Journal articles: 'PhD Project'

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Schwartz, Bill N., and W. Darrell Walden. "From Doctoral Student To Faculty Member: Ph.D. Project Alumnis Evaluation Of Their Preparedness." Journal of Diversity Management (JDM) 7, no. 1 (March 27, 2012): 35–46. http://dx.doi.org/10.19030/jdm.v7i1.6934.

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In response to the important issues regarding diversity in business schools and corporate America, the KPMG Foundation established the PhD Project. The PhD Project helps business professionals and recent college graduates earn doctoral degrees in business disciplines and join business school faculty. While the PhD Project has helped increase the number of minority faculty members in business schools, it may be helpful to gather insights from the recent PhD alumni who have received support from the PhD Project. Our study examines attitudes about preparedness of PhD Project alums for their first faculty position after completing their PhD program. Results show that PhD Project alumni and majority PhD alumni (alumni not associated with the PhD Project) felt they were prepared for their first faculty position, but they were not significantly different in their evaluation in most respects. However, to our surprise, majority PhD alumni felt they were better prepared for research than PhD Project alumni. This difference was significant and further analyses showed that younger faculty and those in the ethnic majority were better prepared for research. Both groups considered themselves well prepared for research and teaching. Neither group was as optimistic about being prepared for service responsibilities and the academic climate or politics of an academic career. Our findings show that the PhD Project is necessary to help ensure that minority faculty members are adequately prepared for research and their academic careers.

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Svejvig, Per, and Sara Grex. "The Danish agenda for rethinking project management." International Journal of Managing Projects in Business 9, no. 4 (September 5, 2016): 822–44. http://dx.doi.org/10.1108/ijmpb-11-2015-0107.

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Purpose The purpose of this paper is to analyze the similarities and differences between the Danish rethinking project management (RPM) initiative named Project Half Double (PHD) and the RPM research stream. The paper furthermore discusses how PHD and RPM can inspire each other in research and practice. Design/methodology/approach This is an empirical paper based on collaborative research between industry and researchers. PHD has developed principles and practices driven by industry consisting of ten leading stars and the impact, leadership and flow (ILF) method. The ten leading stars and ILF method are compared to RPM research. The comparative analysis is then used in a broader discussion about how the research-driven RPM initiative can enrich the industry-driven PHD initiative and vice versa depicted in a theoretical understanding of translations between global ideas and local implementations. Findings RPM and PHD share a focus on value creation, social processes, learning and complexity while PHD also focusses on lean thinking, agile thinking, front-end loading and leadership, which are largely topics beyond the RPM research stream. Originality/value The paper presents how stakeholders from Danish industry interpret the actuality in projects and how they want to move forward with a radically different project paradigm. This is expressed in the ten leading stars and ILF method, which is compared and contrasted to the existing RPM literature providing a foundation for further development of both RPM and PHD.

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Santiago-Lopez, Angel. "Six project-management tips for your PhD." Nature 573, no. 7772 (January 4, 2019): 153. http://dx.doi.org/10.1038/d41586-018-07860-6.

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Schwartz, Bill N., Satina V. Williams, and W. Darrell Walden. "The PhD Project: How Successful Is It?" American Journal of Business Education (AJBE) 4, no. 9 (December 9, 2011): 11–18. http://dx.doi.org/10.19030/ajbe.v4i9.6665.

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Novak, Laurie L., Joyce W. Harris, Taneya Y. Koonce, and Kevin B. Johnson. "Design thinking in applied informatics: what can we learn from Project HealthDesign?" Journal of the American Medical Informatics Association 28, no. 9 (June 18, 2021): 1858–65. http://dx.doi.org/10.1093/jamia/ocab081.

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Abstract Objective The goals of this study are to describe the value and impact of Project HealthDesign (PHD), a program of the Robert Wood Johnson Foundation that applied design thinking to personal health records, and to explore the applicability of the PHD model to another challenging translational informatics problem: the integration of AI into the healthcare system. Materials and Methods We assessed PHD’s impact and value in 2 ways. First, we analyzed publication impact by calculating a PHD h-index and characterizing the professional domains of citing journals. Next, we surveyed and interviewed PHD grantees, expert consultants, and codirectors to assess the program’s components and the potential future application of design thinking to artificial intelligence (AI) integration into healthcare. Results There was a total of 1171 unique citations to PHD-funded work (collective h-index of 25). Studies citing PHD span medical, legal, and computational journals. Participants stated that this project transformed their thinking, altered their career trajectory, and resulted in technology transfer into the commercial sector. Participants felt, in general, that the approach would be valuable in solving contemporary challenges integrating AI in healthcare including complex social questions, integrating knowledge from multiple domains, implementation, and governance. Conclusion Design thinking is a systematic approach to problem-solving characterized by cooperation and collaboration. PHD generated significant impacts as measured by citations, reach, and overall effect on participants. PHD’s design thinking methods are potentially useful to other work on cyber–physical systems, such as the use of AI in healthcare, to propose structural or policy-related changes that may affect adoption, value, and improvement of the care delivery system.

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Fontenelle, Leonardo Ferreira, Stephani Vogt Rossi, Miguel Henrique Moraes de Oliveira, Diego José Brandão, and Thiago Dias Sarti. "Postgraduate education among family and community physicians in Brazil: the Trajetórias MFC project." Family Medicine and Community Health 8, no. 3 (September 2020): e000321. http://dx.doi.org/10.1136/fmch-2020-000321.

