Relevant bibliographies by topics / Social support in PhD

Academic literature on the topic 'Social support in PhD'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Social support in PhD"

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Mantai, Lilia. "‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming." International Journal of Doctoral Studies 14 (2019): 367–82. http://dx.doi.org/10.28945/4275.

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Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.
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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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Pyhältö, Kirsi, Lynn McAlpine, Jouni Peltonen, and Montserrat Castello. "How does social support contribute to engaging post-PhD experience?" European Journal of Higher Education 7, no. 4 (July 6, 2017): 373–87. http://dx.doi.org/10.1080/21568235.2017.1348239.

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Panayidou, Fryni, and Benjamin Priest. "Enhancing postgraduate researcher wellbeing through support groups." Studies in Graduate and Postdoctoral Education 12, no. 1 (February 9, 2021): 42–57. http://dx.doi.org/10.1108/sgpe-06-2020-0038.

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Purpose This paper aims to examine the effectiveness of PhD support groups as an intervention that improves mental well-being and increases confidence in timely PhD completion. Design/methodology/approach Participants of six PhD support groups, which we co-facilitated, completed a survey at the start of the intervention and at the end of the eight weeks of attendance. The survey measured subjective well-being and confidence in completion using the Warwick-Edinburgh Mental Well-being Scale and statements from the Postgraduate Research Experience Survey (2017 and 2019). The final survey also included open-ended questions to identify the helpful factors of the intervention. Findings Participants’ subjective well-being scores increased considerably over the eight weeks of group attendance and improved from initial score ranges associated with risk of depression or psychological distress. As a result of feeling understood and supported by other group members, participants felt less isolated and anxious, were more satisfied with their life and work-life balance, and felt more confident about completing their PhD within the institutional time frame. The results confirm previous findings on the positive effects of social support and the relationship between poor well-being and attrition. Practical implications Support groups could form an integral part of university support as they increase well-being and could improve retention. Originality/value Existing literature mainly highlights factors that affect postgraduate researchers’ well-being, with limited research on innovative interventions. This paper investigates the impact of social support in a facilitated peer group that focuses on the emotional and psychological aspects of the PhD experience, rather than peer group learning or support with specific research tasks.
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Kingi, Roman, Wani Erick, Vili Hapaki Nosa, Janine Paynter, and Debra de Silva. "Pasifika preferences for mental health support in Australia: focus group study." Pacific Health Dialog 21, no. 7 (June 22, 2021): 373–79. http://dx.doi.org/10.26635/phd.2021.110.

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Introduction: Mental wellbeing is a growing health issue for Pacific Islands communities (Pasifika), particularly amongst people who have resettled in a different country. We explored whether Pasifika people living in Australia think mental health services meet their needs. Methods: We ran eight two-hour focus groups with 183 adults living in Queensland, Australia. There were representatives from the following ethnic groups: Cook Islands, Fiji, Maori, Niue, Papua New Guinea, Samoa, Tokelau and Tonga. We also included mental health providers. We analysed the feedback using thematic analysis. Findings: Pasifika people welcomed having an opportunity to discuss mental wellbeing openly. They said that economic issues, social isolation, cultural differences, shame and substance use contributed to increasingly poor mental health amongst Pasifika communities in Australia. They wanted to work with mainstream services to develop culturally appropriate and engaging models to support mental wellbeing. They suggested opportunities to harness churches, community groups, schools, social media and radio to raise awareness about mental health. Conclusions: Working in partnership with Pasifika communities could strengthen mainstream mental health services and reduce the burden on acute services in Australia. This could include collecting better ethnicity data to help plan services, empowering community structures to promote mental wellbeing and training staff to support Pasifika communities. The key message was that services can work ‘with’ Pasifika communities, not ‘to’ them.
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Mitchell, Ian. "Social support and psychological responses in sport-injury rehabilitation." Sport & Exercise Psychology Review 7, no. 2 (September 2011): 30–44. http://dx.doi.org/10.53841/bpssepr.2011.7.2.30.

