Journal articles on the topic 'PhD Journey'
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Coutinho, Isabel Ribau. "A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher." Advances in Social Sciences Research Journal 7, no. 11 (December 2, 2020): 272–308. http://dx.doi.org/10.14738/assrj.711.9361.
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The PhD journey is different from all other activities in higher education. It ́s a period of construction of the research and is also a time for integration in the academy, in the field of research, and at the higher education system.
During the enrolment in the PhD, the person's growth and the live experience change the perception that the doctorate has of the PhD and the research journey. The experiences as a doctoral student and as a researcher under construction, who is supervised/oriented/ guided by a supervisor, shape the way of thinking and action regarding the institution and the academy but also influence the way they see and felt the PhD journey and their beliefs. It is argued in this paper that an initial (de)formed perception of the real PhD journey and supervision, may influence the satisfaction of the students with it, and the disappointment impact the option to leave the academy or to continue.
The current paper describes the change in the perception, motives, and of the curriculum quality and adequacy to doctoral personal journeys, during the doctorate. But it also reflects a PhD students’ personal journey and their perceptions concerning the PhD supervisors, host institutions, and the academy.
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Adie, Jillian, and Robert Buck. "Negotiating the PhD journey." PsyPag Quarterly 1, no. 94 (March 2015): 60–62. http://dx.doi.org/10.53841/bpspag.2015.1.94.60.
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This article reviews a PsyPAG funded pre-conference workshop for postgraduate students at the British Psychological Society’s Psychology of Education Section Annual Conference, November 2015, Kents Hill Park Training and Conference Centre, Milton Keynes.
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INDARI, Efi Dwi. "PhD Journey in Japan : A Memorable Adventurous Journey." Vacuum and Surface Science 63, no. 9 (September 10, 2020): 498–99. http://dx.doi.org/10.1380/vss.63.498.
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Stanley, Phiona. "Writing the PhD Journey(s)." Journal of Contemporary Ethnography 44, no. 2 (April 10, 2014): 143–68. http://dx.doi.org/10.1177/0891241614528708.
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Anaya, Lauren, Angela Glaros, Isabel Scarborough, and Nicole Tami. "Single Parenthood and the PhD Journey." Anthropology News 50, no. 6 (September 2009): 4–5. http://dx.doi.org/10.1111/j.1556-3502.2009.50604.x.
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Mantai, Lilia, and Robyn Dowling. "Supporting the PhD journey: insights from acknowledgements." International Journal for Researcher Development 6, no. 2 (November 9, 2015): 106–21. http://dx.doi.org/10.1108/ijrd-03-2015-0007.
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Purpose – The aim of this paper is to explore the types of social networks and relationships that PhD candidates identify as important in a successful PhD journey. Design/methodology/approach – We use an under-utilised yet rich data source: PhD thesis acknowledgements. The paper employs a sample of 79 PhD acknowledgements drawn from diverse disciplines across Australian universities to illustrate the types of social support provided, who and what is acknowledged as providing support and the intersections between the types and providers of support. Findings – Key findings of the paper are that three types of support are evident – emotional, academic and instrumental – and that families, colleagues and supervisors, as well as others, are acknowledged for providing all three forms of support. Further, acknowledgements give insights into students’ personal and professional development and identification as researchers. Research limitations/implications – This research helps higher degree research recognise the breadth of relationships in the PhD process to make provisions that encourage such network building. It delineates the meaning and value of social support in successful doctoral candidature. So far, little empirical research has outlined the types of support valued by students. Originality/value – The study confirms the critical place of candidates’ networks in the PhD journey, broadens the view of what constitutes support and identifies the range of individuals involved in the process. It identifies potential in acknowledgements as a source of evidence of social support and researcher development in the PhD experience.
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Hest, Julie. "An Unexpected Journey." Waikato Journal of Education 27, no. 2 (September 8, 2022): 91–95. http://dx.doi.org/10.15663/wje.v27i2.929.
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Unexpected twists and turns on the PhD journey can be directly related to the research itself, while others are related to the experience of the journey. For me, the most unexpected aspects were related to my health and saw me transition from writing and typing to dictating to the computer. This autoethnographic article is based on the lived experience of this unexpected journey and explores the implications for this necessary change in procedure. Implications included learning new processes for writing, transcribing interviews and controlling the computer by voice. Consideration of this experience viewed through Heidegger's ontological concept of being helped ease frustrations brought on by this unexpected twist. Becoming aware of the skills mentioned above may help others with accessibility issues, and reflection on the PhD journey from the perspective of this article may help others make sense of frustrations related to their own experiences.
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van der Hoorn, Bronte. "Reflections on the PhD thesis." International Journal of Managing Projects in Business 11, no. 3 (July 2, 2018): 673–86. http://dx.doi.org/10.1108/ijmpb-10-2017-0126.