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ObjectiveOur objective was to describe the postgraduate education trajectories of family and community physicians in Brazil, where neither primary healthcare nor family and community medicine is recognised as a knowledge area for the purpose of research and postgraduate education (master’s and PhD degrees).DesignAn observational, exploratory study, using administrative data. A nationwide list of family and community physicians as of late November 2018 was compiled from multiple sources. Data on the mode of specialisation was obtained from the same sources and were correlated with data on master’s and PhD degrees, obtained from the curricula vitae on the Lattes Platform.SettingThis study was set in Brazil.Participants6238 family and community physicians (58.3% female), of whom 2795 had earned a specialist certificate (identified from the list of physicians certified by Sociedade Brasileira de Medicina de Família e Comunidade) and 3957 had completed medical residency (identified from SisCNRM, the national information system for medical residency).ResultsA master’s degree was held by 747 (12.0%) family and community physicians, and a PhD by 170 (2.7%); most degrees were in collective health (47.0% and 42%, respectively). Men were more likely than women to hold a master’s degree (adjusted odds ratio (aOR) 1.24, 95% uncertainty interval (UI) 1.07–1.45) and even more likely to a hold PhD (aOR 1.86, 95% UI 1.35–2.59). Family and community physicians were also less likely to hold a PhD degree if their master’s degree was professional (oriented towards jobs outside academia) instead of academic (aOR 0.15, 95% UI 0.05–0.39) or in some area other than collective health or medicine (aOR 0.41, 95% UI 0.21–0.78, compared with a master’s degree in collective health). The postgraduate degree was more likely to precede specialisation for family and community physicians specialising through certification (master’s degree 39.9%, PhD 33%) than through medical residency (master’s degree 9.1%, PhD 6%).ConclusionFamily and community physicians in Brazil increasingly earn academic and professional master’s and PhD degrees, with an emphasis on collective health, even though women seemingly face barriers to advance their education. The consequences of different postgraduate trajectories should be critically examined.

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Hansen, Rune. "På vej mod en målbevidst målstyret kompetenceorienteret matematikundervisning." Studier i læreruddannelse og -profession 1, no. 1 (September 30, 2016): 28. http://dx.doi.org/10.7146/lup.v1i1.27662.

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Abstract: The purpose of this article is to provide insight into the potential and challenges in planning, implementing and evaluating a goal-oriented competence-based mathematics teaching. Based on an ongoing PhD project, analysis from the project will be introduced as a basis for reflecting upon the hindrances of exemplary character identified during a longitudinal experimental teaching in Grade 5 and 6.Resume: Artiklen har til formål at give indblik i potentialer og udfordringer ved at planlægge, gennemføre og evaluere en målstyret kompetenceorienteret matematikundervisning. Med afsæt i et igangværende ph.d.-projekt vil en del af projektets analyser blive præsenteret som udgangspunkt for at kunne forholde sig til de hindringer af eksemplarisk karakter, som er identificeret i forbindelse med en længerevarende forsøgsundervisning i 5.- og 6. klasse.

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Johanesen, Priscilla, Jose Garcia-Bustos, and Paul Wood. "Training PhD students to bridge the Academia–Industry gap." Microbiology Australia 37, no. 2 (2016): 73. http://dx.doi.org/10.1071/ma16024.

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It is now well understood that the career paths of PhD students are diverse and not all PhD graduates strive for a career in academia1. Even if the opposite were true, the number of PhD graduates greatly exceeds the number of currently available and projected academic positions2. It is clear that the PhD as it is traditionally understood has to evolve. With the changing outcomes of the PhD has come the requirement to provide students with training that will equip them with marketable skills vital for success in real-life workplaces, extending them beyond their discipline-specific research and knowledge with skills applicable to industry, academia, government, the community and possibly entrepreneurial activities. This article describes a training module ‘From Project to Product’, which has been developed at Monash University to engage students with industry and introduce them to career pathways outside of academia.

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Lazarou, Elisabeth, Natalia Vatolkina, Maria Dascalu, and Elena Smirnova. "Training PhD students for teaching of engineering disciplines: Study of Russian Universities Experience." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 189–97. http://dx.doi.org/10.2478/cplbu-2020-0022.

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AbstractThe paper contains several findings of the study of the Russian universities’ system related to pedagogical training of PhD students, which has been carried on in the framework of the ERASMUS+ Capacity Building for HE project EXTEND (# 586060-EPP-1-2017-1-RO-EPPKA2- CBHE-JP) - “Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan”. The project itself is devoted to the training of new personnel for the engineering universities. The strengths and weaknesses of the Russian system of pedagogical training of young teachers are under discussion in this article.The Introduction part of the paper describes the Russian system of education, EXTEND project main activities, Project Consortium participants, objective of the analysis of curriculum contents of PhD programs in engineering in Russian universities, including courses and internships on pedagogy, learning outcomes and PhD student’s teaching competences and motivation. The methodology part of the paper draws the four stages of the research. The main part of the paper presents the results of the analysis of the 22 PhD programs collected by Russian universities’ team. The Discussion part consists of four recommendations on how to enhance the Russian teacher preparation.

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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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Iwata, Ray. "Linguistic geography of Chinese dialects : Project on Han dialects (PHD)." Cahiers de linguistique - Asie orientale 24, no. 2 (1995): 195–227. http://dx.doi.org/10.3406/clao.1995.1475.

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Sinady, Chantal, Deborah L. Floyd, and Anne E. Mulder. "The AACC Competencies and the PhD Completion Project: Practical Implications." Community College Journal of Research and Practice 34, no. 1-2 (December 22, 2009): 218–26. http://dx.doi.org/10.1080/10668920903451442.

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Woolderink, Marla, Katarina Putnik, Hannerieke van der Boom, and Gonnie Klabbers. "The Voice of PhD Candidates and PhD Supervisors. A Qualitative Exploratory Study amongst PhD Candidates and Supervisors to Evaluate the Relational Aspects of PhD Supervision in the Netherlands." International Journal of Doctoral Studies 10 (2015): 217–35. http://dx.doi.org/10.28945/2276.

