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.
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Wu, Liyun, and Marilyn W. Lewis. "The Peer Assisted Teaching Model for Undergraduate Research at a HBCU." Journal of Education and Learning 7, no. 2 (December 21, 2017): 50. http://dx.doi.org/10.5539/jel.v7n2p50.
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Despite wide application of research skills in higher education, undergraduate students reported research and computer anxiety, and low association between research and their professional goals. This study aims to assess whether peer-assisted mentoring programs would promote positive changes in undergraduates’ attitudes toward research. Using a quasi-experimental one-group, pretest-posttest research design, the study assessed changes in attitudes by having doctoral candidates mentor undergraduate students during a summer statistics camp. Findings from paired-samples t-test indicated that students became familiar with the twelve statistical concepts upon completion, gained more positive affect related to statistics and an increase in their positive attitude about statistical skills, whereas they had lower scores prior to it. Notwithstanding the small sample size, these data indicate that including a peer assisted statistics camp in the academic curriculum would be beneficial for undergraduate students and increase their knowledge about research and statistics.
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Cayley, Rachael. "Understanding Supervisory Practices: Commonalities and Differences in Ways of Working with Doctoral Writers." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (April 29, 2020): 1–18. http://dx.doi.org/10.31468/cjsdwr.775.
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Thesis supervision is a crucial aspect of the doctoral writing experience. While scholarly attention to both doctoral writing and supervisory dynamics is increasing, supervisory support of doctoral students as novice academic writers is still an under-investigated topic. Not having a clear understanding of the way supervisors treat writing gives insufficient insight into a crucial aspect of the doctoral experience. To counter this lack of information about supervision as it pertains to writing, I conducted interviews with seven supervisors who were identified by their doctoral students as a good supervisor of writing. In this paper, I will discuss the practices that unified and those that distinguished these supervisors in their role as supporters of doctoral writing. The supervisors interviewed expressed similar ideas in three areas: reflexivity about academic writing; awareness of variability among doctoral writers; and acceptance of the profound challenges facing doctoral writers. In three other key areas, the supervisors expressed significant differences: attitudes towards the appropriate degree of supervisory support; commitment to writing support as professional development; and facilitation of peer mentoring. These patterns of commonality and difference suggest that good supervisory writing support may allow for significant variations while still drawing upon crucial shared precepts.
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Volchenkova, K. N. "Flipped Classroom for Doctoral Students: Evaluating the Effectivness." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 94–103. http://dx.doi.org/10.31992/0869-3617-2019-28-5-94-103.
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The demand of Industry 4.0 for creative researchers able to adopt to the changing world and think out of the box puts forward the question of education technologies used to prepare such specialists. Though many new education technologies have appeared recently their effectiveness has not yet been proved to be introduced into tertiary education in a large scale. The author presents the evidence for the flipped classroom technology effectiveness. The paper describes the rationale and content of the doctoral program course “English for Research Purposes” delivered using flipped classroom approach. The course was piloted in September-May, 2017/2018 academic year with 197 doctoral students participating. Both quantitative and qualitative evaluation of the flipped classroom was made. Direct education outcomes (students’ scores at the end of the course and attendance rates) and indirect education outcomes (students’ attitudes, perceptions, and feelings towards the course; students’ empowerment and development in the course) were measured using analysis of variance with repeated measures and Likert Scale surveys. The results showed that a general increase in students’ ratings of the effectiveness of the flipped classroom elements was observed during the course, the students’ scores increased 11,3% in comparison with the results of the 2016/2017 academic year where a traditional approach was used. The results of the research can be used to modernize the education process of doctoral students’ training based on flipped classroom technology both at the universities ofRussian Federationand at foreign universities.
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Stevens, Samantha M., Peter M. Ruberton, Joshua M. Smyth, Geoffrey L. Cohen, Valerie Purdie Greenaway, and Jonathan E. Cook. "A latent class analysis approach to the identification of doctoral students at risk of attrition." PLOS ONE 18, no. 1 (January 13, 2023): e0280325. http://dx.doi.org/10.1371/journal.pone.0280325.
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To advance understanding of doctoral student experiences and the high attrition rates among Science, Technology, Engineering, and Mathematics (STEM) doctoral students, we developed and examined the psychological profiles of different types of doctoral students. We used latent class analysis on self-reported psychological data relevant to psychological threat from 1,081 incoming doctoral students across three universities and found that the best-fitting model delineated four threat classes: Lowest Threat, Nonchalant, Engaged/Worried, and Highest Threat. These classes were associated with characteristics measured at the beginning of students’ first semester of graduate school that may influence attrition risk, including differences in academic preparation (e.g., amount of research experience), self-evaluations and perceived fit (e.g., sense of belonging), attitudes towards graduate school and academia (e.g., strength of motivation), and interpersonal relations (e.g., perceived social support). Lowest Threat students tended to report the most positive characteristics and Highest Threat students the most negative characteristics, whereas the results for Nonchalant and Engaged/Worried students were more mixed. Ultimately, we suggest that Engaged/Worried and Highest Threat students are at relatively high risk of attrition. Moreover, the demographic distributions of profiles differed, with members of groups more likely to face social identity threat (e.g., women) being overrepresented in a higher threat profile (i.e., Engaged/Worried students) and underrepresented in lower threat profiles (i.e., Lowest Threat and Nonchalant students). We conclude that doctoral students meaningfully vary in their psychological threat at the beginning of graduate study and suggest that these differences may portend divergent outcomes.
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Yektatalab, S. "An Assessment of the Assertiveness among Students of Jahrom University of Medical Sciences." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70971-x.
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Introduction:One of the most important attitudes which can affect personal, professional and social operation of individual, especially medical students is assertiveness.Material and methods:The samples of this research consist of 412 students of Jahrom University who are studying in Doctoral, Nursing, Technician of operation room and technician of Narcosis. Ratus Assertiveness test was used for gathering data.Results:The score of assertiveness was between 73/8-173.82.3% of students were unassertive and 17/7% was assertive. The highest rate of assertiveness was observed in the students of Narcosis (121.44±19.19) and the lowest rate was seen among doctoral students (113.30±14.64).Conclusion:The results reveal the prevalence of unassertiveness in the students of Jahrom University. The low assertiveness score in the male students is clear. Also students whose fathers are highly educated and also students who have better economic situation, have higher score.
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Hauss, Kalle, Marc Kaulisch, and Jakob Tesch. "Against all odds: determinants of doctoral candidates’ intention to enter academia in Germany." International Journal for Researcher Development 6, no. 2 (November 9, 2015): 122–43. http://dx.doi.org/10.1108/ijrd-07-2014-0015.