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This article focuses on the doctoral research of the winner of the 2010 DSEP PhD Dissertation Prize, Ian Mitchell. Research in social support has highlighted its importance in dealing with stress; however, there has been little research within the sport injury literature that has focused on the role of social support within the injury-response process. Furthermore, research that has been conducted within a sport-injury context has raised a number of conceptual issues that should be considered. Based on this premise, a programme of research is outlined that involved the examination of social support in the sport-injury response process. Specifically, four studies are discussed in relation to the pathways and processes that underpin the role of social support from a stress and coping perspective. The article concludes with conceptual considerations of the research alongside practical implications and suggestions for future research.
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Chakraverty, Devasmita, Donna B. Jeffe, and Robert H. Tai. "Transition Experiences in MD–PhD Programs." CBE—Life Sciences Education 17, no. 3 (September 2018): ar41. http://dx.doi.org/10.1187/cbe.17-08-0187.

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MD–PhD training takes, on average, 8 years to complete and involves two transitions, an MD-preclinical to PhD-research phase and a PhD-research to MD-clinical phase. There is a paucity of research about MD–PhD students’ experiences during each transition. This study examined transition experiences reported by 48 MD–PhD students who had experienced at least one of these transitions during their training. We purposefully sampled medical schools across the United States to recruit participants. Semistructured interviews were audio-recorded and transcribed for analysis; items focused on academic and social experiences within and outside their programs. Using a phenomenological approach and analytic induction, we examined students’ transition experiences during their MD–PhD programs. Five broad themes emerged centering on multiple needs: mentoring, facilitating integration with students in each phase, integrating the curriculum to foster mastery of skills needed for each phase, awareness of cultural differences between MD and PhD training, and support. None of the respondents attributed their transition experiences to gender or race/ethnicity. Students emphasized the need for mentoring by MD–PhD faculty and better institutional and program supports to mitigate feelings of isolation and help students relearn knowledge for clinical clerkships and ease re-entry into the hospital culture, which differs substantially from the research culture.
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van Tienoven, Theun Pieter, Anaïs Glorieux, Joeri Minnen, Petrus te Braak, and Bram Spruyt. "Graduate students locked down? PhD students’ satisfaction with supervision during the first and second COVID-19 lockdown in Belgium." PLOS ONE 17, no. 5 (May 23, 2022): e0268923. http://dx.doi.org/10.1371/journal.pone.0268923.

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Background Supervisor support is crucial for the successful and timely completion of the PhD and the largest contributor to PhD students’ overall job satisfaction. The COVID-19 pandemic affected PhD students’ life substantially through delayed experiments, missed timelines, running out of funding, change to online team- and supervisor meetings, mandatory working from home, and social confinement. Aim This contribution considers PhD students’ satisfaction scores to reflect the extent to which PhD students felt supported by their supervisor during the COVID-19 pandemic so far and aims to investigate to what extent did PhD students’ satisfaction with supervisor support changed over time. Method It uses two longitudinal two cohorts of wave 4 to 5 of the PhD Survey at a Belgian university. These cohorts are representative of two different ways the COVID-19 pandemic might have impacted doctoral research. Cohort 1 (n = 345) includes a pre-COVID measurement (April-May 2019) and a measurement immediately after the start of the abrupt lockdown in April-May 2020. Cohort 2 (n = 349) includes the measurement at the onset of the pandemic in 2020 and after a year with continuously changing containment policies (April-May 2021). The composite measure of satisfaction with supervisor support is based on six items with high internal consistency. Results No significant net effect of time was revealed. Instead within subject interactions with time showed that in cohort 1, PhD students at the start of their PhD trajectory and PhD students with family responsibilities reported lower supervisor satisfaction scores over time. In cohort 2, PhD students not pursuing academic careers reported lower satisfaction scores over time. Conclusion In times of crises, special attention needs to be paid to PhD students who are extra susceptible to uncertainties because of their junior status or personal situation, and especially those PhD students for whom doctoral research is not a trajectory to position themselves in academia.
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Meyer, Kylie, and Sara Hackett. "ESPO AND BEHAVIORAL AND SOCIAL SCIENCES SECTION SYMPOSIUM: TAILORING INTERVENTIONS TO REACH AND MEET THE DIVERSE NEEDS OF DIVERSE CAREGIVERS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 79–80. http://dx.doi.org/10.1093/geroni/igac059.321.

