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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Williams, Simon N., Bhoomi K. Thakore, and Richard McGee. "Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model." CBE—Life Sciences Education 16, no. 4 (December 2017): ar64. http://dx.doi.org/10.1187/cbe.17-01-0021.
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Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel academic career “coaching” intervention, one aim of which was to provide supplementary social support for PhD students, particularly those from underrepresented backgrounds. Coaching was delivered both within small groups and on an individual basis, with a diverse group of coaches and students coming from many universities. Coaches were provided with additional diversity training. Ninety-six semistructured interviews with 33 URM students over 3 years were analyzed using a qualitative framework approach. For most of the URM PhD students, coaching provided social support in the form of emotional, informational, and appraisal support. Coaching groups provided a noncompetitive environment and “community of support” within which students were able to learn from one another’s experiences and discuss negative and stressful experiences related to their graduate school, lab, or career plans. This coached peer group model is capable of providing the social support that many URM students do not find at their home universities.
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Todd, Richard Watson, and Stephen Louw. "Individual Networks of Practice for PhD Research Socialisation." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 86–110. http://dx.doi.org/10.53761/1.16.2.7.
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A PhD combines experiential learning of the research process with socialisation into the research community. Studying a PhD is a highly individual experience with each student seeking and receiving different types of support from different agents. In this paper we investigate the experiences of four PhD students at a Humanities faculty at a Thai university through a series of interviews. To account for the unique nature of each student’s experience, we use Individual Networks of Practice (INoPs) as the main method of analysis. The interviews were first analysed by adapting Sala-Bubaré and Castelló's (2016) model of socialisation, identifying the social agents and the content of the experience shared with each agent, and then constructing an INoP (Zappa-Hollman and Duff 2015) map to visually represent each student's social network. These INoPs served to guide a qualitative analysis of the salient issues in the interviews. The INoPs highlight the unique nature of each student's set of agents and experiences, but there are also commonalities across students showing that peers and faculty staff serve as key social agents.
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Supiani, Dina Rafidiyah, Yansyah, and Hafizhatu Nadia. "The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic." Journal of International Students 10, S3 (November 5, 2020): 108–25. http://dx.doi.org/10.32674/jis.v10is3.3202.
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This narrative study aims to explore the emotional experiences of two Indonesian students pursuing a doctorate (PhD) degree in Australia during the COVID-19 pandemic. Drawing on semi-structured interview data, we found that the prevalence of COVID-19 affected the participants’ emotions and behaviors. Both participants experienced different emotions and behaviors in facing various challenges during the pandemic. The study stresses the importance of independence, family support, social support, and university support that the participants needed to reduce their anxiety and stress due to some social restrictions during the outbreak of COVID-19, especially for those who are extrovert.
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Cornér, Solveig, Kirsi Pyhältö, Jouni Peltonen, and Søren S. E. Bengtsen. "Similar or different?" Studies in Graduate and Postdoctoral Education 9, no. 2 (November 12, 2018): 274–95. http://dx.doi.org/10.1108/sgpe-d-18-00003.
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Purpose This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit. Design/methodology/approach The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used. Findings The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support. Practical implications The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly. Originality/value This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.
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Tyndall, Deborah E., Thompson H. Forbes III, Jeanette J. Avery, and Shannon B. Powell. "Fostering scholarship in doctoral education: Using a social capital framework to support PhD student writing groups." Journal of Professional Nursing 35, no. 4 (July 2019): 300–304. http://dx.doi.org/10.1016/j.profnurs.2019.02.002.
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Meyer, Kylie, Lyndsey Miller, and Jeffrey Kaye. "INNOVATIONS IN REMOTE SUPPORT FOR DEMENTIA FAMILY CAREGIVERS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 392–93. http://dx.doi.org/10.1093/geroni/igac059.1545.