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Purpose – The purpose of this paper is to focus on doctoral students in Germany and the drivers behind their intention to enter an academic career. The aspirations of young researchers after graduating from doctoral training have become an important issue to policymakers in light of the changing nature of doctoral training. Design/methodology/approach – Borrowing from Ajzen’s Theory of Planned Behavior, we investigate how attitudes towards a career in academia, subjective norms and perceived behavioral control determine graduates’ intentions to pursue an academic career. We extend the model of Ajzen by measurements of research and training conditions in order to estimate the impact of organizational settings. We analyze a sample of 5,770 doctoral candidates from eight universities and three funding organizations. Findings – We find that apart from attitudes towards careers, academic career intentions are related to research and training conditions at the organizational level. Further, we find that large differences within the field of study and affiliation to a university or funding organization provide substantial explanations. Originality/value – This paper explores doctoral candidates’ academic career intentions which are an important precondition for the propagation of academic staff. For developers and practitioners in the field of doctoral training, our results yield a good understanding of the relationship between organizational settings at the level of doctoral training and career intentions.
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Bennett, Andrew A., Kevin D. Lo, Adam Pervez, Terry A. Nelson, Kenneth Mullane, Matthew Farrell, Samuel Wilson, Mallory Decker, and Emily K. Tarr. "Exploring business doctoral students attitudes, training, and use of classroom experiential learning activities." International Journal of Management Education 19, no. 2 (July 2021): 100493. http://dx.doi.org/10.1016/j.ijme.2021.100493.
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Huiling, Ma, and Lilliati Ismail. "Exploring International Post-Graduate Students’ Speaking Experiences in an English as a Medium of Instruction (EMI) Context." International Journal of Learning, Teaching and Educational Research 21, no. 9 (September 30, 2022): 1–16. http://dx.doi.org/10.26803/ijlter.21.9.1.
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This study aims to explore the practice of English as a medium of instruction (EMI) in Malaysia by investigating the experiences of international students enrolled in doctoral programs at the university level. In addition, the study provides an in-depth insight into the students’ attitudes, the challenges they face, and the factors that influence academic English speaking. The authors also examine the implications of enhancing English as a Foreign Language (EFL) within the international post-graduate students’ academic English-speaking experience in the Malaysian EMI context. This study adopted a qualitative approach. Data were collected using semi-structured interviews with 16 international doctoral students enrolled in various doctoral programs at a university in Malaysia. Data were coded and categorized according to themes using the NVIVO 12 software. The results show that there is a variety of challenges faced by the students in academic English speaking in an EMI context. Factors influencing their academic speaking include their past experiences and willingness to communicate. The study also suggests that lecturers should know that code-switching between English and Malay may impact international students’ understanding and involvement in class.
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Alblaihed, Munthir. "An Investigation Into Postgraduate Students’ Knowledge of and Attitude Towards Using E-learning Platform." International Journal of Education and Information Technologies 14 (January 28, 2021): 162–71. http://dx.doi.org/10.46300/9109.2020.14.19.
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The study aimed to identify the relationship between students' knowledge and their attitudes towards using the e-learning platform. As well as to identify the possibility of predicting students' trend towards using the e-learning platform based on their knowledge of using it, their study status (campus/ distance learning), their gender, and their first language. The questionnaires were prepared to measure two main structures, students' knowledge of using the e-learning platform and their attitude towards it. The study sample included students attending a master's and doctoral as part of the British university course process. The sample consisted of 48 students (total students in this course), 29 students on campus (60%), and 19 students in distance learning (40%). The results revealed no correlation between students' knowledge and their attitudes towards using the learning platform. The existence of a positive trend towards the use of the e-learning platform among students registered through the e-learning platform more than the students registered on the university campus, the absence of statistically significant differences attributed to the effect of gender, based on their first language, in terms of predicting students' knowledge and their tendency towards using E-learning platform based on variables (status, gender and first language). It was found that the students' condition is an indicator of the situation that may indicate further study to investigate new factors that may affect students' knowledge and their attitude towards using the e-learning platform.
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J. Hish, Alexander, Gabriela A. Nagy, Caitlin M. Fang, Lisalynn Kelley, Christopher V. Nicchitta, Kafui Dzirasa, and M. Zachary Rosenthal. "Acceptability and Perceived Effectiveness of Approaches to Support Biomedical Doctoral Student Wellness: One Size Doesn’t Fit All." International Journal of Doctoral Studies 15 (2020): 653–84. http://dx.doi.org/10.28945/4669.
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Aim/Purpose: National and international survey studies have begun to identify heightened levels of depression, anxiety, and burnout among doctoral students. Nevertheless, little research has been done to evaluate which interventions may support doctoral student wellness. Background: To guide future interventions research, this study evaluated perceptions of the acceptability and effectiveness of wellness approaches among biomedical doctoral students. Methodology: In this study, 69 biomedical doctoral students were sampled from a research institution in the southeastern United States. Participants completed a structured psychiatric diagnostic interview and self-report questionnaires. Questionnaires assessed participants’ beliefs about the acceptability and effectiveness of 36 wellness approaches in reducing burnout symptoms and depression symptoms, and the participants’ attitudes towards psychological services. Contribution: This study demonstrates that approaches to support biomedical doctoral student wellness should be tailored according to a student’s history of problems with mental health. Findings: Among candidate approaches, those involving spending time socializing with friends and family were rated most favorably by the entire sample. However, participants with high burnout or depression symptoms negatively evaluated approaches involving social engagement. Participants with high burnout symptoms or a history of psychological diagnoses or treatment rated individual therapy more favorably. Recommendations for Practitioners: Social engagement is highly valued by biomedical doctoral students, above and beyond institution-based wellness resources. University administrators should prioritize interventions favored by students struggling with symptoms of burnout and mental health problems, especially individual therapy. Recommendation for Researchers: Randomized trials should be conducted to assess the effectiveness in reducing problems with mental health of the approaches rated favorably, particularly those involving social engagement. Studies should investigate facilitators and barriers to approaches rated highly likely to be effective, but not acceptable, including peer support groups and individual therapy. Impact on Society: In the interest of preventing attrition from biomedical doctoral programs and promoting the wellness and success of future scientists, it is important to develop training programs sensitive to the mental health needs of their students. This study provides important insights guiding next steps in intervention testing and implementation to support biomedical doctoral students. Future Research: Future studies should validate the findings in this study with large internationally representative samples of students across various fields of doctoral study. Future intervention studies should include rigorous evaluation of facilitators and barriers for approaches rated favorably in this study.
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Lumsden, Ernest A., Joseph H. Grosslight, Edward H. Loveland, and John E. Williams. "Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings." Teaching of Psychology 15, no. 1 (February 1988): 5–9. http://dx.doi.org/10.1207/s15328023top1501_1.