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Abstract Family caregiving cuts across populations, making caregivers a highly diverse population in terms of culture, family organization, care situations, and more. A 2021 report from the National Academies of Sciences Engineering and Medicine reinforces the need to develop and test tailored interventions in order to successfully reach and support family caregivers. Yet, there is limited practical guidance to help researchers to develop intervention programs tailored to the diverse needs of family caregivers. This symposium endeavors to address this gap by sharing accounts from researchers who have effectively tailored existing interventions to meet the diverse needs of diverse caregivers, as well as those who collaboratively worked alongside family caregivers in order to build a tailored program from the ground up. To begin, Kristin Cloyes, PhD MN RN will describe a study where she examines alignment between LGTBQ+ hospice family caregivers and other members of the hospice care teams, as it relates to support and communication needs. Next, Jung-Ah Lee, PhD, RN, FGSA, FAAN, will describe the experiences of racially and ethnically diverse caregivers who received a community health worker intervention to access resources tailored to their language needs. Jaime Perales-Puchalt, PhD, MPH, will describe the results of CuidaTEXT intervention study, which used tailored Short Messaging Service-based text message to deliver support to Latin family caregivers. Lastly, Ishan Williams, PhD, FGSA, will present on findings from research on how community engagement as well as culturally informed intervention can improve the representation of family caregivers, especially African American caregivers, in caregiving research studies
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Jolley, Daniel, Alys Wyn Griffiths, Niamh Friel, Jannath Begum Ali, and Katie Rix. "The importance of peer support during the final stages of a PhD." PsyPag Quarterly 1, no. 97-5 (December 2015): 36–40. http://dx.doi.org/10.53841/bpspag.2015.1.97-5.36.

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This article offers a reflective account of five friends who supported each other during the final stages of their PhDs. Our supportive group, however, was unique: it was a virtual support group that relied on Whatsapp, Facebook and Skype. Using such online resources allowed five PhD students, based from Glasgow to Kent, to offer each other advice, guidance and friendship. The article recommends that instead of hiding yourself away during the final stages of thesis writing, you should reach out to peers around you for support. Our experiences highlight that this can be in person but can also be successful via the use of social media. Ultimately, this article, therefore, aims to highlight the benefits of our virtual peer support group and how it helped each of the authors at the end of their PhD journey.
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Dissertations / Theses on the topic "Social support in PhD"

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Chin, Christina Suzanne. "Social support for adolescents' artistic activities /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2004. http://uclibs.org/PID/11984.

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Westin, Deborah A. "Social Support during the Academic Transition of International Students in Ph.D. Programs." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1901.

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Ruddy, Kyrianna. "The dynamics of social support support and strain of informal relationships of foster children /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 61 p, 2008. http://proquest.umi.com/pqdweb?did=1459917271&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Smith, Kirsten Ailsa. "Exploring personalised emotional support." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231019.