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Purpose The purpose of this paper is to summarise the arguments developed in the PhD thesis and also to outline the journey and context from which the thesis emerged. Design/methodology/approach This paper provides a summary of key arguments in the thesis. It also provides reflections on the process of developing the thesis. Findings This PhD by publication process demonstrates how new philosophical thinking can contribute to the discipline literature, methodological advancements and also produce a practice tool. Originality/value Provision of a personal account of the PhD by publication journey and summary of the thesis: “Exploring the ‘lived experience’ of project work with Continental philosophical perspectives”.
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Williams, Clare. "A Visual Autoethnography of a PhD Journey." Amicus Curiae 3, no. 2 (February 28, 2022): 391–408. http://dx.doi.org/10.14296/ac.v3i2.5421.
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Wray, Alexandra. "Alex's blog: a nurse's honest experience of navigating a PhD." British Journal of Child Health 2, no. 4 (August 2, 2021): 201–4. http://dx.doi.org/10.12968/chhe.2021.2.4.201.
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Taylor, David, Derek H. T. Walker, and Tayyab Maqsood. "Integration of contractors skills and expertise as part of the people capability of complex project based organisations." International Journal of Managing Projects in Business 8, no. 2 (April 7, 2015): 379–92. http://dx.doi.org/10.1108/ijmpb-12-2014-0085.
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Purpose – The purpose of this Thesis Research Note (TRN) paper is to provide a summary of key aspects of a recently completed and passed PhD thesis. It enables readers who may be interested in the thesis topic to gain an overview of that work and a link to the entire thesis through a URL link http://researchbank.rmit.edu.au/eserv/rmit:160896/Taylor.pdf. The second main purpose of this TRN is to explain the thesis author’s doctoral journey. Design/methodology/approach – The research approach discussed in relation to the reported upon PhD was soft systems methodology and sensemaking. The approach for the paper is to provide a reflective narrative to explain the lived experience of the authors throughout the candidate’s doctoral journey. Findings – Findings from the PhD are summarised. The contribution to theory about practice, for practice and theory in practice is identified and the use of coding interview transcripts as an additional tool to be used in developing rich pictures is also discussed. Research limitations/implications – The research reported upon is limited to a specific context and while conclusions cannot be generalised they can be used to better frame further context-specific studies. Originality/value – The TRN provides a highly individualised account of a doctoral journey but it is intended to contribute to the growing body of TRNs published in this journal that in turn may inform decisions relating to candidates embarking on a doctoral journey.
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Baligidde, Samuel Herbert. "Postgraduate supervision and the early stages of the doctoral journey." Journal of Science and Sustainable Development 6, no. 2 (January 31, 2019): 29–51. http://dx.doi.org/10.4314/jssd.v6i2.3.
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This article looks at two previous study reports on postgraduate supervision, views, and experiential as well as academic advice from other scholars. It presents the various perspectives on the central phenomenon relationship between the supervisor and the doctoral student at the initial stages of the PhD programme, arguments, suggestions and insights into the nature and substance of PhD supervision, early articulation of expectations and clarifying them; commitment to establishment of clear goals; and developing a study plan and time-table that are consistent with work. It also explores knowledge and a warm, supportive relationship; planning from the beginning, including research mapping and concept charting; proper time-management; and internalising the criteria for examination of a PhD thesis, capacity to relate the research topic to the discipline; encouraging the use of writing as a voyage of discovery. It argues that all these are vital to sustaining the momentum and completion of a PhD by research. It concludes that postgraduate supervision requires that supervisors and doctoral students by research clarify and discuss their expectations at the beginning and on a continuous and regular basis; that differences in perception or procedure can present the supervisor and the student with debilitating challenges that can impede progress and eventually fail to get the coveted PhD.
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Mulvany, Michael J. "REMODELLING SMALL ARTERIES AND PHD TRAINING: A JOURNEY." Artery Research 16, no. C (2016): 45. http://dx.doi.org/10.1016/j.artres.2016.10.145.
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Pennington, Charlotte, and Emma Norris. "The PhD journey: A guide to applying, starting and succeeding." PsyPag Quarterly 1, no. 97-5 (December 2015): 50–54. http://dx.doi.org/10.53841/bpspag.2015.1.97-5.50.
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To postgraduates, a PhD may seem like an ideal opportunity to improve research skills prior to future work. However, the application process is a competitive and often challenging experience. This article seeks to de-mystify some of the common questions surrounding PhD applications and provide some hints and tips for potential applicants.
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Pennington, Charlotte R., and Emma Norris. "The PhD journey: A guide to applying, starting and succeeding." Psych-Talk 1, no. 84 (June 2016): 5–8. http://dx.doi.org/10.53841/bpstalk.2016.1.84.5.
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To postgraduates, a PhD may seem like an ideal opportunity to improve research skills prior to future work. However, the application process is a competitive and often challenging experience. This article seeks to de-mystify some of the common questions surrounding PhD applications and provide some hints and tips for potential applicants.