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This article reports a survey of 447 graduate psychology programs in the United States and Canada concerning preparation of graduate students for classroom teaching and supervising the work of others in applied and research settings. Attitudes toward the appropriateness of preparation in each of these three areas of teaching is reported, as well as what is being done in regard to each. Data are grouped by level of degree program in which such training is provided (i.e., doctoral, master's within master's/ doctoral, or masters-only programs). Exemplars are provided as useful models for programs wishing to develop a more systematic approach to preparing their students for classroom teaching. Also, references are cited for guiding the development of training for teaching in the classroom and supervision in applied settings.
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Urazhok, T. V. "Postgraduates’ attitude towards postgraduate education and scientific and lecturing activity." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 57–64. http://dx.doi.org/10.20339/am.01-21.057.
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Analyzed is the problem, connected with the fact, that scientific community has long been concerned about effectiveness of the system of postgraduate education. It has changed a lot in recent years. Today’s PhD graduates do not have enough classical training; they need to acquire a broader set of skills required for their future research activity beyond the academy. In this regard, PhD graduates have not considered their employment in the scientific field as a whole since the 2000s. Thus some areas of training programs have been massed, which has led to the depreciation of the academic degree. Since 2014, the Russian postgraduate training system has been functioning as the third level of higher education being the integration of educational and research components. Changes have led to the fact that doctoral programs have become more pedagogically oriented, preparing the future candidate of Sciences to work in higher and secondary education. At the moment, the graduation level is approximately 12% of the total number of graduate doctorate students. The percentage of doctoral graduates’ completion has continued to decline steadily since 2014. The article deals with the postgraduates` attitudes towards postgraduate education and scientific and teaching activity.
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Can, Gulfidan, and Andrew Walker. "A Model for Doctoral Students’ Perceptions and Attitudes Toward Written Feedback for Academic Writing." Research in Higher Education 52, no. 5 (December 4, 2010): 508–36. http://dx.doi.org/10.1007/s11162-010-9204-1.
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Petr Balog, Kornelija, Boris Badurina, and Jadranka Lisek. "Information Behavior of Electrical Engineering and Computing Doctoral Students and Their Perception of the Academic Library’s Role: A Case Study in Croatia." Libri 68, no. 1 (March 26, 2018): 13–32. http://dx.doi.org/10.1515/libri-2017-0017.
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Abstract Th aim of the paper is to present findings of a study on information sources and information behavior of doctoral students at the Faculty of Electrical Engineering and Computing at the University of Zagreb, Croatia. The study also looked into student perceptions of the role of the academic library and their attitudes toward it as a legitimate partner in the research process, as doctoral students are required to publish the results of their doctoral research in high-ranking peer-reviewed journals during their course of study. However, they rarely use the library and its services; the study was undertaken with the intent to obtain insight into the students’ information behavior as well as needs and reasons for overlooking the library as a relevant partner in their research process. The online survey was conducted on a sample of 138 postgraduate students, with semi-structured interviews with five postgraduate students also conducted. The findings show a dominant student orientation towards online sources such as online databases and Google Scholar. Students tend to overlook the library as a relevant information source but have positive attitudes toward librarians (their knowledge, skills and courtesy). The library needs to become more active in promoting its services and, especially in the domain of postgraduate education, needs to be regarded as a necessary location for any serious research work, where librarians are regarded as cooperating partners in the research process. There were a few limitations of the study: respondents were unwilling to dedicate their time to this research and therefore the interviews were too short to examine the topics discussed in-depth, while the sample was extremely homogeneous, making the results only in part transferable to other contexts.
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Stevahn, Laurie, Jeffrey B Anderson, and Tana L Hasart. "Community-Based Research (CBR) in the Education Doctorate: Lessons Learned and Promising Practices." International Journal of Doctoral Studies 11 (2016): 441–65. http://dx.doi.org/10.28945/3620.
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Community-based research (CBR) is an advanced form of academic service-learning through which university students, faculty, and community organizations collaborate to conduct inquiry projects aimed at producing social change. Despite its potential for advancing learning in graduate studies, little research exists on CBR implementations or outcomes in doctoral programs. This study examined the effectiveness of integrating CBR into an educational leadership doctorate across three consecutive cohorts in which students worked in teams to conduct CBR projects, each in partnership with a community organization pursuing a social justice initiative. A mixed-methods developmental case study design produced quantitative and qualitative data on students’ perceived effectiveness of cooperative/collaborative interaction and team decision making in CBR, experience with and learning from CBR in the education doctorate, and development of CBR competencies. Triangulated results overall revealed students’ (a) positive attitudes toward CBR, (b) enhanced understanding of and commitment to CBR and how to conduct it, (c) expanded understanding and application of technical research skills, (d) growth in coopera-tive/collaborative and conflict resolution skills, and (e) development of leadership project management skills. These findings may assist faculty in planning innovative, authentic, applied, professional training in the education doctorate capable of advancing students’ graduate inquiry skills while also enhancing competencies for successful leadership in the field.
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O McGee, Ebony, Dara E Naphan-Kingery, Faheemah N Mustafaa, Stacey Houston, Portia Botchway, and Jeremy Lynch. "Turned Off from an Academic Career: Engineering and Computing Doctoral Students and the Reasons for Their Dissuasion." International Journal of Doctoral Studies 14 (2019): 277–305. http://dx.doi.org/10.28945/4250.
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Aim/Purpose: We sought to understand factors that dissuade engineering and computing doctoral students in the United States from pursuing a career in the professoriate. Background: Many PhD students start the doctoral process excited about the possibility of becoming a professor. After a few years of doctoral education, however, many become less interested in academic careers or even come to loathe the idea of a faculty position. Methodology: Participants in a larger study (N = 744) completed a comprehensive survey about their educational experiences and career aspirations. This study focused on a subset of these respondents (n = 147), who indicated they did not want to pursue faculty positions and explained their reasoning with a brief open-ended response. We coded these open-ended responses. Contribution: We found a general lack of interest in the professoriate and disgust over the associated pressure-filled norms and culture; this aversion is the article’s focus. Respondents were critical of institutional norms that emphasize research (e.g., stress related to grant writing, publishing, and promotion as junior faculty) and described their own experiences as PhD students. Findings: Findings support rethinking the outdated faculty model and interchanging it with healthier and more holistic approaches. Recommendations for Practitioners: These approaches might include advocating for and emphasizing the contributions of research, teaching, and professional excellence as well as removing the secrecy and toxicity of tenure and promotion that discourage individuals from becoming the next generation of engineering and computing educators and knowledge makers. Recommendation for Researchers: Future researchers should explore in greater depth the extent to which junior faculty’s experiences in the professoriate influence doctoral students’ and postdoctoral scholars’ attitudes toward working in academia. To the extent that this is the case, researchers should then explore ways of improving faculty experiences, in addition to improving doctoral students’ experiences that are unrelated to their socialization. Impact on Society: Having a deeper understanding of the reasons why some doctoral engineering and computing students are uninterested in the professoriate is critical for removing barriers toward becoming faculty. Future Research: Researchers should explore the factors that would improve doctoral students’ perceptions of the professoriate, and better understand how they might disproportionately affect members of historically underrepresented groups.