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This thesis explores how a computer could facilitate emotional support, focusing on the user group of informal carers. Informal carers are people who provide regular mental or physical assistance to another person, who could not manage without them, without formal payment. They save the UK £132 billion per year. However, many carers find themselves isolated by their caring commitments and may suffer from mental and physical health problems. Good emotional support can help reduce the negative effects of stress. We explore how an Intelligent Virtual Agent (IVA) could provide suitable emotional support to carers; how this emotional support should be adapted to the situation and personality of the carer; and how to add emotional context to support messages. To do this, we create a corpus of emotional support messages of different types and devise an algorithm that selects which type of emotional support to use for different types of stress. We investigate whether to adapt emotional support to personality, developing a novel method of measuring personality using sliders. We explore the identity of the support-giver and find that this affects the perceived supportiveness of an emotional support message. We investigate how emoticons add emotional context to messages, developing a proposed set of emoticons that depict core emotions that people use online. We find that gift emoticons can be used to enhance emotional support messages by representing an effort to 'cheer up' the carer. Finally, we explore how emotional support messages could be used by an IVA in six interviews with carers. Overall, we find that an IVA that helps a carer keep in contact with their personal social network and offers emotional support messages would be well-received by carers, but further work needs to be done to implement it within the framework of existing social media.
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Metha, Naiyana. "Social support and quality of life in patients with coronary artery disease." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192173.

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Johns, Edward M. "Drag families in Hawai'i: Exploration of Mahuwahine social support systems. /." University of Hawai'i at Hilo, 2009. http://proquest.umi.com/pqdweb?did=1848642411&sid=2&Fmt=2&clientId=23658&RQT=309&VName=PQD.

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Henning, Nicholas Simon. ""Keeping the vision" collaborative support for social justice teaching and transformational resistance /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1973586431&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Ayres, Melanie M. "Adolescent girls' experiences with sexism, racism, and classism : the role of social support from parents and friends /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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Haithcox, Melissa June. "Social Support Experiences of HIV Positive HIV/AIDS Coalition Participants: A Grounded Theory Approach." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967938551&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Graham, Laura Fowler. "An evaluation of leadership roles and social capital in Northern Ireland's victim support groups : theory, policy and practice." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=196014.

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This thesis investigates the functions and roles of victim support groups and their leaders in Northern Ireland. In doing so, this thesis employs social capital theory as a conceptual apparatus for understanding leadership roles and the functions of victim support groups. This thesis is the product of a qualitative case study of victim leaders in Northern Ireland. The data was collected through qualitative semi-structured interviews with victim support group leaders and policymakers. In the findings chapters of this thesis, a typology of leadership emerges from the data, revealing three distinct types of leaders – Shepherds, In Loco Parentis and Social Innovators – that help explain the roles of victim leaders and the reasons why they engage in certain types of group activities over others, specifically, activities which contribute to bonding, constriction or bridging social capital. The findings reveal that one of the main roles of victim leaders centers around the bonding and bridging of social capital in their groups. Consequently, around 80 percent of victim support groups were found to be bonding, whereas only 20 percent of groups were bridging. Moreover, around 20 percent of victim support groups were engaged in dysfunctional bonding, possibly leading to constriction. These findings have negative implications for the social inclusion of victims, as well as the social cohesion of wider society. This thesis argues that the reasons why victim groups bond, bridge or constrict is directly related to two factors: the type of leadership employed in each group and government policies and funding strategies that reinforce exclusivity and fail to encourage bridging. This thesis also makes significant contributions to the scholarly literature on Northern Ireland’s victims, government policy and social capital theory. The conclusion of this thesis argues that social capital theory and constrict theory both fail to fully explain the roles of victim groups and their leaders because the conceptualizations of these theories do not take into account the effects of leadership in groups and social trust that has been traumatized by protracted political violence. Thus, this thesis re-conceptualizes social capital theory and constrict theory by adding traumatized trust and leadership as important variables which help explain the roles of victim support groups and their leaders in divided and transitional settings. Finally, this thesis offers suggestions for policymakers and victim leaders on a social capital strategy that aims to increase positive forms of social capital and discourage constriction.
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Books on the topic "Social support in PhD"

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Forum, African Child Policy. Tribute: Assefa Bequele PhD. Addis Ababa, Ethiopia: African Child Policy Forum, 2010.