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Hubbard, Colin D., Debabrata Chatterjee, Maria Oszajca, Justyna Polaczek, Olga Impert, Marta Chrzanowska, Anna Katafias, Ralph Puchta, and Rudi van Eldik. "Inorganic reaction mechanisms. A personal journey." Dalton Transactions 49, no. 15 (2020): 4599–659. http://dx.doi.org/10.1039/c9dt04620h.
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This review describes a personal journey over the past two decades highlighting experimental and computational mechanistic studies in inorganic chemistry performed with numerous PhD students, post-docs, visiting scientists and colleagues from abroad.
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Coutinho, Isabel Ribau. "Let’s talk about doctoral education. A reflection regarding the changes on it." Advances in Social Sciences Research Journal 8, no. 12 (December 12, 2021): 35–63. http://dx.doi.org/10.14738/assrj.812.11302.
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Doctoral education is the link between research and higher education, being a hybrid area. In this context, the doctoral research project must correspond to the demands of both areas. The PhD. supervisor must be a team leader and, at some time, a doctorate guide, and a teacher. The PhD students must learn how to be a part of the research team, and simultaneously develop their research skills and knowledge. But PhD continues to be an individual and solitary journey, being the justification for it, the originality of knowledge created during the PhD.
In the last years, in Portugal, PhD students and PhD supervisors were auscultated. The supervisors’ rules were captured, doctorate experiences were collected, and supervision processes were analysed and deepened knowledge about doctoral education. But still, this vision is incomplete not only because few supervisors took part in the research (first because the sample population were limited to one Portuguese University (NOVA Lisbon University) and secondly, because most of the PhD supervisors didn´t respond to the surveys.
The data presented in this paper is part of a larger study that started at UNL before the pandemic. It examines the supervisor’s opinion regarding the PhD curriculum, constraints faced in day-to-day supervisor life, changes that may improve doctoral education (completion rates, decrease in attrition, curriculum, team supervision). But he also captures the doctorate perceptions regarding the doctoral research monitorization activities and instruments, constraints, and positive aspects during the PhD journey and, changes to be made in the PhD curriculum.
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Brydon, Kerry, and Joseph Fleming. "The Journey Around My PhD: Pitfalls, Insights and Diamonds." Social Work Education 30, no. 8 (December 2011): 995–1011. http://dx.doi.org/10.1080/02615479.2010.527936.
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Goward, Penelope. "Stories from my PhD journey: rewriting my methodology chapter." International Journal for Researcher Development 6, no. 1 (May 11, 2015): 93–104. http://dx.doi.org/10.1108/ijrd-06-2014-0013.
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Purpose – This paper aims to describe a case study of how an unexpected event created an opportunity to reconsider and rewrite the methodology chapter in the author’s PhD thesis. Design/methodology/approach – The approach that the author used that assisted her to change her methodology involved a combination of reflective and reflexive reading, thinking and writing. It was a slow and thorough process through which the author considered widely the choices that she was making. Through an iterative process of writing, reading and talking, and then re-writing, the author was able to establish a position or standpoint from which she felt confident about the underpinnings of her study. Findings – The author came to understand herself ontologically in a new way. The author could see how she had moved significantly from a positivist view of static bodies of knowledge creation to a paradigm involving a more dynamic knowledge creation. Correspondingly, the author was able to revise and focus her methodology, and in the course of the process, she learnt and grew as a person and as a researcher. The author understood her values, assumptions and beliefs about the world much more clearly. The author also became much more aware of her own PhD journey, how she was developing personally and how her identity was evolving. Originality/value – This paper will be useful for those who are embarking on their PhD journey and attempting to critique and/or rethink their methodological approach in the qualitative or interpretivist paradigm.
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Amran, Najah Nadiah, and Rozita Ibrahim. "Academic Rites of Passage: Reflection on a PhD Journey." Procedia - Social and Behavioral Sciences 59 (October 2012): 528–34. http://dx.doi.org/10.1016/j.sbspro.2012.09.310.
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Killeya, Matthew. "The PhD journey: how to choose a good supervisor." New Scientist 197, no. 2644 (February 2008): 54–57. http://dx.doi.org/10.1016/s0262-4079(08)60493-5.
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Regmi, Krishna. "My three‐year PhD research journey: reflections on learning." Nurse Author & Editor 19, no. 4 (December 2009): 1–4. http://dx.doi.org/10.1111/j.1750-4910.2009.tb00100.x.
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Tizazu Fetene, Getnet, and Wondwosen Tamrat. "The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms." International Journal of Doctoral Studies 16 (2021): 319–37. http://dx.doi.org/10.28945/4744.