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Ha Choi, Yoon, Jana Bouwma-Gearhart, and Grant Ermis. "Doctoral Students’ Identity Development as Scholars in the Education Sciences: Literature Review and Implications." International Journal of Doctoral Studies 16 (2021): 089–125. http://dx.doi.org/10.28945/4687.
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Aim/Purpose: The purpose of this paper is to offer a systematic review of empirical literature examining doctoral students’ identity development as scholars in the education sciences. We frame our analysis through a constructivist sociocultural perspective to organize our findings and discuss implications for multiple actors and components that constitute the system of doctoral education, with doctoral students as the central actors of the system. Background: Despite increasing interest in the professional identity development of postsecondary students via their experiences in educational programs, relatively little is known about how doctoral students develop their identity as professionals who engage in scholarship. We focus specifically on the experiences of education sciences doctoral students, given their unique experiences (e.g., typically older in age, more professional experiences prior to starting doctoral program) and the potential of education sciences doctoral programs contributing to the diversification of academia and future generations of students and scholars. Methodology: Our systematic literature search process entailed reviewing the titles, abstracts, and methods sections of the first 1,000 records yielded via a Google Scholar search. This process, combined with backwards and forwards citation snowballing, yielded a total of 62 articles, which were read in their entirety. These 62 articles were further reduced to 36 final articles, which were coded according to an inductively created codebook. Based on themes derived from our coding process, we organized our findings according to a framework that illuminates individual identity development in relation to a larger activity system. Contribution: This systematic review presents the current body of scholarship regarding the identity development of education sciences doctoral students via a constructivist sociocultural framework. We contribute to the study of doctoral education and education research more broadly by focusing on an area that has received relatively little attention. A focus on the identity development of doctoral students pursuing the education sciences is warranted given the field’s promise for preparing a diverse group of future educators and education scholars. Furthermore, this analysis broadens the conversation regarding scholarship on this topic as we present doctoral student identity development as occurring at the intersection of student, faculty, program, disciplinary, institutional, and larger sociocultural contexts, rather than as individualized and local endeavors. Findings: Looking across our reviewed articles, identity as scholar emerged as recognition by self and others of possessing and exhibiting adequate levels of competence, confidence, autonomy, and agency with respect to scholarly activities, products, and communities. Students often experience tensions on their journey towards becoming and being scholars, in contending with multiple identities (e.g., student, professional) and due to the perceived mismatch between students’ idealized notion of scholar and what is attainable for them. Tensions may serve as catalysts for development of identity as scholar for students, especially when student agency is supported via formal and less ubiquitous subsidiary experiences of students’ doctoral programs. Recommendations for Practitioners: We recommend that actors within the broader system of doctoral student identity development (e.g., doctoral students, faculty, organizational/institutional leaders) explicitly acknowledge students’ identity development and intentionally incorporate opportunities for reflection and growth as part of the doctoral curriculum, rather than assume that identity development occurs “naturally.” In this paper, we provide specific recommendations for different stakeholders. Recommendation for Researchers: Our literature review focused on studies that examined the identity development of doctoral students in the education sciences. We recommend further discipline-specific research and synthesis of such research to uncover similarities and differences across various disciplines and contexts. Impact on Society: Doctoral students have the potential to become and lead future generations of educators and scholars. Taking a sociocultural and system-level approach regarding the successful identity development of doctoral students is necessary to better support and cultivate a diverse group of future scholars who are well-equipped to lead innovations and solve problems both within and outside academia. Future Research: Possible areas of future research include focusing on the experiences of students who leave their programs prior to completion (and thus not developing their identity as scholars), investigating specific knowledge, skills, and attitudes associated with activities that studies have claimed contribute to identity development, and examining phenomena or traits that are seen as more biologically determined and less modifiable (e.g., attention-deficit/hyperactivity disorder, dyslexia, and mental health differences) in relation to doctoral students’ identity development. Finally, we recommend that future research should look into the underlying norms and nuances of ontological, epistemological, and methodological roots of programs and disciplines as part of the “story” of developing identity as scholar. Norms, and related philosophical underpinnings of typical doctoral education (and the tasks these translate into) were not explored in the reviewed literature.
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Velasquez Vasconez, Pedro Alexander, Wendy Teresa Abregu Olarte, and Priscila Fortes. "University community attitudes to the use of genetic editing." Quaestum 2 (July 9, 2021): 1–9. http://dx.doi.org/10.22167/2675-441x-20210546.
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Genetic editing has many applications in all areas of society but it can also have unpredictable consequences. The objective of this research was to study the attitudes of the university community to the use of genetic editing in agricultural, environment, health and improvement of the human species. Students completed an online questionnaire written in three languages such as English, Spanish and Portuguese, which was made available in nine countries. Knowledge of words associated with the genetic editing technique increases with the level of education of the students. Doctoral students showed greater support for genetic editing in humans. There is a high degree of acceptance for genome modification techniques for purposes such as consumption, industry or health (~70%). While it had a great rejection (78%) to the genetic intervention for the improvement of physical or cognitive characteristics. Most student’s express that the government should regulate and invest in research on genetic editing. Most students are optimistic or slightly optimistic about advances in this technology, especially for the benefit of health and the agricultural sector. This research provides an overview of students’ opinion of the genetic editing and serves as a basis for future studies.
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Arndt, Theresa S. "Doctoral Students in New Zealand Have Low Awareness of Institutional Repository Existence, but Positive Attitudes Toward Open Access Publication of Their Work." Evidence Based Library and Information Practice 7, no. 4 (December 11, 2012): 119. http://dx.doi.org/10.18438/b8qw4r.
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Objective – To investigate doctoral students' knowledge of and attitudes toward open access models of scholarly communication and institutional repositories, and to examine their willingness to comply with a mandatory institutional repository (IR) submission policy.
Design – Mixed method, sequential exploratory design.
Setting – A large, multi-campus New Zealand university that mandates IR deposit of doctoral theses.
Subjects – Two doctoral students from each of four university colleges were interviewed. All 901 doctoral students were subsequently sent a survey, with 251 responding.
Methods – Semi-structured interviews with eight subjects selected by purposive sampling, followed by a survey sent to all doctoral students. The authors used NVivo 8 for analysis of interview data, along with a two-phase approach to coding. First, they analyzed transcripts from semi-structured interviews line-by-line to identify themes. In the second phase, authors employed focused coding to analyze the most common themes and to merge or drop peripheral themes. Themes were mapped against Rogers' diffusion of innovation theory and social exchange theory constructs to aid interpretation. The results were used to develop a survey with a fixed set of response choices. Authors then analyzed survey results using Excel and SurveyMonkey, first as a single data set and then by discipline.