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Albrecht, Terrance L. Communicating social support. Newbury Park, Calif: Sage Publications, 1987.

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Albrecht, Terrance L. Communicating social support. Ann Arbor, MI: UMI Books on Demand, 1998.

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Transnational social support. New York: Routledge, 2012.

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Demystifying postgraduate research: From MA to PhD. Edgbaston: University of Birmingham Press, 2001.

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Churchill, Harriet. Getting your PhD: A practical insiders' guide. Los Angeles, CA: SAGE Publications, 2007.

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Mayall, E. Stress and social support. Manchester: UMIST, 1993.

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Schlecker, Markus, and Friederike Fleischer, eds. Ethnographies of Social Support. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137330970.

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Chappell, Neena L. Social support and aging. Toronto: Butterworths, 1992.

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Schwarzer, Ralf. Stress and social support. Berlin, Germany: Freie Universität Berlin, Instut für Psychologie, Pädagogische Psychologie, 1985.

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Book chapters on the topic "Social support in PhD"

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Barron, Evelyn. "Sources of Support and Working Conditions." In The PhD Experience, 72–81. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38122-4_7.

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Kaplan, Robert M., Thomas L. Patterson, David Kerner, and Igor Grant. "Social Support." In Sourcebook of Social Support and Personality, 279–301. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-1843-7_13.

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Sifers, Sarah K. "Social Support." In Encyclopedia of Adolescence, 2810–15. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_47.

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Colabianchi, Natalie. "Social Support." In Encyclopedia of Women’s Health, 1231–33. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48113-0_411.

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Ruiz, John, Courtney C. Prather, and Erin E. Kauffman. "Social Support." In Encyclopedia of Behavioral Medicine, 1843–48. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_984.

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Zhou, Eric S. "Social Support." In Encyclopedia of Quality of Life and Well-Being Research, 6161–64. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2789.

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Son, Joonmo. "Social Support." In Encyclopedia of Gerontology and Population Aging, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_504-1.

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Davidson, Ryan D., and Eric S. Zhou. "Social Support." In Encyclopedia of Quality of Life and Well-Being Research, 1–7. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_2789-2.

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Ruiz, John, Courtney C. Prather, and Erin E. Kauffman. "Social Support." In Encyclopedia of Behavioral Medicine, 2099–104. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_984.

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Frith, Louise, Gina May, and Amanda Pocklington. "Social Support." In The Student’s Guide to Peer Mentoring, 60–72. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59996-4_6.

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Conference papers on the topic "Social support in PhD"

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Zeiringer, Johannes P. "Knowledge Risks in Digital Supply Chains Proposal of a Dissertation Project at the School of Business, Economics and Social Sciences University of Graz." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.54.

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The digital transformation changes the way how organizations exchange data in supply chains (SC). Data traditionally shared, is enriched by detailed data sets captured by sensors in the production itself. Advanced data analytic approaches make it possible to extract knowledge from such data sets and thus increase the risk that competitive knowledge unintentionally spills over. From a knowledge management perspective, little attention is paid to such knowledge risks arising from data-centric collaborations. Hence, this proposed PhD project aims at investigating this, by using the overall method of Design Science Research. The project focuses on digital SC, as data-centric collaborations play a central role within them. To contribute to knowledge research, a framework is being sought. The elaborated framework should allow an assessment of knowledge risks and support the selection of suitable measures and it should contribute on how to support the management of knowledge risks in digital SC.
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Al Shamari, Badriya, and Lily OHara. "Depression in patients with spinal injury in Qatar: a mixed-methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0107.

