and lecturers. Keywords: quality assurance, higher education institution
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Cordero-Díaz, MA, and MP González-Amarante. "HUMANISM IN TIMES OF PANDEMIC: ONLINE CLINICAL SIMULATION FOR THE DEVELOPMENT OF ETHICAL COMPETENCIES." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7113.
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The SARS-COV2 health contingency and the cessation of face-to-face activities has motivated multiple educational innovations for distance teaching. Medical schools are particularly defied because of the need for clinical training, however simulation offers opportunities to achieve continuity. A clinical simulation exercise was redesigned and transformed to an online synchronic simulation via Zoom. The participating groups of medical students (n=53) were in the Bioethics and Clinical Bioethics courses, adjunct to their Pediatrics and Obstetrics and Gynecology (ObGyn) clerkships in June 2020. Two simulated clinical cases were performed via Zoom, followed by a debriefing session. Later, an online survey was applied to the participants to know their perception and experience with this new version, considering they had experienced the original face-toface simulation on the alternate clerkship the prior trimester. A mixed method approach was used to analyze the responses. The results showed that the virtual format was very effective, 72% considered it very similar to the original version. The exercise revealed high emotional commitment, allowing students to develop their socio-emotional skills. Student reactions were categorized and coded as emotions triggered by a) their performance as professionals, b) those related directly to the patient’s emotions and situation, which showed significant gender differences, and c) students' anxiety related to the academic exercise itself, the least found. The fact that the clinical component was restructured due to the remote format may have helped in focusing on the preponderance of emotional, communication and relational aspects of the patient-doctor relationship. Also, most students identified the exercise was meaningful in approaching bioethics contents, including end-of-life decisions in patient care, and informed consent. In conclusion, the online clinical simulation activity proved effective in integrating professionalism outcomes that encompass ethical knowledge, skills and attitudes that prepare medical students for their professional role, along with the debriefing reinforcing insightful learning integration. Keywords: educational innovation, higher education, clinical simulation, humanism, ethics
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Knott, C., J. King, J. Smith, C. Fertleman, P. Winyard, J. Poisson, and S. Sharma. "080 The impact of a summer school on medical student and foundation doctors attitudes to careers in paediatrics." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.80.
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Knott, C., J. King, J. Smith, H. Boyf, J. Poisson, S. Sharma, and P. Winyard. "G632(P) How a tertiary children’s hospital summer school influences attitudes to careers in paediatrics amongst medical student and foundation doctors." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.611.
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