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PhD trajectories are important to universities, as these contribute to the increase in knowledge and output. Therefore, they aim to decrease the completion time and dropout. This article reports on our survey amongst PhD candidates and supervisors of the Graduate School CAPHRI, Maastricht University, The Netherlands. We investigated interpersonal aspects of coaching and (implicit) assumptions on skills and competences. Both groups consider personality, knowledge, skills, communication and coaching the major factors contributing to a successful PhD trajectory. PhD candidates consider responsiveness and respectful, good-quality feedback by supervisors important and suggest regular assessment of their performance. Supervisors consider flexibility, openness for feedback, taking initiative and being a team-player as good qualities for PhDs. Supervisors indicate struggling with offering support versus independence during different stages of the PhD trajectory. The study shows that a good match between PhDs and supervisors is essential for a successful PhD trajectory, and we advise that both discuss and formally agree upon mutual expectations and responsibilities within the project. We advocate that Graduate Schools foster an open and safe learning environment, organise meetings where supervisors can share experiences to learn from one another, provide contacts for advice and support and involvement of HR during the selection process.

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de Vos, C. M., J. D. Bregman, and U. J. Schwarz. "Pupil Plane Interferometry: Some Conclusions from SCASIS." Symposium - International Astronomical Union 158 (1994): 419–21. http://dx.doi.org/10.1017/s0074180900108101.

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In this contribution we summarize some conclusions from the SCASIS project. The project, which concerns a multiple shearing pupil plane interferometer, was started in 1986 and was concluded in 1992 with the PhD thesis of de Vos.

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Thomsen, Patrick, and Phylesha Brown-Acton. "Manalagi Talanoa A Community-Centred Approach to Research on the Health and Wellbeing of Pacific Rainbow LGBTIQA+ MVPFAFF Communities in Aotearoa New Zealand." Pacific Health Dialog 21, no. 7 (June 22, 2021): 474–80. http://dx.doi.org/10.26635/phd.2021.117.

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The talanoa reported in this paper explores the way the Manalagi Project – recently funded by the Health Research Council of New Zealand – has been designed to empower the health and wellbeing of our Pacific Rainbow LGBTIQA+ MVPFAFF communities. Community-driven, co-designed and embedded, the Manalagi Project adopts a Pacific-centred holistic approach to wellbeing and research. Positioned at the beginning of its community consultation phase, this talanoa between the two lead researchers, one who is an academic and the other a community practitioner, documents the genealogy of the project embedded in lived experiences and relationality through talanoa. It speaks to the importance and timeliness of the project; the suitability of the research team; and intervenes in conversations around how we can activate Pacific research methodologies and praxis to empower our communities to achieve their health and wellbeing aspirations. The findings from this talanoa demonstrate the criticality in adopting intersectional approaches to understanding the differentiated and contextualised health and wellbeing needs of diverse Pacific communities.

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Lyall, Mark. "Method emerging: a statement of poetics for a project-based PhD." Qualitative Research Journal 14, no. 2 (July 8, 2014): 134–49. http://dx.doi.org/10.1108/qrj-05-2013-0035.

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Purpose – The purpose of this paper is to give an account of the methods used for the author's project-based doctoral thesis, Hatred and History. The methodology is offered not as an exemplar, but rather as a case study of an integrated approach where exegesis and creative work are conceived as intertwining explorations of the same research materials. Design/methodology/approach – Hatred and History creatively explores the idea that science and intuition frame our experience of the world in distinct ways, and is expressed across an audio production and a written exegesis. The dyad of scientific and intuitive knowledge is embedded deeply within the production, from the initial choice of subject through the structuring and writing of the script to the techniques employed to write the music. This paper traces the transformation of the dyad from academic construct to creative construct, and should therefore be considered a statement of poetics. Findings – The creative exploration of science and intuition encouraged me to consider the “double articulation” of theory and practice, where poetics ceases to be merely a theory of rhetorical design and is assimilated into a theory of self-knowledge. Originality/value – This paper is offered in the hope that it will be of value to commencing PhD candidates in the creative arts who must navigate the waters between exegesis and creative output for themselves.

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Jenner, R. P. "The First Year of a PhD Research Project: A Personal View." Measurement and Control 30, no. 6 (July 1997): 174–76. http://dx.doi.org/10.1177/002029409703000605.

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Scaife, Anna M. M., and Sally E. Cooper. "The DARA Big Data Project." Proceedings of the International Astronomical Union 14, A30 (August 2018): 569. http://dx.doi.org/10.1017/s174392131900543x.

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AbstractThe DARA Big Data project is a flagship UK Newton Fund & GCRF program in partnership with the South African Department of Science & Technology (DST). DARA Big Data provides bursaries for students from the partner countries of the African VLBI Network (AVN), namely Botswana, Ghana, Kenya, Madagascar, Mauritius, Mozambique, Namibia and Zambia, to study for MSc(R) and PhD degrees at universities in South Africa and the UK. These degrees are in the three data intensive DARA Big Data focus areas of astrophysics, health data and sustainable agriculture. The project also provides training courses in machine learning, big data techniques and data intensive methodologies as part of the Big Data Africa initiative.

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Rupp, Claudia. "Doing qualitative comparative research on teaching: Challenges and benefits of working with grounded theory." Research in Comparative and International Education 11, no. 4 (December 2016): 422–33. http://dx.doi.org/10.1177/1745499916680537.

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The last decades have seen the completion of an increasing number of qualitative comparative research projects on teaching. Challenges and benefits which might arise from a qualitative international comparative research design have been considered. However, very little has been published on challenges and benefits which may arise from using grounded theory in international comparative research projects. This article explores some of these challenges and benefits, focusing on two methodological aspects: the emergent process of developing a grounded theory and analysing data in a foreign language. In order to illustrate the argument, an international comparative PhD project is used. The project is centred on how teachers see themselves with regards to accountability reforms in England and Germany.

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Kokaua, Jesse, Seini Jensen, Troy Ruhe, Justine Camp, Wilmason Jensen, Debbie Sorensen, Albany Lucas, and Rosalina Richards. "An Application of a Tivaivai Research framework to a quantitative Pacific health research project using New Zealand’s Integrated Data Infrastructure." Pacific Health Dialog 21, no. 5 (February 7, 2020): 206–15. http://dx.doi.org/10.26635/phd.2020.621.