Main Results – The authors found that general awareness of open access was high (62%), and overall support for open access publication was 86.3%. Awareness of IRs as a general concept was much lower at 48%. Those subject to a mandatory IR deposit policy for doctoral theses overwhelmingly indicated willingness to comply (92.6%), as did those matriculating prior to the policy (83.3%), although only 77.3% of all respondents agreed that deposit should be mandatory. Only 17.6% of respondents had deposited their own work in an IR, while 31.7% reported directly accessing a repository for research. The greatest perceived benefits of IR participation were removal of cost for readers, ease of sharing research, increased exposure and citing of one's work, and professional networking. The greatest perceived risks were plagiarism, loss of ability to publish elsewhere, and less prestige relative to traditional publication. The reason most given for selecting a specific publication outlet was recommendation of a doctoral supervisor. Disciplinary differences in responses were not sizable.
For additional interpretation, the authors applied Rogers’s diffusion of innovations theory to determine the extent to which IRs are effective innovations. The authors posit that repositories will become a more widely adopted innovations as awareness of IRs in general increases, and through increased awareness that IR content is discoverable through major search engines such as Google Scholar, thus improving usability and increasing dissemination of research. Using the social exchange theory framework, the authors found that respondents’ expressed willingness to deposit their work in IRs demonstrated altruistic motives for sharing their research freely with others, appreciation for the reciprocity of gaining access to others’ research, and awareness of the potential direct reward of having their work cited more often.
Conclusion – Authors identified that lack of awareness, rather than resistance to deposit, as the main barrier to IR depository participation. Major benefits perceived for participating included the public good of knowledge sharing and increased exposure for one’s work. Concerns included copyright and plagiarism issues. These findings have implications for communication and marketing campaigns to promote doctoral students' deposit of their work in institutional repositories. While respondents reported low direct use of IRs for conducting research, the vast majority reported using Google Scholar, and so may have unknowingly accessed open access repository content. This finding suggests that attention be given to enhanced metadata for optimizing discoverability of IR content through general search engines.
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Sloane, Stephanie, Anna-Sigrid Keck, Janet M. Liechty, Barbara H. Fiese, and Sharon M. Donovan. "Assessment of Students' Transdisciplinary Attitudes and Behaviors From the Beginning to Midway Through Doctoral Training." Journal of Nutrition Education and Behavior 50, no. 7 (July 2018): S153. http://dx.doi.org/10.1016/j.jneb.2018.04.186.
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Ünver, Gülsen, and Bünyamin Yurdakul. "Developing reflective thinking through theory-practice connection." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (December 25, 2019): 77–102. http://dx.doi.org/10.14527/pegegog.2020.004.
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The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants’ attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.
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Feldman, David, Phyllis A. Gordon, Michael J. White, and Christopher Weber. "The Effects of People-First Language and Demographic Variables on Beliefs, Attitudes and Behavioral Intentions Toward People with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 3 (September 1, 2002): 18–25. http://dx.doi.org/10.1891/0047-2220.33.3.18.
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The effects of people-first language usage and demographic variables on beliefs, attitudes and behavioral intentions toward people with disabilities were investigated. Participants included 351 undergraduate minors, masters, and doctoral level students in counseling psychology at a state university located in the Midwest. Study participants provided demographic information, produced a writing sample concerning a hypothetical client who has a disability, and completed the Attitudes Toward Disabled Persons Scale (ATOP) and the Beliefs and Behavioral Intentions Scale (BABI). The BABI examined beliefs and behavioral intentions across three dimensions; sexuality, quality of life potential, and professional personal social distance. Analysis of the writing samples indicated that only a minority of participants used people-first language consistently. A series of ANOVAs were conducted comparing people-first language usage and scores on both the ATOP and BABI scales. Although the results were mixed, language usage appears to affect the attitude and behavioral intentions towards persons with disabilities.
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Zhang, Jingyuan, David Ray Miranda, and Yan Ping Xin. "Disability Awareness Program for Young Children: A Community Service-Learning Program at Preschool and Elementary School." Purdue Journal of Service-Learning and International Engagement 9, no. 1 (2022): 33–38. http://dx.doi.org/10.5703/1288284317393.
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Individuals with disabilities account for 26% of Americans and 14% of public education students. This minority group may not only deal with physical and/or mental impairments but also negative societal misunderstandings and attitudes that may lead to decreased friendships and increased social exclusion. Awareness and knowledge about disabilities can play a role in changing people’s attitudes towards disabilities and aid in creating a more positive and inclusive environment. Researchers have found that disability awareness programs in schools can positively teach young children to build positive attitudes about disabilities. In our program, a group of doctoral students helped young children in a local preschool and an elementary school to learn about disabilities through age-appropriate activities. This program collaborated with community partners to design, modify, and decide on activities for each age group. This program was delivered to 80 young children between the ages of two to Seven. Feedback from both schools showed that students gained a better understanding of disability and how to appropriately interact with people with disabilities.
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Muluk, Safrul, Zamzami Zainuddin, and Syarifah Dahliana. "Flipping an IELTS Writing Course: Investigating its impacts on students’ performance and their attitudes." Studies in English Language and Education 9, no. 2 (May 23, 2022): 591–612. http://dx.doi.org/10.24815/siele.v9i2.23314.
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The technology-enhanced instructional approach has been proven to stimulate active learning and advance the teaching-learning process. The flipped classroom (FC) instructional method, an instructional technology part of blended learning, has gained remarkable popularity in recent years due to its promising and positive impacts on different aspects of students’ learning process (motivation, engagement, academic performance, independent learning). In the current study, an explanatory mixed-method approach was employed to investigate the implementation of the flipped pedagogical approach in a government-funded IELTS preparation course in Indonesia, particularly in the writing section of the course. It examined the impacts of this instructional technology method on learners’ writing performance and explored their learning attitudes and experiences. A number of 25 participants from various professional backgrounds aspiring to pursue master’s and doctoral degrees who were recruited based on their previous TOEFL or IELTS scores participated in this study. The findings of this study showed that the learners had a positive attitude toward the flipped instruction method, and their writing test achievement significantly improved as reflected in the official IELTS test scores. Method flexibility, independent learning, and collaborative and active learning were factors that emerged in the interviews that were considered the important determinants of the participants’ IELTS writing improvements.
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Zucchero, Reneé A. "Psychology Student Experience of a Brief, Interprofessional Team Training." Psychology Learning & Teaching 16, no. 1 (November 29, 2016): 84–92. http://dx.doi.org/10.1177/1475725716680459.