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Background: There is a high prevalence of depression in people with spinal injury. It has a major negative influence on health and performance of daily living activities following the injury. Social support plays an important role in the recovery process of patients. Objectives: The objectives of the study were to determine the prevalence of depression; identify the association between the level of depression and the cause and site of spinal injury, sociodemographic factors, and social support; and explore the experiences of depression in patients with spinal injury in Qatar. Methods: A cross-sectional mixed-methods study was conducted. All patients admitted to Hamad Medical Corporation in 2020 with spinal injury were surveyed using an interviewer-administered questionnaire in Arabic, English or Hindi. Depression was assessed using the Patient Health Questionnaire-9 (PHQ-9). The Social Support Survey was used to assess overall social support and four specific aspects of social support. Demographic data were collected. The cause and site of injury were obtained from patient records. Semi-structured interviews were conducted with purposively selected participants. Results: A total of 106 participants participated in the survey. In-depth interviews were conducted with 12 participants. For the survey component, the average age of participants was 35.82±10.00 years, the majority were males (94.3%), and 69% had some level of depression (mild: 28%, minimal: 25.5%, and moderate to severe: 15%). Depression was not associated with socio-demographic factors or the cause or site of spinal injury. Emotional/informational support and positive social interaction were inversely correlated with depression scores. The interviews revealed that spinal injury had a negative impact on participants’ daily lives and their physical, mental, social, and spiritual wellbeing. Emotional/informational support and positive social interaction were both inversely correlated with depression. This was consistent with the findings of the interviews, which highlighted the important role of social support in improving participants’ ability to cope with their new situation. Conclusion: Depression is prevalent among patients with spinal injury. Early detection, referral, and treatment of depression are recommended. Strategies to enhance emotional/informational support and positive social interaction should be developed and tested in patients with spinal injury.
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Pusztai, Gabriella, Zsuzsanna Demeter-Karászi, and Tímea Szűcs. "Theoretical and Empirical Background for a Higher Education Model of Active Community Learning." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10276.

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Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for researchers, where they have opportunity to discuss their formulating new research directions and to interpretat data and research results together. The Center supports talent esplorations and -development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teaching-learning process during the research. Further more the concentration of professional development increases a special form of social capital.
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Nguyen, Cuong Kien, Tri Tran Minh Le, and Son Ngoc Le. "Building the Digital Workplace on SharePoint to Support Drilling and Completion Activities." In SPE/IATMI Asia Pacific Oil & Gas Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205794-ms.

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Abstract Over the last five years, the oil market has experienced its most significant downturn since 1990s which resulted in the greatest immediate impact on the exploration and development drilling segment of the industry. With the objective to counter the influence of this potentially long period of downturn in global oil price, oil & gas operators have opted for different approaches to secure their future recovery and growth. The digital transformation across their drilling and completion activities could be a solution which helps to improve the drilling efficiency, shorten the well time, and cut down the well cost to the tolerable investment. In addition to that, the need of switching to a digital environment has recently became an urgent requirement, especially when everywhere in the world applies the social distancing and work from home concept during Covid-19 pandemic. Therefore, establishing a digital workplace has set an approach in a way drilling and completion teams handling internal and external communications, collaborations and content management to support drilling and completion activities. In order to understand more in depth, this paper, as a part of the digital transformation project carried out by Phu Quoc Petroleum Operating Company (PQPOC), the Operator of Block B Gas Development Project (Blocks B&48/95 and 52/97) located offshore of the South West of Vietnam, will make clear how to build a digital workplace on SharePoint, what features should be included in this platform, and how it can support drilling and completion activities.
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Smith, Matthew S. "Social capital in online communities." In Proceeding of the 2nd PhD workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1458550.1458554.

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Ediger, David, Jason Riedy, David A. Bader, and Henning Meyerhenke. "Tracking Structure of Streaming Social Networks." In Distributed Processing, Workshops and Phd Forum (IPDPSW). IEEE, 2011. http://dx.doi.org/10.1109/ipdps.2011.326.

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Ye, Jun, Qingping Tan, Tun Li, and Guorong Cao. "FeatureVerilog: Extending Verilog to Support Feature-Oriented Programming." In Distributed Processing, Workshops and Phd Forum (IPDPSW). IEEE, 2011. http://dx.doi.org/10.1109/ipdps.2011.167.