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Using the Integrated Data Infrastructure (IDI) to investigate or research various social, cultural, health, or other related outcomes is appealing and has a lot of potential. The IDI offers sufficient numbers for researchers to investigate outcomes in Pacific communities to a level of detail not available in many studies. Additionally, it allows organisations to upload their own data to supplement measures in the IDI. The overall aim of this paper is discuss the appropriate values for research projects involving Pacific communities using IDI data; issues around ownership of data from Pacific communities; consent; identification; and other ethical considerations. Although the IDI has a great deal of potential for Pacific health research, many findings based on research using IDI data have been recognised as deficit-framed and polarising for the communities they describe. Some would argue that such findings highlight discrepancies in health or social equity and point to deficiencies that should be the responsibility of governmental organisations. Most analyses stop short of investigating practical pathways for communities to find solutions that are sympathetic to the values or established infrastructure of those communities. Instead, most communities found themselves characterised by deficit and feeling solely responsible for their poor situation. This paper proposes an extension to the Tivaivai/Tivaevae research framework and shows how it incorporates values that should be reflected in Pacific research using IDI data. With applications in a range of disciplines, the Tivaivai framework, like many Pacific research models, has been applied to quantitative or small mixed-methods projects, and usually restricted to Cook Islands research. This paper shows its usefulness can be applied to a strictly quantitative research framework, making it sympathetic to wider Pacific values as well as consistent with other familiar Pacific research frameworks. These concepts will be incorporated into a research project for an HRC funded Post-doctoral study investigating the value of education to health outcomes for Pacific families. It is hoped that this paper may provide a starting point for other quantitative Pacific research projects involving administrative or other big data.

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Arlot, J. E., W. J. Jin, J. Zhu, Q. Y. Peng, F. Colas, K. X. Shen, Z. H. Tang, et al. "A project of teaching ground-based astrometry." Proceedings of the International Astronomical Union 3, S248 (October 2007): 521–22. http://dx.doi.org/10.1017/s1743921308020024.

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AbstractThe optical ground-based astrometry of solar system objects may have its accuracy strongly improved by using new methods for making observations and reductions of them. New photometric methods of observating the mutual phenomena occurring in the solar system, may provide astrometric data with a higher precision than the classical direct imaging. In order to help preparing observers for the future campaigns of observations (2008–2010) and to promote this kind of high-accuracy astrometry, we plan to organize a spring school in 2008 in Beijing, China, for PhD and post-doctoral students, and for interested young astronomers.

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Carlson, Elizabeth A., Beth A. Staffileno, and Marcia Pencak Murphy. "Promoting DNP-PhD collaboration in doctoral education: Forming a DNP project team." Journal of Professional Nursing 34, no. 6 (November 2018): 433–36. http://dx.doi.org/10.1016/j.profnurs.2017.12.011.

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Clinch, Peter. "FLAG Project: Survey Results." Legal Information Management 1, no. 2 (2001): 45–58. http://dx.doi.org/10.1017/s147266960000044x.

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The Foreign Law Guide (FLAG) Project, which aims to build a Web inventory to the holdings of foreign legal materials in university and college libraries throughout the United Kingdom, is one of about 12 collection management projects, funded by the Research Support Libraries Programme (RSLP). It is believed to be the only project which included within its research proposal the requirement to carry out a survey of user needs to assist in the design of the end-product of the project: the Web inventory.The purpose of the survey, as stated in the bid document, would be to:establish the present and future requirements for foreign, comparative and international legal materialsdiscover what information researchers need on foreign law, how they obtain it and what they expect libraries to provideprovide essential information for decision-making on collection development and influence the production of the law Web map.The Project Management Committee considered it important to attempt to obtain the views of as wide a range of users of foreign legal materials as possible. Attempts were made to include (a) non-lawyers working in related disciplines, (b) research support staff and PhD. students as well as academics, and (c) law librarians and information officers.

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Sabelfeld, Svetlana. "Information on the investor relations websites – How to study its usefulness? A research proposal." Proceedings of Pragmatic Constructivism 1, no. 1 (March 1, 2011): 7–11. http://dx.doi.org/10.7146/propracon.v1i1.15868.

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This paper can be seen as a preliminary research proposal to my continued PhD project. My expectation is therefore to receive your feedback concerning the whole proposal, and, specifically, I would appreciate if you could suggest how to conceptually frame this project; and also if you could provide me with your feedback concerning methodology.

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Abrunhosa, Ana, B. Márquez, E. Baquedano, N. Bicho, A. Pérez-González, and J. L. Arsuaga. "Raw material study of the Mousterian lithic assemblage of Navalmaíllo Rockshelter (Pinilla del Valle, Spain): preliminary results." Estudos do Quaternário / Quaternary Studies, no. 11 (December 21, 2014): 19–25. http://dx.doi.org/10.30893/eq.v0i11.87.

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This article presents the PhD project under the supervision of Nuno Bicho and Enrique Baquedano, which aims to study the origin of raw materials from the Mousterian lithic sets of the Calvero de la Higuera sites. At this first stage of the project the main objective is the determination and characterization of the raw materials present at the sites.

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Remich, Robin, Michelle E. Naffziger-Hirsch, J. Lynn Gazley, and Richard McGee. "Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study." CBE—Life Sciences Education 15, no. 3 (September 2016): ar25. http://dx.doi.org/10.1187/cbe.16-01-0035.

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This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs.

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Paschke, Melanie, and Karina Zurgilgen. "Science-policy boundary work by early-stage researchers: Recommendations for teaching, internships and knowledge transfer." GAIA - Ecological Perspectives for Science and Society 28, no. 3 (October 18, 2019): 310–15. http://dx.doi.org/10.14512/gaia.28.3.13.

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Establishing mechanisms for involving scientists in policymaking for the Sustainable Development Goals (SDGs) is a long-term requirement. The Zurich-Basel PhD program Science and Policy involves early-stage scientists in science-policy boundary work through internships and co-supervision at academic and policy institutions. In a Delphi study, students reported to have acquired new skill sets for science-policy dialogue. However, challenges remain, including the lack of time for policy work during a PhD project or the different incentive systems in academia and policy.