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Aim/Purpose: This study was conducted to examine the rate of delay, explanatory causes, and coping strategies of PhD candidates at Addis Ababa University, Ethiopia’s premier university, over the last ten years. Background: Delayed graduation is a common theme in doctoral education around the world. It continues to draw the concern of governments, universities, and the candidates themselves, calling for different forms of intervention. Addressing these challenges is key to resolving the many obstacles into doctoral education. Methodology: Ten-year archival data consisting of 1,711 PhD students and in-depth interviews with ten PhD candidates were used as data-generation tools. The data collection focused on progression patterns, reasons for study delays, and the coping mechanisms used by doctoral students when they face challenges. While the candidates were interviewed to narrate their lived experience pertinent to the objectives of the study, the archival data regarding the PhD students were collected from the Registrar Office of the University under study. Contribution: Amid an ongoing global debate about best practices in doctoral education, the research on study delays contributes not only to filling the existing empirical gap in the area but also in identifying factors, for example, related to financial matters, family commitment, and student-supervisor rapport, that help address the challenges faced and improving the provision of doctoral education. Findings: The findings of this study revealed that the cumulative average completion time for a PhD study was 6.19 years— over two years more than the four years given as the optimum duration for completing a PhD program. The institutional pattern of delays over the last ten years indicates that doctoral students are requiring more and more years to complete their PhDs. The study further revealed that completing a PhD in time is a process that can be influenced by many interacting factors, which include student commitment and preparation, favourable academic and research environment, and positive student-supervisor rapport. Recommendations for Practitioners: It is important for practitioners and higher education institutions to find ways to improve the on-time completion of doctoral programmes in order to minimise the continued financial, emotional, and opportunity costs the higher education sector is currently incurring. Recommendation for Researchers: The fact that this study was limited to a single institution by itself warrants more studies about time-to-degree in PhD programs and causes for study delays as well as studies about successful interventions in doctoral education. Future research should particularly explore the nature of the advisor/advisee relationship and other critical factors that appear to have a significant role in addressing the challenges of study delay. Impact on Society: The expansion of PhD programmes is an encouraging development in Ethiopia. The findings of this study may help improve completion rates of doctoral students and reduce program duration, which would have significant implication to minimise the ensuing financial, emotional, and opportunity costs involved at individual, national, and institutional levels. Future Research: Given the growing number of universities in Ethiopia and their possible diversity, PhD students’ profiles, backgrounds, and expectations, more research is needed to examine how this diversity may impact doctoral students’ progression and persistence.
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King, Fiona. "Cartooning and Mind Mapping in the Doctoral Journey." Video Journal of Education and Pedagogy 4, no. 2 (March 26, 2020): 164–83. http://dx.doi.org/10.1163/23644583-bja10002.
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This article is a commentary of the author’s experiences with visual representation as a doctoral candidate. It is an autobiographical reflection of her doctoral journey towards a PhD in education, a mixed methods study which explored teaching for creativity and creative processes for music educators. The author reflects on the experience of engaging with her own work visually via cartooning and mind mapping, and what this meant for her studies and her experience as a research student. The author hopes that this can offer a scope for reflection to readers who are doing similar types of studies or intend to engage more creatively with their doctoral studies. The article aims to demonstrate the benefit of cartooning as a self-expressive tool for the PhD candidate and to show the value of visual representation through mind mapping in the process of data analysis.
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Regmi, Pramod R., Amudha Poobalan, Padam Simkhada, and Edwin Van Teijlingen. "PhD supervision in Public Health." Health Prospect 20, no. 1 (March 26, 2021): 1–4. http://dx.doi.org/10.3126/hprospect.v20i1.32735.
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Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.
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Lee, Kyungmee. "A Phenomenological Exploration of the Student Experience of Online PhD Studies." International Journal of Doctoral Studies 15 (2020): 575–93. http://dx.doi.org/10.28945/4645.
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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.
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Bliss, T. V. P. "A journey from neocortex to hippocampus." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1432 (April 29, 2003): 621–23. http://dx.doi.org/10.1098/rstb.2002.1227.
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In the mid-1960s, it was generally agreed that the engram, the neural trace of previously experienced events, must be encoded by Hebb-like neurons in which synaptic efficacy could be modified by activity. Here, I describe my attempts as a PhD student at McGill University, Montreal, to find rules governing cortical plasticity in the neocortex, and having failed, why the hippocampus seemed to offer a far better prospect.
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Van Galen, Louise, and Joyce Wachelder. "Cruising through the journey without getting drowned: The saga of a PhD student in the Netherlands." Acute Medicine Journal 16, no. 1 (January 1, 2017): 43–45. http://dx.doi.org/10.52964/amja.0652.
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Young medical trainees all over the world are encouraged to investigate unknown areas of medicine that need clarification. This often leads them to undertake a PhD (Doctor of Philosophy). Being curious, critical, and creative are necessary competences which enable us to engender scientific research within acute (internal) medicine. Worldwide, huge numbers of professionals are pursuing a PhD, with the aim of receiving a ‘Doctor’-title. These PhD trajectories vary distinctly between countries. Since the distances in the scientific world are getting smaller and it is becoming more easy to work with each other across borders, it might be interesting to know what it requires to become an academic ‘doctor’ overseas. Hereby, we provide a concise insight in to the differences between doing PhD in (acute) medicine in the Netherlands and in the UK
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Hohaia, Debbie. "Opening the Dialogue: Reflections of my PhD Journey 2010-16." Learning Communities: International Journal of Learning in Social Contexts 22 (December 2017): 38–47. http://dx.doi.org/10.18793/lcj2017.22.05.