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Abstract Remote delivery of dementia caregiver interventions can decrease delivery costs, and make it more feasible to provide evidence-based interventions to caregivers across the country. As the science behind remote delivery develops, new technologies and their applications can ensure preservation of important intervention components and principles, as well as novel forms of data collection. In this symposium, investigators will present on studies that demonstrate how technology can be used to improve delivery and assessment of remote caregiver interventions. Walter Dawson, D.Phil, will share findings from the Support via Technology: Living and Learning with Advancing Alzheimer’s disease and related dementia (STELLA) intervention. Using secondary data collected via weekly survey, he examined the association between costs of care and behavioral symptoms of dementia. Next, Allison Gibson, PhD, MSW, will present results from focus groups about caregivers’ experiences of the Harmony at HOME (H@H), a telehealth intervention to improve person-environment fit and limit behavioral symptoms of dementia. Kylie Meyer, PhD, will present results from the Learning Skills Together intervention, which uses teleconferencing to teach family caregivers how to provide complex care tasks while adhering to self-efficacy theory. Lastly, Shirin Hiatt, MPH, MS, RN, will present findings from the REmote Assessment and Dynamic Response (READyR) study, which tests the application of remote monitoring technology to assess adherence to value-based care (e.g., autonomy) among spousal family care partners. Each study was supported by the Emory University Roybal Center for Dementia Caregiving Mastery or Oregon Roybal Center for Care Support Translational Research Advantaged by Integrating Technology.
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Kelly, Suzanne. "Exploring knowledge exchange and social capital within agri-food business support programmes." European Conference on Knowledge Management 23, no. 2 (August 25, 2022): 1339–46. http://dx.doi.org/10.34190/eckm.23.2.666.
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Developing social capital and intellectual capital is critical to enhancing knowledge management (KM) and innovation. Social capital relates to KM as it provides access to new sources of knowledge, with each dimension of social capital having different effects on knowledge exchange. The amount of knowledge gathered over time and the use of communication technologies is essential to understand the role knowledge plays in social capital innovation, also referred to as intellectual capital.
Social capital and intellectual capital are regarded as factors needed to enhance KM amongst agri-food business support programmes. Limited research to date has explored how intellectual capital is linked to each dimension of social capital. Current qualitative research being conducted in this PhD aims to contribute to this body of knowledge. This paper will include preliminary results from pilot study research. Initial interview and observation findings suggest that bonding social capital and intellectual capital lead to enhanced knowledge exchange and therefore increased innovation capabilities. The findings from this research will be beneficial to agri-food businesses, agriculture support programmes, training programmes, farmers, and governing bodies and will aid understanding into social capital and its benefits for knowledge exchange and innovation.
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Panchenko, Liubov, and Nataliia Samovilova. "Secondary data analysis in educational research: opportunities for PhD students." SHS Web of Conferences 75 (2020): 04005. http://dx.doi.org/10.1051/shsconf/20207504005.
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The article discusses the problem of using secondary data analysis (SDA) in educational research. The definitions of the SDA are analyzed; the statistics of journals articles with secondary data analysis in the field of sociology, social work and education is discussed; the dynamics of articles with data in the Journal of Peace Research 1988 to 2018 is conducted; the papers of Ukrainian conference “Implementation of European Standards in Ukrainian Educational Research” (2019) are analyzed. The problems of PhD student training to use secondary data analysis in their dissertation are discussed: the sources of secondary data analysis in the education field for Ukrainian PhD students are proposed, and the model of training of Ukrainian PhD students in the field of secondary data analysis is offered. This model consists of three components: theory component includes the theoretic basic of secondary data analysis; practice component contains the examples and tasks of using SDA in educational research with statistics software and Internet tools; the third component is PhD student support in the process of their thesis writing.
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Panchenko, Liubov, and Nataliia Samovilova. "Secondary data analysis in educational research: opportunities for doctoral students." Ukrainian Journal of Educational Studies and Information Technology 9, no. 4 (December 29, 2021): 43–56. http://dx.doi.org/10.32919/uesit.2021.04.04.