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Adida, Claire L., David A. Lake, Fatemeh Shafiei, and Matthew Platt. "Broadening the PhD Pipeline: A Summer Research Program for HBCU Students." PS: Political Science & Politics 53, no. 4 (June 30, 2020): 723–28. http://dx.doi.org/10.1017/s1049096520000542.

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ABSTRACTThis article introduces, describes, and evaluates a program designed to broaden the PhD pipeline in political science to achieve greater equity and inclusion. In its fifth year, the program brings undergraduate students from two Historically Black Colleges and Universities to an R-1 political science PhD department for a seven-week summer program, in which they are paired with a faculty mentor to conduct research for, prepare, and present an original research project. Additionally, participants attend methods classes, GRE preparatory workshops, subfield presentations from graduate students and faculty in the host department, and social events. We describe key lessons drawn from our experience in piloting this program. We evaluate its success using data about the composition of the host institution’s PhD program and exit surveys conducted with all participants from 2016 to 2018.

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Kobayashi, Sofie. "Peer feedback among international PhD students." Dansk Universitetspædagogisk Tidsskrift 13, no. 25 (September 27, 2018): 91–106. http://dx.doi.org/10.7146/dut.v13i25.104668.

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In a PhD course for new PhD students peer feedback was introduced to reduce teacher time on feedback and to enhance the learning environment. The results of the changes to the course are not conclusive with regards to teacher time, since there were also oth-er changes made to the programme, but overall teacher time on giving feedback has been reduced. Peer feedback in higher education is seen as one way to enhance the learning environment for students as it builds on principles of formative feedback dur-ing the course of study and when students give feedback it has been shown to enhance learning. The results from this study support this view, but improved learning was only observed after peer feedback was integrated in teaching and learning activities em-bedded in the course rather than as an add-on.This article describes and evaluates the introduction of an element of peer feedback in a PhD course. Peer feedback was introduced with the double goal of saving teacher time and enhancing learning outcomes. The changes made to the course were initiated as a development and learning project undertaken as part of my participation in the Teaching and Learning in Higher Education Programme (Universitetspædagogikum) in 2016. The aim of the article is to share experiences that indicate that this double goal is achievable when a) assessment (or feedback) criteria are explicit and shared and b) peer feedback is an integral part of the course.

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Dambrine, Christian. "Channelling Students towards Industrial Research: Sponsorship of PhD Students in France." Industry and Higher Education 7, no. 1 (March 1993): 47–50. http://dx.doi.org/10.1177/095042229300700111.

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Under the Conventions Industrielles de Formation par la Recherche (CIFRE), the French Ministry of Research and Technology sponsors industrial research with 700 doctoral candidates per year. A CIFRE is a contract between the National Association for Technical Research (ANRT) which manages the programme and a French firm, entitling the firm to assign an R&D project to a young professional under 26 years of age as part of his/her doctoral thesis. The graduate engineer gets a minimum salary of £12 500 per year from the firm, which receives £9000 directly from ANRT. This grant is awarded for three years for a project in collaboration with an academic laboratory at home or abroad. All industrial sectors are eligible to participate in the CIFRE programme as well as firms of all sizes and in all fields. After 10 years, 3 300 CIFRE contracts have been awarded and half of them are underway – 95% have led to a PhD and 80% to a professional career in industry.

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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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Dubberley, Sarah. "The Reframing of Methodology: Revisiting a PhD Study." Sociological Research Online 19, no. 4 (December 2014): 39–47. http://dx.doi.org/10.5153/sro.3483.

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The paper draws on a PhD study to explore some methodological dilemmas associated with the execution of qualitative research when framed within positivist study design. The PhD was linked to an externally funded research project which evaluated the implementation of a custody-based intervention in the secure estate. While the PhD was conceived as a qualitative study, informed by interpretivist methodology and associated epistemology, the wider funded study was informed by positivist tradition and used a quantitative method. This led to dilemmas of both practical and methodological nature. The author revisits her study's methodological position to review issues raised by the research design and suggests an alternative proposal informed methodologically by critical realism which may better serve the study's interests. In doing so, the paper suggests how revisiting previous research may assist us in gaining methodological understanding and allow us to reframe our future endeavours to more useful end.

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Papautsky, Elizabeth Lerner, Vera C. Kaelin, and Haleh Vatani. "Integrating Cognitive Task Analysis in a PhD-Level Applied Health Sciences Qualitative Methods Course." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 9, no. 1 (September 2020): 220–21. http://dx.doi.org/10.1177/2327857920091031.

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We discuss the integration of naturalistic decision making theoretical perspective and cognitive task analysis methods (CTA) in a PhD level qualitative methods courses offered to applied health sciences students. Students planned and executed a mini CTA project that included identification of a research question, development of a proposal with an interview guide, recruitment of participants, data collection and analysis, and documentation. We share a reading list and discuss the benefits and challenges of offering this course project.

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Hällgren, Markus. "Mechanisms of deviations: observations of projects in practice." International Journal of Managing Projects in Business 2, no. 4 (September 11, 2009): 611–25. http://dx.doi.org/10.1108/17538370910991188.

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PurposeThe purpose of this paper is to describe and summarize a PhD thesis that contributes to the understanding of how unexpected events (deviations) are handled. It explores the reality of project manager's attempts to address loosely coupled components of tightly coupled projects from a projects‐as‐practice approach.Design/methodology/approachResearch reported here is based upon a qualitative data gathering approach adopting an ethnographic research approach, gathering data from 12 weeks of participant observations, 59 interviews and studying supporting documentation with the offices under study. This approach is warranted by the projects‐as‐practice approach which puts emphasis on the situated actions.FindingsRather than reducing uncertainty, project management action through coping with deviations to expectations provides mechanisms that thrive on the uncertainty of the situation. Project managers can cope with unexpected deviations to plan in a logical and rigorous way that is currently poorly recognized as an official project management “skill”.Practical implicationsMore space for action is created to solve the specific deviation by enhancing the seriousness of the deviation. The longer the project manager is able to emphasize the structures of a deviation, the more time the project manager has to find a suitable solution.Originality/valueThere are two main areas of conclusion that are given attention. First, uncertainty is inherent in projects which can be used when dealing with deviations in projects because while all deviations do not have great consequences, they follow the same basic pattern when managed. Project management in this sense becomes the management of deviations. Second, in terms of the theory of loosely coupled systems, a practice‐based analysis has been largely missing in the project management literature. The study reported upon investigates and explains this inner life of loose coupling mechanisms.