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Monaheng Sefotho, Maximus. "Carving a Career Identity as PhD Supervisor: A South African Autoethnographic Case Study." International Journal of Doctoral Studies 13 (2018): 539–57. http://dx.doi.org/10.28945/4159.
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Aim/Purpose: This article demonstrates how experiences of a supervisee can become foundational in carving a career identity of PhD supervisors. The purpose of the article is to analyze how South African emerging supervisors could carve a career identity as PhD supervisors. Background: This article uses an autoethnographic case study to address the problem of experiences of poverty, marginalization and scarcity towards resilience in academia. Methodology: The article followed a qualitative methodology anchored on the constructivist-interpretive paradigm. The design of the study was a single ethnographic case study. This was an autoethnographic non-traditional inquiry of the author’s PhD journey. For a period of six years, the author used autoethnography to inquire about personal experience of PhD supervision. Central to the methods used were reflexive critical and narrative analysis, and observation as action research of the culture of PhD supervision. Contribution: This article contributes insight into PhD supervision and carving a career by using real time experiences of a PhD Supervision journey as a student, as a supervisor and trainee in a formalized supervision program. Findings: The article’s major actual findings were: Need for training in philosophy and educational research and in-service PhD supervision training. Recommendations for Practitioners: The study indicates that universities could examine whether they should intensify their efforts to train PhD supervisors towards developing supervision as a career. Emerging supervisors could be encouraged to consider engaging in training and carving careers out of PhD supervision. Recommendation for Researchers: Autoethnographic research could be intensified as it is positioned to provide first-hand information and provide dialogic spaces for silenced voices in less transformed universities. Impact on Society: PhD supervision is recommended to be geared towards developing home-grown models and theories for resolving teaching and learning problems as well as making in-roads into socio-economic development. Future Research: This study demonstrates the usefulness of individual experiences in selecting benchmarks for context appropriate models. The study suggests that future research could rely more on qualitative methods in addition to the widely used quantitative ones. A mixed methods approach seems to be a promising direction.
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Alexander-Passe, Neil. "Reflection: 20 Years to a PhD." PsyPag Quarterly 1, no. 108 (September 2018): 30–34. http://dx.doi.org/10.53841/bpspag.2018.1.108.30.
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This article describes a personal journey to gain a PhD by a mature student, one that has taken 20 years. The ‘PhD by Publication’ was traditionally only offered to university staff but is now open to all students, and offers a means to take peer-review published work and form it into a PhD thesis. It normally requires a student to submit five or more peer-review papers or books to a university to assess for academic quality before admission to this degree can start. This paper describes this type of research degree and how to achieve it.
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Parveen, Suhalia. "Indian Students On Their Way To PhD Journey - An Integration Of Hurdles And Opportunities." Management and Economics Research Journal 8, no. 1 (March 17, 2022): 1–6. http://dx.doi.org/10.18639/merj.2022.9900067.
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Frequent assessment, finance duress, cut-throat competitive atmosphere, negligible condition, the connection among colleagues as well as excessive workload may result in elevated levels of stress. Additionally, almost all researchers making an effort to forge an official persona that is definitely a new corner to these people. A descriptive research design is used in this study. A survey is performed to collect data from PhD students in Aligarh Muslim University (AMU). Data was collected using a convenience sampling method. The goal for this research was to find aspects that obstruct and hinder the progress of PhD students, with a focus on stress from the Supervisor’s Role, Peer Relations, and Personal Aspects to check their overall performance. It was observed that Supervisor’s roles, individual aspects, and peer factors have a significant impact on the overall performance of PhD Students.
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McAlpine, Lynn, Gill Turner, Sharon Saunders, and Natacha Wilson. "Becoming a PI: agency, persistence and some luck!" International Journal for Researcher Development 7, no. 2 (November 14, 2016): 106–22. http://dx.doi.org/10.1108/ijrd-12-2015-0033.
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Purpose This paper aims to examine the experience of gaining research independence by becoming a principal investigator (PI) – an aspiration for many post-PhD researchers about whom little is known. It provides insight into this experience by using a qualitative narrative approach to document how 60 PIs from a range of disciplines in one European and two UK universities experienced working towards and achieving this significant goal. Design/methodology/approach Within the context of a semi-structured interview, individuals drew and elaborated a map representing the emotional high and low experiences of the journey from PhD graduation to first PI grant, and completed a biographic questionnaire. Findings Regardless of the length of the journey from PhD graduation to first PI grant, more than a third noted the role that luck played in getting the grant. Luck was also perceived to have an influence in other aspects of academic work. This influence made it even more important for these individuals to sustain a belief in themselves and be agentive and persistent in managing the challenges of the journey. Originality/value The study, unusual in its cross-national perspective, and its mixed mode data collection, offers a nuanced perspective on the interaction between agency and an environment where the “randomness factor” plays a role in success. The function of luck as a support for sustained agency and resilience is explored.