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The issue with applying secondary data analysis (SDA) in academic research is covered in the article. The definitions of SDA are examined, along with statistics on journal articles using secondary data analysis in the fields of sociology, social work, and education, the dynamics of articles using data in the Journal of Peace Research from 1988 to 2018, and the papers from the Ukrainian conference "Implementation of European Standards in Ukrainian Educational Research" (2019). The challenges of preparing PhD students to use secondary data analysis in their dissertations are examined. Secondary data analysis sources in the field of education for Ukrainian PhD students are suggested, and a model for preparing Ukrainian PhD students for secondary data analysis is provided. Three parts make up this model: the theory part, which covers the theoretical foundations of secondary data analysis; the practice part, which includes tasks and examples of using SDA in educational research using tools from the Internet and statistics software; and the third part, which is support for PhD students writing their theses.
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Usher, Wayne, and Brittany A. McCormack. "Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students." Health Education 121, no. 3 (March 1, 2021): 322–36. http://dx.doi.org/10.1108/he-11-2020-0112.
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PurposeThe Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek et al., 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019).Design/methodology/approachA quantitative cross-sectional correlational research design and Bronfenbrenner's socio – ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital.FindingsFrom such a dual methodological approach, the findings from this study suggests that (1) age, (2) gender, (3) nationality, (4) financial/work status, (5) years of PhD and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status.Research limitations/implicationsResearch limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to “balance” the experiences of the PhD journey in higher education.Practical implicationsIn order to succeed in academia and HDR programs, students need to identify with and develop the “right kind of capital” to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student.Social implicationsThe concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students.Originality/valueWhilst reforms to improve PhD experiences are well established across the international literature (Geven et al., 2018; Skopek et al., 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.
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Skakni, Isabelle. "Reasons, motives and motivations for completing a PhD: a typology of doctoral studies as a quest." Studies in Graduate and Postdoctoral Education 9, no. 2 (November 16, 2018): 197–212. http://dx.doi.org/10.1108/sgpe-d-18-00004.
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Purpose This study aims to examine how PhD students with diverse profiles, intentions and expectations manage to navigate their doctoral paths within the same academic context under similar institutional conditions. Drawing on Giddens’ theory of structuration, this study explores how their primary reasons, motives and motivations for engaging in doctoral studies influence what they perceive as facilitating or constraining to progress, their strategies to face the challenges they encounter and their expectations regarding supervision. Design/methodology/approach Using a qualitative design, the analysis was conducted on a data subset from an instrumental case study (Stake, 2013) about PhD students’ persistence and progression. The focus is placed on semi-structured interviews carried out with 36 PhD students from six faculties in humanities and social sciences fields at a large Canadian university. Findings The analysis reveals three distinct scenarios regarding how these PhD students navigate their doctoral paths: the quest for the self; the intellectual quest; and the professional quest. Depending on their quest type, the nature and intensity of PhD students’ concerns and challenges, as well as their strategies and the support they expected, differed. Originality/value This study contributes to the discussion about PhD students’ challenges and persistence by offering a unique portrait of how diverse students’ profiles, intentions and expectations can concretely shape a doctoral experience.
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Bilecen, Başak. "How Social Support Works Among the Best and the Brightest: Evidence from International PhD Students in Germany." Transnational Social Review 2, no. 2 (January 2012): 139–55. http://dx.doi.org/10.1080/21931674.2012.10820731.
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Vekkaila, Jenna, Viivi Virtanen, Juha Taina, and Kirsi Pyhältö. "The function of social support in engaging and disengaging experiences among post PhD researchers in STEM disciplines." Studies in Higher Education 43, no. 8 (December 2016): 1439–53. http://dx.doi.org/10.1080/03075079.2016.1259307.
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Princhankol, Pornpapatsorn, and Kuntida Thamwipat. "The Design and Development of Digital Contents on Social Media Network with Mega Influencers for Crowdfunding to Support Students with Financial Hardship." 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, no. 1 (June 16, 2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(24).