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Duranova, T., N. A. Beresford, T. Perko, and W. Raskob. "Education and training activities in the Euratom CONFIDENCE project." Radioprotection 55 (May 2020): S45—S50. http://dx.doi.org/10.1051/radiopro/2020011.

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The education and training activities formed a key part of the CONFIDENCE project and were integrated into the research programme. The activities varied from training courses through to workshops and courses for students, integrating achievements from the CONFIDENCE project. The tasks were developed and realised in collaboration with academic departments’ outwith the CONFIDENCE consortium. Educational materials as well as lectures, round table discussions and table-top exercises have been conducted at universities. In such a way we have reached the next generation of Radiation Protection specialists. Junior scientists, post-doctoral researchers and PhD. students have also been involved in CONFIDENCE’s core research activities. A final dissemination meeting focused on communicating the main achievements of the project.

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Arbidane, Iluta, Nonna Khachatryan, and Daina Znotina. "THE NECESSITY OF AN EFFECTIVE STUDY APPROACH IN DOCTORAL EDUCATION." Latgale National Economy Research 1, no. 11 (October 15, 2019): 5. http://dx.doi.org/10.17770/lner2019vol1.11.4311.

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The aim of the paper is to analyse various research studies in regard to teaching strategy in PhD programmes within the Bologna education area and to give recommendations aimed at the development of educational process structuring in the third level of higher education. Novelty of the research – an analysis on the effective implementation of doctoral studies was conducted, emphasizing the implementation of them in Latvia and Armenia. Research methods – analysis of documents, logical construction and the graphical method. The paper discusses the effective approaches of PhD programmes to teaching strategies that are focused on formation of outcomes, such as interpersonal and leadership skills, project management and organization, research and information management, self-management and career development. Nowadays, it is highly important to remodel the educational strategy, targeted at the PhD student’s transferable skills acquisition, through avoiding unnecessary theoretical educational modules and academic training pressure.

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Phillips, Gail. "The production-based PhD: an action research model for supervisors." Quality Assurance in Education 22, no. 4 (August 26, 2014): 370–83. http://dx.doi.org/10.1108/qae-10-2013-0043.

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Purpose – This paper aims to demonstrate how action research methodologies can help to define and clarify the pedagogical role of the supervisor in production-based research (PBR). A major challenge in supervising practice-related research is trying to disentangle and articulate the theory embedded within practical projects. In journalism, which is still a relatively new discipline in academe, supervisors and students are often operating in under-theorised areas with no pre-existing theoretical roadmap. Action research has shown itself to be a useful methodology for structuring and explaining practice-related research, which in journalism would encompass PBR in the field. This paper shows how the action research paradigm is equally useful in describing and clarifying the supervisor’s role in these sorts of projects. Design/methodology/approach – The paper looks first at practice-related research and the main challenges for candidates and supervisors in trying to align PBR with academic paradigms. Using examples from the author’s experience in supervising journalism research, it then illustrates how the main supervision tasks of project management, research mentoring and the writing-up process fit into the action research model. Findings – In reflecting on the dynamics between candidates and supervisors in PBR, this paper shows how supervision of production-based PhDs is a dynamic research process in itself, presenting opportunities for pedagogical reflection. Originality/value – The paper helps to clarify the role of the supervisor in this specialist research area which is still trying to establish itself within academe. It provides one way for supervisors to conceptualise their experiences and so contribute to a corpus of knowledge on which others can draw and build. By showing how the action research methodology applies to the supervision process in production-based research (PBR), this paper articulates a way for supervisors to understand and manage their role in this still-evolving research area. Building on previous scholarship and applying this knowledge to journalism production, the paper shows how action research may provide a way of addressing many of the issues and dilemmas others have encountered and identified in their pedagogical practice.

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Lisowski, Grzegorz. "Coalitional Strategic Behaviour in Collective Decision Making." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (April 3, 2020): 13722–23. http://dx.doi.org/10.1609/aaai.v34i10.7133.

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In my PhD project I study the algorithmic aspects of strategic behaviour in collective decision making, with the special focus on voting mechanisms. I investigate two manners of manipulation: (1) strategic selection of candidates from groups of potential representatives and (2) influence on voters located in a social network.

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Margolis, A. A., and M. A. Safronova. "The Project of Modernisation of Teacher Education in the Russian Federation: Outcomes 2014—2017." Психологическая наука и образование 23, no. 1 (2018): 5–24. http://dx.doi.org/10.17759/pse.2018230101.

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The project of modernization of teacher education was initiated by the Ministry of Education and Science of the Russian Federation in 2014 and was carried out in two stages: the first one in 2014—2015 and the second one in 2016—2017. This full-scale project comprised 33 projects covering the modernization of all main programmes of teacher training (bachelor’s, master’s, PhD) in “Education and Pedagogical Sciences”. The project was implemented by 65 higher education organizations located in 51 subjects in 8 federal districts of the Russian Federation. Expert and analytical support in the course of the project implementation was provided by interregional Resource Centers established in the Moscow State University of Psychology and Education, the project operator, and in the National Research University Higher School of Economics, the co-operator; also, a new website педагогическоеобразование. рф was created for the purposes of project assistance. A new model of designing modules of basic professional educational programmes was developed and tested during the project implementation that incorporates activity and practice-oriented approaches into teacher training. Following the results of each stage of the project, an independent evaluation of professional competencies and their compliance with the requirements of the professional standard for teachers was carried out in students using a specially developed technique. All in all, more than 6300 students from 51 Russian universities participated in this independent evaluation.