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Healthcare providers, including psychologists who work as health service providers and with older adults, must be able to work effectively with professionals from other disciplines. Interprofessional education (IPE) engages students from two or more professions to learn collaboratively. To date, only a few studies have examined psychology student involvement in IPE. This article describes the experience of clinical psychology (Psy.D.) doctoral students ( N = 59) who attended a brief, interprofessional (IP) team training. Results of paired-samples t-tests suggest that there was an increase in self-reported positive attitudes about healthcare teams and skills related to working in IP teams from pretest to posttest. Hence, the training may facilitate the development of attitudes necessary for interprofessional competency and provide an opportunity to practice skills central to IP collaboration and team work which are essential for psychologists working in today’s healthcare environment. This experience may serve as a model for psychology programs seeking to expose students to brief, IP, team-based learning.
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Linville, Darla. "Sorting Out the Sort." International Review of Qualitative Research 3, no. 4 (February 2011): 433–49. http://dx.doi.org/10.1525/irqr.2011.3.4.433.
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This letter documents the conversations of a participatory action research team consisting of one doctoral student and eight New York City high school students. The letter documents the process of creating the instrument that was used to collect data from other lesbian, gay, bisexual, transgender, and queer and questioning students. The dissertation research seeks to understand the language, policies, and behavior about sexuality and gender expression in schools, and LGBTQ young people's interpretations of them. Using Foucault and Butler to explain how young people interact with norms of sexuality and gender in contingent and contextualized ways, the researchers began to think about the discourses around sexuality and gender with a more historicized and complex lens and to examine subjectivity within those discourses. The researchers elected to use a modified Q sort to understand the intersection of the school community's attitudes and beliefs with individual student attitudes and beliefs, ultimately to understand LGBTQ students' sense of belonging in their schools.
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Olejnik, Stephen, and Linda Wang. "An Innovative Application of the Macintosh Classic II Computer for Distance Education." Journal of Educational Technology Systems 21, no. 2 (December 1992): 87–101. http://dx.doi.org/10.2190/afdf-fcm0-u1ww-a1y8.
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The present article describes an innovative application of microcomputers to provide instruction simultaneously to graduate students on campus and to a group of doctoral students located 100 miles from campus. Using Macintosh Classic II computers and supporting equipment, both groups were taught a two-course sequence on statistical methods over two ten-week quarters. Evaluative data indicated similar academic achievement in both groups and comparable performance to previous sections of the course. Student attitudes were mixed, with students on-campus being more critical of the approach than students off-campus. The instructional approach appears to provide a viable alternative solution to a difficult problem for distance education. The use of Macintosh Classic II computers to facilitate instruction over long distance provides an acceptable compromise between extensive travel by either students or an instructor.
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Mukattash, Tareq L., Anan S. Jarab, Rana K. Abu-Farha, Eman Alefeishat, and James C. McElnay. "Pharmaceutical Care in Children: Self-reported knowledge, attitudes and competency of final-year pharmacy students in Jordan." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 4 (March 28, 2019): 468. http://dx.doi.org/10.18295/squmj.2018.18.04.007.
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Objectives: Pharmacists require a baseline level of knowledge in paediatric pharmaceutical care in order to be able to adequately care for paediatric patients and counsel their families. This study aimed to explore the self-reported knowledge, attitudes and competency of final-year pharmacy students in Jordan regarding paediatric pharmaceutical care. Methods: This study took place in Jordan between November 2016 and May 2017. A 28-item questionnaire was designed and administered to 400 students from all pharmacy programmes in Jordan during their final year of training. Results: A total of 354 students agreed to take part in the study (response rate: 88.5%). Most respondents (95.2%) were aware of the term ‘paediatrics’. However, almost one-third of the respondents (30.5%) reported never having taken paediatric dose calculation courses and more than half (55.6%) were unfamiliar with the term ‘off-label medicines’. Moreover, most respondents (65.1%) had low knowledge scores (≤2 out of 5) when presented with realistic paediatric case scenarios. There were no significant differences in knowledge and attitudes between undergraduate and doctoral students or between those from public or private universities (P >0.05). Conclusion: The findings of this study highlight an alarming deficiency in paediatric pharmaceutical knowledge among final-year pharmacy students in Jordan. As such, paediatric-related content should be emphasised in the pharmacy curricula of Jordanian universities so that pharmacy students receive more formalised education and more extensive training in this area.Keywords: Pharmaceutical Care; Pediatrics; Pharmacy Students; Knowledge; Attitudes; Competency-Based Education; Jordan.
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Kula, Sultan Selen, and Tufan Aytaç. "Comparative Analysis of Democratic Attitude and Value Perceptions of School Administrators, Teachers, Preservice Teachers and Students: A Meta-Analysis Study." International Journal of Psychology and Educational Studies 9, no. 1 (January 30, 2022): 244–61. http://dx.doi.org/10.52380/ijpes.2022.9.1.558.
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This study aims to comparatively analyze the effect size of perceptions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students. The meta-analysis method, one of the research synthesis methods, was used in the research. Within the scope of the study, master’s and doctoral theses and research articles dealing with this topic in Turkey were investigated. Based on the screening results, a total of 101 studies from 2013 to 2020 abided by the inclusion criteria. For these 101 studies comprising a sample of 33,774 people, four effect sizes were calculated. According to research results, high levels of effect size were determined based on the random effect model for opinions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students (d=41.14). The perceptions of democratic attitudes and values of participants were ranked from low to high as students (d=30.45), school administrators (d=38.66), teachers (d=47.86), and preservice teachers (d=51.73). There was a significant difference between the opinions of participants (p=0.00). Students appeared to have the lowest perceptions of democratic attitudes and values. According to the results of moderator analysis, the effect sizes of studies were determined to differ depending on publication type (p=0.00), educational level (p=0.00), gender of the researcher (p=0.00), and the region of the research (p=0.00). Concerning the meta-regression results for the effect size in terms of the year the research was performed, there appeared to be a falling trend in perceptions related to democratic attitudes and values of participants.
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Gelso, Charles J., Brent Mallinckrodt, and Ann Brust Judge. "Research Training Environment, Attitudes toward Research, and Research Self-Efficacy." Counseling Psychologist 24, no. 2 (April 1996): 304–22. http://dx.doi.org/10.1177/0011000096242010.
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This study sought to enhance the reliability of the Research Training Environment Scale (RTES) at the subscale level and to determine the relationship of the research training environment to several variables theorized to be either related or unrelated to that environment. One hundred seventy-three graduate students from 6 doctoral programs in counseling, clinical, and school psychology responded to the measures. Internal consistency and retest reliability of the RTES were substantially improved Consistent with our hypotheses, all 9 subscales and the total score of the revised RTES correlated positively with research self-efficacy and changes in attitudes toward research during graduate education; likewise, as expected, the RTES was unrelated to participants' interest in the practitioner role and minimally related to their general self-esteem. Contrary to the hypotheses, RTES was minimally related to interest in the role of scientist.