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Pornpapatsorn Princhankol , Associate Professor and M.Ind.Ed. Program Secretariat in Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi, Bangkok ,Thailand. She graduated her PhD. from Chulalongkorn University , Bangkok ,Thailand , program in Higher Education and come to be a lecturer in Department of Educational Communications and Technology from year 2004 till now. She has experience in mass communication field in radio broadcasting programs of Chula Radio and the Department . Also she has experience in active learning ; co-operative learning and University quality assurance for over 10 years. Kuntida Thamwipat , Associate Professor in Department of Educational Communications and Technology, Associate Dean in Students Development and Organization Communication in Faculty of Industrial Education Technology, King Mongkut's University of Technology Thonburi, Bangkok Thailand . She graduated her PhD. from Chulalongkorn University , Bangkok Thailand , program in Communication Arts and came to be a lecturer in Department of Educational Communications and Technology from year 2000 till now. She has experience in mass communication field such as radio and television broadcasting program and experience in active learning ; service learning. Also she has experience in University public relations for over 15 years. Keywords: Digital Contents, Social Media Network, Mega influencers, Crowdfunding
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Lee, Kyungmee. "A Phenomenological Exploration of the Student Experience of Online PhD Studies." International Journal of Doctoral Studies 15 (2020): 575–93. http://dx.doi.org/10.28945/4645.
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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.
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Mauldin, Rebecca, and James Lubben. "Supporting PhD Students to Become Faculty in Gerontological Social Work: AGESW’s Fellowship Program." Innovation in Aging 4, Supplement_1 (December 1, 2020): 549. http://dx.doi.org/10.1093/geroni/igaa057.1794.
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Abstract In the United States, the field of social work faces a critical shortage of students and faculty with expertise in gerontology needed to meet the growing needs of an aging society. To help recruit, train, and retain aging-related social work practitioners, researchers, and educators, the Association for Gerontological Education in Social Work (AGESW) created the Pre-Dissertation Fellowship Program in 2010. AGESW provides leadership in the areas of gerontological social work education, research, and policy and its PDFP was designed to support doctoral students in their education and future careers. In this 10th anniversary year of the PDFP, this symposium presents multiple perspectives of PDFP program evaluation. The first paper uses qualitative data from eight years of PDFP evaluations to identify types of professional skills attained through the program and areas of professional development missing from PDFP fellows’ home doctoral programs. The second paper uses quantitative data from a retrospective survey administered to PDFP alumni to describe their perspectives on the effects of the program. The third paper uses data from a retrospective survey of three cohorts of PDFP alumni to demonstrate the use of social network analysis for program evaluation. The fourth and final paper uses an idiographic approach to explain benefits of the PDFP from the perspectives of early stage scholars who participated in the program. Overall, the symposium provides evidence that suggests the effectiveness of the PDFP in building professional networks, mentoring doctoral students, and teaching academic skills and discusses using the PDFP model in other gerontological fields.
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Wallgren, Lillemor, and Lars Owe Dahlgren. "Doctoral Education as Social Practice for Knowledge Development." Industry and Higher Education 19, no. 6 (December 2005): 433–43. http://dx.doi.org/10.5367/000000005775354446.
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This article reports on an empirical study of industry PhD students in the Swedish Graduate School for Applied IT and Software Engineering. The students were questioned in semi-structured interviews about their experiences of sharing their postgraduate studies between industrial and academic environments. The results from the first analysis indicate that there are considerable differences between companies in terms of their traditions and their propensity to take part in joint knowledge development with universities. Three types of company environment were identified in this context: (a) research-intense, (b) engineering and (c) consultancy. The focus of this study is on how the type of activity, the difference in time perspective between companies and universities, the competence of other company employees and the character of the thesis project affect the doctoral student's situation, identity, support and participation in knowledge development.
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Tremblay-Wragg, Émilie, Cynthia Vincent, Sara Mathieu-C., Christelle Lison, Annabelle Ponsin, and Catherine Déri. "Writing Retreats Responding to the Needs of Doctoral Candidates Through Engagement with Academic Writing." Qualitative Research in Education 11, no. 1 (February 28, 2022): 29–57. http://dx.doi.org/10.17583/qre.9195.
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During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates’ needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.