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Sysoieva, Svitlana, and Olena Protsenko. "LEARNING OUTCOMES FOR MODULE JEAN MONNET: AN EXPERIENCE IN UKRAINE. STEPS TO IMPROVE QUALITY." Continuing Professional Education: Theory and Practice, no. 3 (2020): 87–94. http://dx.doi.org/10.28925/1609-8595.2020.3.10.

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The article represents the diagnostic and analytical results of the research on learning outcomes for PhD level within the subject area «Higher education quality and its expert support: Ukraine’s movement towards the European Union» at Borys Grinchenko Kyiv University (Ukraine). A generalised description of competences and learning outcomes for PhD students was developed. This paper made use of a small-scale research – a questioning of the PhD students. 40 PhD students have been questioned from different specialities. The results of the survey are described in knowledge and skills, which development level is determined by the descriptive scale. It was important to focus on the mastery of such knowledge by graduate students as: basic terms and definitions; theoretical issues of the subject under study; legal dimension quality assurance of higher education; laws and peculiarities on quality evaluation assessment; official regulations and mechanisms that ensure the quality of programs and certificates in the higher education institution; principles, the revised ESG are based on; the European standards and guidelines for internal quality assurance in higher educational institutions; internal (External) monitoring of the quality of higher education in EU countries; the model and criteria for the evaluation of educational programmes. The content of the lessons from the module was aimed at the development of such skills: to identify and analyze the main trends in quality assurance in Europe; to evaluate European context for external quality assurance; to interpret the main principles for QA in Europe; to comment on principles of quality as integrated patterns of quality culture; differences between quality assurance and rankings; to apply different research methods and information technologies in practical situations; to participate in the work of multidisciplinary educational projects. A separate aspect of the survey is the assessment of the satisfaction level of classes content and organization by the PhD students. The training is considered as a tool for professional development, increasing the effectiveness of learning outcomes. The article gives an overview of the steps necessary to improve the quality of project implementation and module learning outcomes.

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Proleiev, Sergii. "Philosophical Competencies: What Should They Be?" Filosofiya osvity. Philosophy of Education 19, no. 2 (December 27, 2016): 88–96. http://dx.doi.org/10.31874/2309-1606-2016-19-2-88-96.

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The article discusses the system of general and specific competences in the educational standard of philosophy. The basic principles of developing a set of competencies. Define their relationship with the Tuning project. In two tables are general competences and special competences on three main levels of education – bachelor, master, PhD.

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Pulu, Veisinia, Iemaima Tiatia-Sheath, Barry Borman, and Ridvan` Firestone. "Investigating principles that underlie frameworks for Pacific health research using a co-design approach: learnings from a Tongan community based project." Pacific Health Dialog 21, no. 7 (June 22, 2021): 399–406. http://dx.doi.org/10.26635/phd.2021.115.

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Co-design is a relatively new method employed in public health-based interventions to identify problems, generate and implement solutions through harnessing knowledge and creativity of citizens and staff . Researchers use different co-design steps in the design and implementation of intervention programmes. The co-design approach has been successfully used in redesigning health care services to fit the needs of the consumers and has extended to develop health interventions for communities . In New Zealand, co-design methods have been used to develop health interventions among minority and indigenous groups. Previous research highlighted that co-design fits well when collaborating with these groups as it allows tool redevelopments and re-fining based on the socio-cultural needs of participants. This method captures and understands the needs of the Tongan community, as well as foster expression, reflection, and sharing to inform the development of the intervention. The generation of discussion in co-design aligns with the indigenous knowledge of systems, creation stories and oral stories which provide a culturally empowering way to generate discussion and insights from Tongan communities.

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Jones, Hilary M., and Lorna J. Warnock. "When a PhD is not enough." Higher Education, Skills and Work-Based Learning 5, no. 3 (August 10, 2015): 212–27. http://dx.doi.org/10.1108/heswbl-05-2014-0013.

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Purpose – This paper outlines a doctoral internship programme introduced for students researching Mechanistic Biology in the Department of Biology, University of York, UK. The programme forms part of the White Rose Doctoral Training Programme (DTP), a collaboration between the three “White Rose” Universities of Leeds, Sheffield and York in the North of England. It provides an analysis of the UK context in which the new biotechnology doctoral internships initiative sits and describes the pilot phase of the Professional Internship for PhD Students (PIPS) programme and the introduction of the full doctoral PIPS internship programme. The purpose of this paper is to examine best practice in the planning and management of internships with particular interest in doctoral programmes, with a discussion on the challenges presented by cognate and non-cognate internships. Design/methodology/approach – The paper uses as a case study, the introduction of PIPS for the DTP in Mechanistic Biology, hosted by the White Rose Consortium of Universities (York, Sheffield and Leeds) and funded by the Biotechnology and Biological Sciences Research Council (BBSRC). It also considers good practice from around the world, and relates these to the work-based learning literature. Findings – The paper outlines the processes and resources used to secure PIPS internships, and evaluates their success against BBSRC’s objective to help early career researchers to understand the context of their research and expose them to the range of opportunities available after graduation. The authors describe an initial pilot study, challenges and opportunities provided by the internships and feedback from students in the programme. Research limitations/implications – Though the number of students in the pilot study was very limited, all students had a greater awareness particularly of their leadership, project management, organisational and team working capabilities following the three-month internship and were more receptive to the consideration of careers outside of academia. Originality/value – The authors offer recommendations from their own experiences of initiating these doctoral internships which may be useful to others implementing non-cognate internship programmes at their own institutions, whilst being mindful that programmes in other countries may face different challenges.

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Janssen, Gerriet, Ricardo Nausa, and Carlos Rico. "Shaping the esp curriculum of an english for PhD students program: a colombian case study of questionnaire research." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 51. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a04.