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Tijare, Poonam, and P. Jhansi Rani. "A Sentiment Driven Approach to Detect an Offline Event on Social Media Platform." In 2020 2nd PhD Colloquium on Ethically Driven Innovation and Technology for Society (PhD EDITS). IEEE, 2020. http://dx.doi.org/10.1109/phdedits51180.2020.9315304.

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Kwasigroch, Arkadiusz, Bartlomiej Jarzembinski, and Michal Grochowski. "Deep CNN based decision support system for detection and assessing the stage of diabetic retinopathy." In 2018 International Interdisciplinary PhD Workshop (IIPhDW). IEEE, 2018. http://dx.doi.org/10.1109/iiphdw.2018.8388337.

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Shyamasundar, L. B., and Jhansi Rani P. "Processing and Analyzing Big Data Generated from Data Communication and Social Networks: In-terms of Performance Speed and Accuracy." In 2019 PhD Colloquium on Ethically Driven Innovation and Technology for Society (PhD EDITS). IEEE, 2019. http://dx.doi.org/10.1109/phdedits47523.2019.8986962.

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Reports on the topic "Social support in PhD"

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Myerson, Allan S. Final Report: Support for Polytechnic PhD Student, September 24, 1996 - June 30, 1999. Office of Scientific and Technical Information (OSTI), January 2000. http://dx.doi.org/10.2172/764615.

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Hicks, Jacqueline. Donor Support for ‘Informal Social Movements’. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/k4d.2022.085.

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“Social movements” are by definition informal or semi-formal, as opposed to the formal structure of a stable association, such as a club, a corporation, or a political party. They are relatively long lasting over a period of weeks, months, or even years rather than flaring up for a few hours or a few days and then disappearing (Smelser et al., 2020). There is a substantial and growing body of work dedicated to social movements, encompassing a wide range of views about how to define them (Smelser et al., 2020). This is complicated by the use of other terms which shade into the idea of “social movements”, such as grass-roots mobilisation/ movements, non-traditional civil society organisations, voluntary organisations, civic space, new civic activism, active citizenship, to name a few. There is also an implied informality to the term “social movements”, so that the research for this rapid review used both “social movement” and “informal social movement”. Thus this rapid review seeks to find out what approaches do donors use to support “informal social movements” in their programming, and what evidence do they base their strategies on. The evidence found during the course of this rapid review was drawn from both the academic literature, and think-tank and donor reports. The academic literature found was extremely large and predominantly drawn from single case studies around the world, with few comparative studies. The literature on donor approaches found from both donors and think tanks was not consistently referenced to research evidence but tended to be based on interviews with experienced staff and recipients.
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Silverman, Rachael. Satisfaction with Social Support Among Recent Widows. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6555.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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Barranquero Carretero, A., and N. Limón Serrano. Dominant objects and methods in communication for development and social change in Spanish PhD theses and research projects (2007-2013). Revista Latina de Comunicación Social, January 2017. http://dx.doi.org/10.4185/rlcs-2017-1151en.

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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Meade, Stephen, Kris Hatakeyama, Juan Camacho, Karen Brower, and Dave Scheid. In-Service Support of Surface Navy Combat Systems: Safety, Effectiveness, and Affordability Reviews: The Systems Engineering Process at NSWC PHD. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada543912.

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Brannan, Deborah. Effects of Daily Social Support on Tension-Reduction Drinking. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.764.

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Miller, Carol, Philip E. Higuera, David B. McWethy, Alexander L. Metcalf, Elizabeth Metcalf, Anne E. Black, Lily Clarke, and Haley Hodge. Developing strategies to support social-ecological resilience in flammable landscapes. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2021. http://dx.doi.org/10.2737/rmrs-gtr-430.

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