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Mueni Matheka, Hyrine, Ellen E.P.W.A. Jansen, and Adriaan W.H.A Hofman. "PhD Students’ Background and Program Characteristics as Related to Success in Kenyan Universities." International Journal of Doctoral Studies 15 (2020): 057–74. http://dx.doi.org/10.28945/4467.
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Aim/Purpose: Kenya plans to be a middle-income country by the year 2030. To achieve this development target, the country has rapidly expanded its university sub-sector in order to produce the requisite skilled professionals. This has put a strain on the available PhD holders thus heightening the pressure on universities to produce more PhD graduates to meet the required larger pool of highly qualified professionals to service the academia and other sectors of the economy. However, the PhD graduation rate per year is very low and unexplained. This study sought to explain the factors influencing PhD success rates in Kenyan universities. Background: This cross-sectional study set out to establish how PhD students’ background and program characteristics are related to their success. This knowledge will inform policies and strategies to enhance PhD training and success in Kenya. Methodology: Data on 1,992 PhD students was collected from 10 universities by using the Microsoft Excel data tool to collect administrative data. The researchers utilized the data collection to construct a quantitative research design. The PhD students were enrolled in the following program domains/clusters: Humanities and Social Sciences, Business and Economics, Physical and Life Sciences, Applied Sciences and Medical Sciences. Contribution: PhD success factors have been extensively studied in developed countries. This paper builds on this body of knowledge with a specific focus on developing countries like Kenya. Findings: Students’ background characteristics (age, nationality, gender, financial support and marital statuses) were not related to PhD students’ success, however, full-time employed PhD students had better progression than their part-time colleagues. Program characteristics (program cluster and mode of study) were significantly related to students’ success. Students who had delayed for two years or more years had limited chance to graduate. Recommendations for Practitioners: To improve the PhD education system, practitioners should endeavor to monitor and track the progress of their PhD students. To do this, the researchers recommend that the universities collect and keep good records of these types of data. Universities should come up with strategies to build on or mitigate against the factors that have been identified to influence PhD success. Recommendation for Researchers: The researchers recommend further research, especially in developing countries, to understand the PhD study systems and inform effective interventions. Impact on Society: To identify, conceptualize or mitigate against the factors which influence PhD success lead to higher success in PhD training in order to enhance knowledge to solve societal problems. Future Research: Further research is recommended especially in the context of developing countries to establish how supervisor–student interactions, availability of infrastructural resources, and students’ motivation, efficacy and well-being relate to PhD success in Kenyan universities
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Yan Yang, Chun, and Li Bai. "Psychological Adjustment of Chinese PhD Students: A Narrative Study." International Journal of Doctoral Studies 15 (2020): 595–614. http://dx.doi.org/10.28945/4649.
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Aim/Purpose: International PhD students suffer a lot of stress. However, many studies about international students focus on identifying the stressors these students experience rather than the stress-coping strategies, and those that explore international students’ coping behaviour often report maladjustments. Background: This study intended to fill the research gap by examining the strategies that Chinese students employed to psychologically adjust to their PhD study. Methodology: Narrative inquiry method was employed to give voice to the research participants. Six Chinese doctoral students in social sciences in Australian universities were purposefully sampled and interviewed three times during their candidature in order to gain an in-depth understanding of their lived experiences of stress-coping. Contribution: This paper provides positive stress-coping strategies used by six Chinese doctoral students, which can be used by international doctoral students or those who work with doctoral students from abroad to improve their psychological well-beings. Findings: These Chinese PhD students adopted positive stress-coping strategies of regulating their emotions and retaining their motivation. They adopted illusory and interpretive forms of secondary control by reframing realities to obtain psychological peace when faced with stress. The ways that Chinese PhD students handled stress suggest that the Chinese moral education and the characteristic motivation for learning attributed them with positive personal characteristics to battle the adverse conditions. Recommendations for Practitioners: Institutions/departments can initiate support groups for PhD students from the same disciplines where students can express their stress, seek assistance from senior doctoral students and exchange their strategies. Institutions/departments can also support international doctoral candidates by taking a more flexible approach to policies and procedures concerning doctoral students taking leave both in terms of when it is taken and the duration. Recommendation for Researchers: Researchers can focus on international doctoral students’ positive stress-coping experiences as well as negative experiences to present a balanced picture of the doctoral journey. Impact on Society: The findings from this research on doctoral students’ stress-coping can equip doctoral students with strategies to handle their psychological challenges, which in turn may enhance their overseas doctoral experiences, reduce the dropout rates, and raise awareness of supervisors and institutions about doctoral students’ psychological well-beings. Future Research: Future research can examine the stress-coping experiences of other international doctoral students, focusing not only from the individual psychological angle but from the academic and social perspectives.