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Chan, Hoi Yuen. "My Journey as an International Doctoral Student in the United States." Journal of International Students 2, no. 2 (July 1, 2012): 133–34. http://dx.doi.org/10.32674/jis.v2i2.525.
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This article is about my personal experience in a doctoral program in the United States. After working ten years as a high school teacher in Hong Kong, I decided to quit my high school teaching career and to come back to school for my PhD—not because I no longer enjoy teaching; in fact I still do, but because I do not enjoy spending most of my time with discipline and classroom management. So, I decided to pursue a doctoral degree so that I can teach college students. “I got admitted to a PhD program in the US.” I excitedly said to my wife. She was thrilled to hear the good news. We started obtaining visas and told our three daughters about our forthcoming plan.
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Browne, Joy. "NIDCAP Profile: Dominque Haumont PhD." Developmental Observer 12, no. 2 (September 20, 2019): 11–13. http://dx.doi.org/10.14434/do.v12i2.27853.
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Dominique Haumont has been a trendsetter and a visionary when individualized, developmental care was not typical in most Belgian Newborn Intensive Care Units (NICU), or for that matter, in many NICUs worldwide. I have watched in amazement at how she has uniquely and sensitively brought about changes in her own hospital, in her country and in international settings. The vision of making sure babies and their mothers are never separated, her original goal, reflects an inspiration and has now been realized through her efforts over the last three decades. Her novel and progressive approaches to making system change happen have been not only effective, but have given us a template for what can be achieved. They are reflective of our collective knowledge that change does not hap-pen fast, but with perseverance and sensitivity it can be accomplished. We have much to learn from her stories of accomplishments, her perseverance and her ability to think “outside the box”. She is an enabler, a visionary and a true friend. Thank you, Dominique, for sharing the story of your journey with us.
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Hodgson, David. "Helping doctoral students understand PhD thesis examination expectations: A framework and a tool for supervision." Active Learning in Higher Education 21, no. 1 (November 17, 2017): 51–63. http://dx.doi.org/10.1177/1469787417742020.
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The examination of a PhD thesis marks an important stage in the PhD student journey. Here, the student’s research, thinking and writing are assessed by experts in their field. Yet, in the early stages of candidature, students often do not know what is expected of their thesis, nor what examiners will scrutinise and comment on. However, what examiners look for, expect and comment on has been the subject of recent research. This article synthesises the literature on examiner expectations into a framework and tool that can assist students to understand PhD thesis examination expectations. Suggestions of how this tool may be used as part of a broader supervision pedagogy are offered.
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McCoy, Henrika. "What Do You Call a Black Woman With a PhD? A N*****: How Race Trumps Education No Matter What." Race and Justice 11, no. 3 (February 1, 2021): 318–27. http://dx.doi.org/10.1177/2153368720988892.
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The 16-year journey from being a doctoral student to a tenured Associate Professor as a Black woman has been eventful. This essay provides a peek into some of the unforgettable moments experienced by one Black female PhD during that journey. It highlights how having a PhD as a Black woman has not resulted in the same respect and reverence generally afforded to those who are White. It reminds us of the work that still needs to be done if we are ever going to be able to honestly say that the playing field is even. It is also a story of resolve and commitment, and how it can be possible to find new ways to contribute to improving outcomes for Black people, even when current events make doing so seem impossible.
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Dencer-Brown, Amrit Melissa. "From isolation to cross-cultural collaboration: My international PhD journey as tō iwi." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 228. http://dx.doi.org/10.36615/sotls.v4i2.142.
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This reflective piece is about my journey as an international PhD candidate from the UK to Aotearoa (New Zealand). I speak about my search to try and find a sense of belonging as an outsider and some of the challenges in doing community-focused research as an early career researcher from elsewhere. This piece includes key challenges of building networks, collaboration and overcoming the death of my father, half-way through my PhD. I speak about a toolkit of strength and resilience I had to create and now use in the support of my students and peers as a lecturer in education during the pandemic. This piece is about finding kindness and compassion in myself and receiving it from others to help with isolation in difficult times.
Keywords: Reflection, Resilience, Compassion, Kindness, Networks, Community, IsolationHow to cite this article:Dencer-Brown, A.M. 2020. From isolation to cross-cultural collaboration: My international PhD journey as tō iwi. Scholarship of Teaching and Learning in the South. 4(2): 228-234. https://doi.org/10.36615/sotls.v4i2.142.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Stracke, Elke. "Undertaking the Journey Together: Peer Learning for a Successful and Enjoyable PhD Experience." Journal of University Teaching and Learning Practice 7, no. 1 (January 1, 2010): 111–21. http://dx.doi.org/10.53761/1.7.1.8.