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Gillooly, Shauna N., Heidi Hardt, and Amy Erica Smith. "Having female role models correlates with PhD students’ attitudes toward their own academic success." PLOS ONE 16, no. 8 (August 18, 2021): e0255095. http://dx.doi.org/10.1371/journal.pone.0255095.
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Research indicates that increasing diversity in doctoral programs can positively affect students’ academic success. However, little research examines students’ responses to female scholars’ representation. The two studies presented here examine how students’ exposure to female academic role models shapes students’ attitudes toward their own academic success (i.e. self-efficacy). Such attitudes are critical because they predict student retention rates. In our first study, we randomly exposed 297 Ph.D. students in one academic discipline to either a gender-diverse (i.e. 30% female authors) or non-diverse syllabus in research methods (i.e. 10% female authors). We examined the effect of the intervention on students’ perceived likelihood of succeeding in the hypothetical course. Contrary to expectations derived from the literature, we found that increasing women’s representation in syllabi did not affect female students’ self-efficacy. Rather, male students expressed lower self-efficacy when evaluating the more gender-diverse syllabus. We also found that students’ attitudes toward diversity in academia predicted their reactions more strongly than did their own gender: gender-diverse syllabi reduced self-efficacy among those students unsupportive of diversity. In our second study, we analyzed non-interventional survey questions to examine the relationship between female role models and long-term academic self-efficacy. Analysis was observational and thus did not assess causality. We found that students with more role models have higher academic self-efficacy, irrespective of student and role model gender. Nonetheless, results also suggested that some students actively seek female role models: namely, female students, and particularly those valuing diversity. Our results ultimately suggest that exposure to female role models relates in surprising ways to Ph.D. students’ self-efficacy. Having more female role models correlates with greater expectations of academic success among certain groups of students, but with diminished expectations of academic success among other groups.
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Roberts, Laura, and Susan C Ferro-Almeida. "Is Trustworthiness Important in a Doctoral Mentor? Toward a Theory of Tough Love Mentoring." International Journal of Doctoral Studies 14 (2019): 613–35. http://dx.doi.org/10.28945/4419.
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Aim/Purpose: Doctoral education faces a serious problem: many students across the country begin the degree, but never graduate. However, effective mentoring can help students attain graduation, signaling their successful transformation to scholar. We believe the power of the mentor to bring about the transformation from student to scholar has to do with the quality of the relationship between mentor and protégé. In particular, we believe this relationship is most effective if it is characterized by the mentor’s tough love. Our purpose in this study was to interview mentors who are considered effective, to learn their thoughts on the importance of trust relationships, and to learn their ways in nurturing these relationships. Background: A mentor is a senior, more experienced person who guides a junior, less experienced person (in this context, a doctoral student). The role of the mentor is to provide guidance, modeling, technical support, personal support, and psychosocial support. In this paper, we sought to put forth a theory to explain the kinds of behaviors and attitudes that would characterize an effective mentor. The theory, called tough love theory, is a merger between parenting theory and trust theory. According to tough love theory, mentors who are benevolent, competent, honest, reliable, and demanding will bring about optimal growth of students. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing seven universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This study contributes new insights to guide a doctoral mentor on ways to develop a relationship with a protégé that will provide a catalyst for growth. Findings: The findings were consistent with tough love theory. Moreover, an emergent theme of the research was the dynamic nature of the mentor–protégé relationship, whereby the dependent student transforms into an autonomous, independent scholar. Recommendations for Practitioners: We recommend that doctoral mentors become tough love mentors, i.e., mentors who are trustworthy and who possess high standards. Recommendation for Researchers: These findings have implications for the development of mentor relations theory. Specifically, we identified the following characteristics that effective mentors believed to be necessary for protégé success: trustworthiness and high standards. Impact on Society: We believe the characteristics of effective mentors may generalize to doctoral study in other disciplines, such as the sciences and the arts. We also believe the characteristics of effective mentors may generalize to other contexts, such as business. Future Research: We encourage future researchers to test the tough love mentoring theory with quantitative data.
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Kozar, Olga, and Juliet F. Lum. "‘They want more of everything’: what university middle managers’ attitudes reveal about support for off-campus doctoral students." Higher Education Research & Development 36, no. 7 (May 14, 2017): 1448–62. http://dx.doi.org/10.1080/07294360.2017.1325846.
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McAskill, Ash, Kim Sawchuk, and Samuel Thulin. "Editorial Introduction to VIBE Special Issue." Canadian Journal of Disability Studies 10, no. 2 (October 8, 2021): 1–6. http://dx.doi.org/10.15353/cjds.v10i2.783.
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This special issue of the Canadian Journal of Disability Studies is a result of the activity surrounding VIBE: Challenging ableism and audism through the arts, a 3-day international symposium exploring the existing and potential contributions of the Deaf/disability arts to aesthetic innovations, research-creation and cultural change in attitudes towards the capacities of the Deaf/disabled. The symposium, which took place at Concordia University from November 30 - December 2, 2018, brought together Deaf/disabled academics, emerging scholars, post-doctoral researchers, activists, artists, and students – and their allies – for vibrant exchanges on the relationship between disability arts research and disability arts practice.
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Alonso Santillana, Juan Antonio. "Impact of Student Emotions and Attitudes in L2 Spanish Beginner Students in Chattanooga State Community College (Preliminary Results)." Epos : Revista de filología, no. 35 (May 25, 2020): 29. http://dx.doi.org/10.5944/epos.35.2019.24689.
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Este artículo discute los resultados preliminares de una investigación de tesis doctoral que se propone medir el impacto que las emociones y actitudes de los estudiantes principiantes tienen en su desempeño en el programa de español como segunda lengua en Chattanooga State Community College. Una de las hipótesis de trabajo es que tener una opinión negativa sobre el español y sus hablantes en Estados Unidos tiene un impacto en la decisión de un estudiante de matricularse en el programa. Una vez matriculados, existirá una correlación entre la ansiedad y el disfrute que los estudiantes experimentan en la clase y su perseverancia y éxito. Sin embargo, el centro educativo puede intervenir positivamente en las matriculaciones por medio de instrucción en conciencia global y cultural. A su vez, el profesorado de español como segunda lengua puede incrementar el disfrute público y privado que los estudiantes experimentan en la clase, mediante la aplicación de estrategias educativas atractivas e inteligencia emocional, lo que tendría un impacto positivo en la perseverancia y éxito de los alumnos.