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Ahalli, Saloua, Emmanuel Fort, Yamina Bridai, Nicole Baborier, and Barbara Charbotel. "Mental health and working constraints of first-year PhD students in health and science in a French university: a cross-sectional study in the context of occupational health monitoring." BMJ Open 12, no. 6 (June 2022): e057679. http://dx.doi.org/10.1136/bmjopen-2021-057679.
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ObjectivesTo assess the mental health and working constraints perception of first-year PhD in France.DesignIt is a cross-sectional study.SettingThe study was conducted by the team of the Lyon 1 University’s Occupational Health and Medical Service for Staff, from October 2019 to February 2020. First-year PhD students employed by the university were seen during the routine occupational health medical check-up.ParticipantsA total of 161 PhD students in science from the 2019 intake were included in the study (participation rate 98%).Outcome measuresData were collected using a self-questionnaire on psychosocial constraints at work (Job Content Questionnaire), the quality of the professional relationship with the supervisor (Advisory Working Alliance Inventory, Student perspective (AWAI-S)), medical conditions, anxiety (Generalized Anxiety Disorder-7) and depressive symptoms (Patient Health Questionnaire-9).ResultsA total of 161 PhD students from the 2019 intake were included in the study (participation rate 98%). Most of the PhD students reported high psychological demands (58%), high decision latitude (53%), high social support (55%) and good professional relationships with their supervisor (mean of global score of AWAI-S=114.5). However, 34% showed signs of at least mild depression, 19% showed signs of anxiety and 20% were referred to a mental health professional after the survey. Bivariate analyses showed that history of psychiatric disorders, their relationship with their supervisor, having complementary teaching activities and stressful working conditions contributed to anxiety and depression.ConclusionsEven in the first year of their PhD, some students had mental health issues. It seems relevant to generalise the medical follow-up of all PhD students as soon as they enter the doctoral programme in order to detect and treat their health problems and psychological disorders at an early stage.
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Davies, Sue. "Social prescribing offers options and support." Primary Health Care 29, no. 3 (May 24, 2019): 12. http://dx.doi.org/10.7748/phc.29.3.12.s13.
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Malta, Mariana Curado, Ana Alice Baptista, and Cristina Parente. "Social and Solidarity Economy Web Information Systems." Journal of Electronic Commerce in Organizations 12, no. 1 (January 2014): 35–52. http://dx.doi.org/10.4018/jeco.2014010103.
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This paper presents the state of the art on interoperability developments for the social and solidarity economy (SSE) community web based information systems (WIS); it also presents a framework of interoperability for the SSE' WIS and the developments made in a research-in-progress PhD project in the last 3 years. A search on the bibliographic databases showed that so far there are no papers on interoperability initiatives on the SSE, so it was necessary to have other sources of information: a preliminary analysis of the WIS that support SSE activities; and interviews with the representatives of some of the world's most important SSE organisations. The study showed that the WIS are still not interoperable yet. In order to become interoperable a group of the SSE community has been developing a Dublin Corre Application Profile to be used by the SSE community as reference and binding to describe their resources. This paper also describes this on-going process.
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Aydogdu, Hilal, and Mahire Olcay Cam. "Comparison Of The Attachment Styles, Parent Attitudes and Social Supports Of Normal Adolescence And Adolescence Diagnosed With Substance Use Disorder." Journal of Psychiatric Nursing 4, no. 3 (2013): 137–44. http://dx.doi.org/10.5505/phd.2013.86580.