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This paper deals with the challenge of supervising PhD students. Any supervision is likely to constitute a challenging experience for the supervisor, even more so when they are a new academic staff member with little experience in PhD supervision in the Australasian context. This paper shows how one supervisor addressed the challenge by fostering a more collaborative research culture in her programme (Applied Linguistics) through peer group work, and can serve as a starting point for action for supervisors who are looking for possibilities to integrate their students into learning communities. The paper provides the theoretical rationale for peer learning in doctoral education and emphasizes the desirability for its implementation into supervisory practice from an educational perspective. The description of practice of one particular peer group allows for interesting insights into the genesis, activities, and self-evaluation of this group that emphasized the value of learning with and from each other through exchange, insight into the PhD process, feedback, moral support in a friendly, supportive environment, and research training. The paper concludes by discussing implications, and challenges of this study for practice, policy, and research, as well its limitations.
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Sharaan, Shereen. "Researchers undertaking overseas data collection." PsyPag Quarterly 1, no. 112 (October 2019): 30–33. http://dx.doi.org/10.53841/bpspag.2019.1.112.30.
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Towards the end of the second year of my PhD, I embarked on a 12-month journey in the United Arab Emirates (UAE) to collect the data essential for PhD programme completion. With just one month left to go before my data collection is complete, this hints and tips piece addresses several points that fellow postgraduates may find helpful to consider when collecting data internationally. Specifically, this article will focus on the regulatory, cultural, logistical, and lone-working aspects of overseas data collection.
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Mura, Paolo, Sarah N. R. Wijesinghe, and Motaz H. Matar. "‘Some glimpses of an Asian PhD journey in tourism’ – An ethnodrama." Tourism Management Perspectives 40 (October 2021): 100908. http://dx.doi.org/10.1016/j.tmp.2021.100908.
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Cooper-Stanton, Garry. "PhD: what is it and where to start? Personal reflections of a doctoral researcher." British Journal of Community Nursing 27, Sup10 (October 1, 2022): S6—S12. http://dx.doi.org/10.12968/bjcn.2022.27.sup10.s6.
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A PhD starts with a passion in a subject area, which may occur through reading literature, or professional or personal experience. This journey is one that is taken over years, with multiple steps to support the person to grow and develop their own knowledge within research. The intention for any PhD is to produce original research. This should add to the existing evidence base through the production of a thesis, and subsequent article publications. The experience can be beneficial and rewarding but needs planning to ensure there are supportive strategies, funding, time, resources, and motivation.
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Cavanagh, Michaella. "Theoretically Speaking – An Autoethnographic Journey in Crossing Disciplines to Being-Becoming a Practical Scholar." African Journal of Inter/Multidisciplinary Studies 1, no. 1 (June 21, 2019): 1–12. http://dx.doi.org/10.51415/ajims.v1i1.801.
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Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.
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Cavanagh, Michaella. "Theoretically Speaking – An Autoethnographic Journey in Crossing Disciplines to Being-Becoming a Practical Scholar." African Journal of Inter/Multidisciplinary Studies 1, no. 1 (June 21, 2019): 1–12. http://dx.doi.org/10.51415/ajims.v1i1.801.
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Becoming a PhD scholar requires a change in identity and new ways of thinking. This is difficult for those from practical backgrounds who struggle to merge the theoretical/scholarly with the creative/practical. Moving towards the scholarly calls for the unlearning of previously held truths. Starting autoethnographically, metaphorical drawings opened up space for critical reflection – crucial to researching oneself. Three metaphorical drawings were made for seminal points in my journey from a fashion design lecturer to a PhD scholar. Each drawing is accompanied by a short narrative and further analysed through conversations with my PhD supervisor. In writing the narratives and dialogue, deeper insights were gained in understanding the role of theory, allowing me to see how my identity was shifting into that of being a scholar. Simultaneously, using visuals as tangible objects allowed me to challenge the familiar while drawing on the resources of my practical background. The result was the inherent alignment of theory and practice, a deeper understanding of the changes within my identities and the alignment of my disparate selves. The use of visual methods has value for others wishing to find a way to bring the strengths of their current disciplines into a more scholarly realm.
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Thompson, Jemima, and Mansor Rezian. "“But I’m not a doctor”: the quirks and challenges of a PhD in Medical Education as a non-medic." Journal of Perspectives in Applied Academic Practice 9, no. 3 (January 21, 2022): 3–5. http://dx.doi.org/10.14297/jpaap.v9i3.451.
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This reflective piece aims to reach non-medics considering Medical Education as a PhD discipline. As two non-medics from social science backgrounds, Sociology (Rezian) and Psychology (Thompson), we will talk about some of the quirks and challenges surrounding our journey into Medical Education and what we have tried to do to make it our academic home. Meeting at UCL (University College London) in 2018 and again in 2019 with other Medical Education PhD researchers from across the country, we came to realise that the ‘non-medic in Medical Education’ experience has differences not present in other disciplines.
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Hamilton, Jayne. "Time management for postgraduate studying." PsyPag Quarterly 1, no. 106 (March 2018): 34–36. http://dx.doi.org/10.53841/bpspag.2018.1.106.34.