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Alfian, Alfian, M. Nur Akbar Rasyid, Akhmad Habibi, Noprival Noprival, and Mohammad Yusuf. "Classroom Assessment Practices of EFL Lecturers with Current Curriculum Implementation: Where Policy Meets Practice." REiLA : Journal of Research and Innovation in Language 4, no. 3 (December 24, 2022): 320–34. http://dx.doi.org/10.31849/reila.v4i3.11005.
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Within the context of Indonesian higher education, the assessment focuses on the three domains of students’ competencies, namely knowledge, skills, and attitude. Therefore, this study aims to explore the assessment practice of EFL lecturers, especially the methods used in assessing the three students’ competencies. It also explores the general assessment practice and examines differences by educational degree and length of teaching experience. This quantitative study relies on survey data from 71 participants joining the EFL lecturers’ association in Indonesia. Furthermore, the convenient sampling technique was used to determine the sample, and the data were analyzed using SPSS version 24. The results showed that the lecturers employed various methods in assessing the three domains of students’ competencies. It was also found that the lecturers mostly employed observation (66.2%) for assessing attitudes domain, tests (33.8%) for assessing knowledge, and work performance (29.6%) for skills. The findings demonstrated that the lecturers have followed the assessment policy of the government related to the method, purpose, instrumentation, procedure, and reporting grade. The results also showed no differences in the assessment practice between lecturers with Master and Doctoral degrees. Additionally, there was no difference among the four categories of teaching experiences in the assessment practice. These findings are expected to become a reference for lecturers and curriculum development in conducting and designing appropriate assessments to guarantee teaching and learning quality.
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Columban, Alexandra, Mihail Buse, and Cornelia Macarie. "Students’ Sense and Sensibilities. An Exploratory Study of Gender Perceptions At Romania’s Largest University." Transylvanian Review of Administrative Sciences, no. 61 E (October 28, 2020): 5–24. http://dx.doi.org/10.24193/tras.61e.1.
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Academia is one of the main hubs for promoting gender equality and non-discrimination, yet very few programs in Romania actively tackle the topic. An assessment of students’ perceptions is thus necessary in order to identify the level of awareness around gender issues and potential barriers hindering an inclusive academic environment. The present exploratory study aims to fill this gap by providing information on four dimensions of gender equality: attitudes towards gender equality, prevalence of gender stereotypes, gender-based violence and sexual harassment, and gender-based discrimination. The questionnaire was applied online and offline between October 2018 and March 2019 to 275 students enrolled in Bachelor, Master and Doctoral studies at BabeșBolyai University, Cluj-Napoca. The study found that students had a rather high awareness about gender issues in general and held favorable views towards gender equality and its enforcement. However, female students were more prone to stereotype, claiming more traits for themselves, and were more likely than their male counterparts to experience sexual harassment and discrimination regarding professional promotion. A series of implications for practitioners and recommendations are also discussed.
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Brabazon, Tara. "Skirt, Cap and Gown: How Fair are Universities to Young Women in Postgraduate Study?" Cultural Studies Review 10, no. 1 (September 13, 2013): 161–75. http://dx.doi.org/10.5130/csr.v10i1.3550.
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If democratisation in the tertiary sector is to be taken seriously, then we must carefully survey how previously disadvantaged groups are incorporated into higher education. In response to the words of my ex-postgraduate, I sent emailed questions to my six female doctoral students. Their testimony was then labelled ‘A’ through to ‘F’ to connote the seniority of their candidature. I then pleated their answers against DEST surveys of the Australian academy and theoretical/historical approaches to the university’s purpose. Via this approach, the attitudes of my students wedge the page, providing an intervention in the calm facade of DEST documents stressing science, training and vocationalism. We do not hear—let alone read—the experi- ences of postgraduates in sufficient depth. When presented in this way, different approaches to the postgraduate journey are revealed that are distinct from the imperatives of completion rates, supervisory training and professional competencies.
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Shek, Daniel T. L., Xiaoqin Zhu, Diya Dou, and Xiang Li. "National Security Law Education in Hong Kong: Qualitative Evaluation Based on the Perspective of the Students." International Journal of Environmental Research and Public Health 20, no. 1 (December 29, 2022): 553. http://dx.doi.org/10.3390/ijerph20010553.
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In this paper, we adopted a qualitative evaluation approach to understand the subjective views of the students on a program on law abidance leadership education covering the Hong Kong National Security Law. The program involves a 3 h lecture and 7 h of self-study on topics surrounding national security. To evaluate the program, we adopted a general qualitative research design to collect data via focus groups using a semi-structured interview guide. Researchers with a doctoral degree and qualitative research experiences conducted six focus groups involving 52 randomly selected students, with 6 to 12 participants per group. Results showed high inter-rater reliability in the thematic analyses. With reference to the questions in the semi-structured interviews, several observations could be highlighted. First, students had different views on different aspects of the lecture, including content, arrangement, lecture notes and assessment. Second, students generally had positive views of teachers’ interaction with students and their teaching performance. Third, students had positive learning experiences and they perceived benefits and value of the program. Fourth, despite the positive comments of the students, some students proposed suggestions for improvement. Finally, the program was not seen as brainwashing by the students. Together with evaluation findings based on four other evaluation studies, the triangulated findings suggest that this program promoted the knowledge about law abidance leadership in the students and nurtured their positive attitudes towards law abidance.
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Ismail, Fajri. "THE EVALUATION OF CURRICULUM IMPLEMENTATION AT TARBIYAH FACULTY IAIN RADEN FATAH PALEMBANG." JISAE: Journal of Indonesian Student Assessment and Evaluation 1, no. 1 (June 1, 2015): 12–27. http://dx.doi.org/10.21009/jisae.v1i1.1663.
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This research aims to figure out the facts of the objective conditions of the curriculum implementation at Tarbiyah Faculty IAIN Raden Fatah Palembang. The curriculum evaluation used the Evaluation Programme for Innovative Curriculum (EPIC) Model, consisting of three components namely: 1) instruction, 2) institutional, and 3) learning achievement. This research used an evaluative programme to make judgments and decisions of a programme or curriculum. The evaluation results for these three components are: (1) instruction: learning burdens and lecturers’ quality are good, but there are still many errors in the presentation, coding, credits of institutional courses, faculty courses, and study program courses, low in task variation, low in the number of hours of meetings, many mistakes in curriculum structure, and low in facilities and infrastructure, (2) institutional: entrance tests for the students of Tarbiyah Faculty IAIN Raden Fatah do not include aptitude tests, lecturers who have magister qualification is good, but low on doctoral qualification, and ratio between lecturers to students is not ideal, (3) learning achievement: students’ mastery of teaching skills and attitudes is good, but very low in the mastery of pedagogical skills and teacher education. Recommendations of this research are 1) revise curriculum, 2) use the aptitude test to select new students, 3) increase academic qualifications of lecturers, and 4) revise comprehensive examination system.