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Rotaru, Alexandru, Cristian Barsu, and Horatiu Rotaru. "GHEORGHE BȂRLEA MD, PhD, PUPIL AND COLLABORATOR OF PROFESSOR BILAȘCU." Medicine and Pharmacy Reports 91, no. 3 (July 24, 2018): 357–60. http://dx.doi.org/10.15386/cjmed-1068.
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Being the first collaborator and assistant of Professor Gheorghe Bilaşcu, the founder of Cluj and National School of Dentistry, Dr. Gheorghe Bârlea kept very close to his master in developing the Dental Medicine in Cluj and in Romania, from 1908 to 1936.From the beginning of his career, he was involved in the establishment of the new Dental Clinic in the University of Superior Dacia as well as in the compilation of the teaching curriculum at the level of the avant-garde universities at that time. He was deeply involved in the recognition of Dentistry as discipline and medical practice and in the official achievement of the law and practice of this profession in Romania. Dr. Bârlea devoted his life and wotk to the cultural and social life of the Romanians, his efforts contributing to the Great Union of Romania.Passing away at an early age, Dr. Bârlea left Romanian dental profession without an important support.
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Pirbhai, Neelam F. "Taking the Bull by the Horns: A Mauritian Qualitative Study of the Doctoral Training in French Studies." 2018 International Conference on Multidisciplinary Research 2022 (December 30, 2022): 214–24. http://dx.doi.org/10.26803/myres.2022.18.
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Extant literature reveals that reports of the experiences of humanities doctoral students are relatively rare. In view of examining whether there is a need to review the traditional French studies doctoral training into the New-route PhD to reboot and reinvigorate the field, an inventory of how doctorates were and are still trained was conducted in 2019. An informal interview with five PhD holders, who have completed their PhD in the same field at different universities in France and Mauritius, was done. Two main themes were manually coded during data collection: research community, and doctoral training and career guidance. Despite major amendments over the centuries, the doctoral training for candidates enrolled in this PhD in both France and Mauritius still lags behind and is often accused of being completely irrelevant in solving social issues. In this empirical study, the focus group has enabled us to investigate the support doctoral students have received in order to make learning leaps and develop research and technical skills which can benefit them in or outside academia. Despite the resilience of all respondents to complete their PhD (French studies), it seems that some changes are needed in the field. The role of the university and Education 4.0 is not to simply produce and disseminate knowledge but must also prepare the student to face the labour market and to enable the doctoral candidate achieve what is called “doctorateness”, participate in (inter)-national research community and use advanced technology such as programming languages/artificial intelligence/metaverse/virtual reality among others.
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Kropáč, Jiří. "EXECUTIVE PROFESSIONAL DEVELOPMENT PLATFORM 'MOTHERSHIP' IN HEA AND PUBLIC NGO RESEARCH SYNERGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 136–47. http://dx.doi.org/10.17770/sie2022vol1.6891.
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As academics, we cannot influence our students' social and economic early conditions easily. Family roots and social-economic parents' position of upcoming students to HEA institution is given. Education purposes are not just a degree. Pathway to those achievements in HEA is crooked and theoretical content transferred by lectures' good faith in systematic preparation leads to curricula fulfilment only. The HEA level is dealing with various challenges daily. Those hidden challenges may be invisible insurances of bright future for students in the non-ideal institutional world, balancing on the curricular theoretical framework without functional connectivity. A starting position of our PhD students is poorly supported, especially in the EU context policy for humanities in an early carrier trajectories of research skills development. The endeavour to transfer an excellent practical outputs, developed by students in institutional conditions, research and practice go hand in hand. This analytical study introduces mixed methodological design Interpreting the results of content analysis of interviews conducted with students in PhD programmes and proposes strategies for the best practice transfer to a legal NGO entity. Firstly, monitoring questionnaire analysis helps to create essential structure of the interviews with PhD students' according to their needs. Outputs of this analysis reinforced the transfer of non-governmental professional support for early carrier academics already since 2018. Moreover, it identifies factors of early academics' identity belonging under institutional support curricula. Secondly, National policy content analysis points in 2022 to fundamental improvements in early carrier academics institutional policy, based on practice connection in scientific research HUB. Although, presented outputs are new outcomes of pilot cooperation with NGOs' association Máma studuje z.s., they already represent an applied output for further scientific students' development and suggest how to enrich entrepreneurship with research and teaching excellence to make an impact on other societies out of academia.