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As a recent winner of a PsyPAG bursary, I was asked to write an article for The Quarterly. Whilst this probably sounds like something that should be easy and straight forward to a PhD student, I wanted to write something that was interesting and relevant to many readers. My current research looks at time management of autistic adolescents and young adults, therefore, I thought it was applicable to write about time management of postgraduate studying. Below you will find a few hints and tips that I think I could have benefitted from being told at the beginning of my PhD journey.
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Wyn Griffiths, Alys, Heather Blakey, and Emma Vardy. "The role of a supervisor and the impact of supervisory change during your PhD." PsyPag Quarterly 1, no. 97-5 (December 2015): 68–72. http://dx.doi.org/10.53841/bpspag.2015.1.97-5.68.
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The most influential aspect of a PhD is choosing a supervisor as this shapes your PhD experience, subject area and research methods. Maintaining an effective relationship with your supervisor is essential to successful doctoral training (Zhao, Golde & McCormick, 2007). However, as anyone doing a PhD knows, it’s not necessarily a smooth ride from start to finish. While it is unlikely that students start their journey anticipating a change in supervisory team, this can happen, and for a variety of reasons. We cover some of these reasons, and also how to manage the process of change, in the current article. This article aims to summarise the role of a supervisor, the importance of maintaining a good relationship with your supervisory team, as well as providing helpful advice on why a change in supervisory team may be required and how to manage this process.
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Bishop, Emily. "Finding the arc." Narrative Inquiry 22, no. 2 (December 31, 2012): 366–83. http://dx.doi.org/10.1075/ni.22.2.09bis.
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Powerful narratives exist about the nature, practice and validity of narrative inquiry. It is storied, for example, as complex, time-consuming and unappreciated by the conservative sociology academe. As a new PhD candidate I planned to undertake a straight thematic analysis. However, it became evident that an alternative approach was required. This paper tells a story about my struggle to comprehend narrative analysis and find the arc of my participant’s stories. Because writing ‘my sexual story’ provided a particular turning point in this journey I also recount this here, in addition to an outline of the analytical framework I developed to interpret my data. I argue that narrative analysis is not easily learned through traditional scholarship: texts, journal articles, supervisors and conferences. Rather, a lingering, challenging — but ultimately highly rewarding journey may be required. It is my hope that this paper will provide insight and assistance to the novice narrative researcher.
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Duckett, Stephen. "A journey towards a theology of health economics and healthcare funding." Theology 125, no. 5 (September 2022): 326–34. http://dx.doi.org/10.1177/0040571x221119276.
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Policy decisions in healthcare inherently involve value choices, but these are rarely made explicit. As a health economist participating in policy debates, I have become increasingly concerned about the profession’s implicit values and began to explore – through a PhD in theology – what a theologically informed basis for health economics, and healthcare funding in particular, might comprise. The result is articulation of a set of principles derived from the parable of the ‘Good’ Samaritan – compassion, social justice and stewardship.
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Syed Mohamed, Ahmad Thamrini Fadzlin, Ahmad Fahimi Amir, Nur Khadirah Ab. Rahman, Emily Abd Rahman, and Afifah Quraishah Abdul Nasir. "Preparing for PhD: exploring doctoral students’ preparation strategy." Studies in Graduate and Postdoctoral Education 11, no. 1 (January 2, 2020): 89–106. http://dx.doi.org/10.1108/sgpe-03-2019-0038.
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Purpose The purpose of this paper is to give insight on the important preparation task needed to be considered by prospective PhD candidates prior to the start of their study. As pursuing and obtaining a higher degree qualification is becoming more eminent for those who want to advance their academic career, crucial preparation is needed before embarking on the doctoral quest. Design/methodology/approach A small-scale study of the PhD experience was carried out in a public university in Malaysia using semi-structured in-depth interviews with eight successful doctoral students representing three different faculties to assess respondents’ experiences concerning the preparation aspect, challenges faced and strategies used to overcome the problem. Findings From the interview data, three overarching themes emerged: motives, task and financial and health as important dominators that could influence a successful venture of a PhD journey. Research limitations/implications As the present research respondents were few, further research with bigger number of respondents may shed better light in identifying other important aspect in preparation for PhD. The authors are unable, in the space of this paper, to fully explore the implications of the data, and the work of others that it builds on, for the future of professional doctorates or other types of PhD awards. As professional doctorates are fully concentrated on their professional endeavour, i.e. nursing and education, the preparation needed may include different groundwork. In addition, this study was carried out in Malaysia, where the system may not necessarily share the same characteristics to other doctoral systems in other countries. Cultural differences, the impact of age, gender and race, were other variables that could be weighed by future research in the same area. Practical implications The university’s graduate office should line-up courses to inform future doctoral candidates on the aspect of preparation at personal level that the students need to carry out. Social implications The study provides new views where potential doctoral students should be helped and guided to become more consciously aware of their decision in pursuing a higher degree. This paper provides suggestions on the guidelines of the initial preparation needed before embarking on a PhD journey and managing their own learning. Originality/value The paper establishes the important aspect of the preparation phase needed to be considered by future doctoral students before pursuing their doctoral quest.