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This report presents the findings from an EAP curriculum development project directed towards PhD students at Colombian university.An analysis of this stakeholder group’s learning needs was conducted through questionnaire research, focusing on (a) describing students’situated contexts and interests and (b) obtaining data contributing towards future program development. Measures of central tendency,dispersion, and internal consistency for each section of the questionnaire are reported. Key results include these students’ strong interest inEAP programming, their language needs and experience regarding their intellectual production, and their perceived importance of differentlanguage sub-skills in both the local and international contexts. The results highlight the importance of continued evaluation cycles and theimportant role EAP coursework has for PhD students today.

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Tsukamoto, Eri, and Eri Tsukamoto. "A Reflection on the Artists and Academics Exhibition." Exchanges: The Interdisciplinary Research Journal 4, no. 2 (April 30, 2017): 227–31. http://dx.doi.org/10.31273/eirj.v4i2.159.

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On 26 November 2016, the Artists and Academics Exhibition was held at Fargo Village in Coventry. The Exhibition was a collaborative project between seventeen PhD researchers from the University of Warwick and seventeen local artists, in which each artist created a piece inspired by a research idea. The Exhibition fostered active conversation between artists, academics and the general public, thereby encouraging all participants to talk about academic works in an informal setting and to explore new ideas and perspectives. Collaborative projects like the Exhibition thus benefit all who participate, and wider participation should be encouraged. Negative perceptions of public engagement may be changed through such an active participation.

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Preuss, Michael D., Samuel P. Merriweather, Shannon D. Walton, and Karen L. Butler-Purry. "Minority Student Preparation for STEM PhD Study: Impact of NSF Bridge to the Doctorate Programming." International Journal of Technology in Education and Science 4, no. 3 (June 19, 2020): 168–87. http://dx.doi.org/10.46328/ijtes.v4i3.122.

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The Texas A&M University System (TAMUS) received funding from the National Science Foundation (NSF) for a Louis Stokes Alliance for Minority Participation (LSAMP) project in 1991 as one of the six initial awardees. As part of these efforts and upon reaching eligibility, the TAMUS LSAMP applied for and received additional funding to support a Bridge to the Doctorate (BTD) program. BTD programming provides financial, educational, and social support to incoming STEM master’s degree and PhD students for the first two years of their graduate study. BTD cohorts consist of up to 12 fellows who participate in a program of academic and professional development seminars and workshops. In project evaluation, annual interviews were conducted with the TAMUS BTD participants, the vast majority of whom were underrepresented minorities (92%). During the interviews, the BTD students were asked to discuss ten topics some of which addressed concerns specific to the implementation of the BTD project. This report considers answers provided in the five topic areas which have broader applicability: 1) the learning achieved by participants through participation in BTD, 2) the personal impact of participation in BTD, 3) the influence of BTD on informants’ educational goals, 4) the influence of BTD on informants’ career goals, and 5) barriers the BTD participants perceived to pursuing a PhD. Eighty project participants responded to the questions between 2009 and 2018. They were from eight distinct cohorts of BTD students and represented 32 different areas of STEM specialization. Qualitative analysis of their responses confirmed that students perceived the elements of the TAMUS BTD project to be efficacious and that there was a set of nine seminars from which participants consistently reported benefit. Additional findings were eight key areas in which learning was reported by participants, four areas in which the programming had personal impact, five influences on educational goals, nine impacts on career goals, and a detailed list of barriers graduate students who are underrepresented minorities (URM) perceive to pursuing a doctoral degree. The proven and easily replicated pattern of support programming, the demonstrated results of this programming, and insight into barriers URMs perceive to pursuing a STEM doctorate are immediately applicable to URM graduate student support at many institutions of higher education.

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Proietti, Melissa. "Commentary: Urban Arts Pedagogy at James Lyng High School." LEARNing Landscapes 9, no. 2 (April 1, 2016): 35–41. http://dx.doi.org/10.36510/learnland.v9i2.762.

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Melissa Proietti is a PhD student at McGill University as well as a youth worker and street art coordinator at James Lyng High School in Montreal. In this interview, she describes an urban arts pedagogy project at the school. In its rst year, the students, in collaboration with McGill and various community groups, created a gallery space in the school and held their rst exhibit. Ms Proietti talks about the advantages of incorporating urban arts in the school curriculum and the lessons she learned from working with students on the project.

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Morettini, Lucio, Emilia Primeri, Emanuela Reale, and Antonio Zinilli. "Career mobility of PhD holders in social sciences and humanities: evidences from the POCARIM project." International Journal of Computational Economics and Econometrics 9, no. 1/2 (2019): 138. http://dx.doi.org/10.1504/ijcee.2019.097792.

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Zinilli, Antonio, Emanuela Reale, Emilia Primeri, and Lucio Morettini. "Career mobility of PhD holders in social sciences and humanities: evidences from the POCARIM project." International Journal of Computational Economics and Econometrics 9, no. 1/2 (2019): 138. http://dx.doi.org/10.1504/ijcee.2019.10019013.

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Dufour-Beauséjour, Sophie, and Valérie Plante Lévesque. "Our practice of outreach during the Ice Monitoring project in Nunavik: an early-career researcher perspective." FACETS 5, no. 1 (January 1, 2020): 123–37. http://dx.doi.org/10.1139/facets-2019-0021.

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Inuit Nunangat, including Nunavik, is seeing an ever-increasing number of research projects. While mainstream approaches to research are colonial in nature and have historically contributed to the oppression of Indigenous peoples, a new paradigm is now emerging from Indigenous recommendations. Researchers are encouraged to collaborate with Inuit or Northern communities, organizations, and governments and to develop communication strategies to keep local populations informed. This paper focuses on outreach activities organized on several occasions throughout the Ice Monitoring project, in which we participated as PhD students. We share details on this periodic outreach program, which included a Facebook page, hosting an information table at the Co-op store, activities with high school classes, and participation in Raglan Mine’s Environmental Forum. We also discuss lessons learned and the transformation of our practice.

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Journal articles on the topic 'PhD Project'

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