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Springer, Kristen W., Brenda K. Parker, and Catherine Leviten-Reid. "Making Space for Graduate Student Parents." Journal of Family Issues 30, no. 4 (September 17, 2008): 435–57. http://dx.doi.org/10.1177/0192513x08329293.
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Work—family issues of graduate students are nearly invisible, despite record numbers of men and women in graduate school during their peak childbearing years. Furthermore, very little is known about what, if any, services are available for graduate student parents. In this article we describe the theoretical and practical tensions between society's view of idealized mothering and academia's vision of graduate students as idealized workers. We then present results of a survey about parental supports for graduate students administered to graduate directors of sociology PhD programs. The results demonstrate that few official policies exist, most situations are accommodated individually, and graduate directors are often unaware of university services for graduate student parents. The article concludes with a detailed presentation of potential departmental and university initiatives designed to support graduate student parents. These initiatives can be readily incorporated by graduate departments and universities to help curb the leaking pipeline of women in academia.
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Harvey, William S., and Navdeep K. Arora. "Educating Incarcerated Professionals: Challenges and Lessons from an Extreme PhD Context." Journal of Management Inquiry 30, no. 4 (April 15, 2021): 461–67. http://dx.doi.org/10.1177/10564926211007204.
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This essay outlines a unique set of challenges that we confronted as a PhD supervisor and candidate, drawing on a research project within a United States Federal Prison. We elicit the challenges that can be faced at different stages before, during, and after fieldwork, and share three lessons for others. First, exploring unique phenomena and processes often requires conducting research in extreme empirical contexts, which while challenging, helps to establish the boundaries within which other archetypes can be studied. Second, educating incarcerated individuals is a challenge and an opportunity, and requires creative approaches that can transcend work, family, and social boundaries. Finally, while it is tempting for supervisors and candidates to embark on PhDs for instrumental purposes, helping to support and develop each other should be the core motivation. We hope that others can learn from our experience and reflect on and share more widely their own experiences and practices.
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Savila, Fa’asisila, Anele Bamber, Matire Harwood, Dave Letele, Warwick Bagg, Fuatino Laban, Boyd Swinburn, and Felicity Goodyear-Smith. "Moving with the times: evolution of Buttabean Motivation – a community-based, Pacific-centred approach to health." Pacific Health Dialog 21, no. 8 (December 30, 2021): 556–59. http://dx.doi.org/10.26635/phd.2021.140.
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Buttabean Motivation (BBM) is a grassroot initiative aiming to improve Pasifika and M?ori health through free community bootcamps offering exercise, motivation and nutritional advices, and with online programmes of workouts and meal plans. It is a dynamic organisation, responding to community needs, providing practical solutions to issues such as food insecurity and influenza vaccination while maintaining its core focus of reducing obesity among Pasifika and M?ori through nutrition and physical activity.. BBM forms active and changing relationships with numerous organisations that offer support. They would like to work with the government and the district health boards, but the structure and changing nature of their organisation does not fit traditional funding models. To show that BBM is effective for Pacific people beyond anecdotal evidence, BBM has partnered with University of Auckland researchers. The research team are using a kaupapa M?ori and co-design approach to explore how BBM might benefit the community and reduce health inequities, especially whether BBM’s model of social collectivism enables sustainable weight loss for Pasifika and M?ori in the current obesogenic environment. Weight reduction programmes typically find that after initial success, participants have reverted to pre-programme weight by five years. BBM’s “whole of life change” approach may lead to sustained weight loss not demonstrated by other programmes. Using co-design, a BBM/University of Auckland partnership is evaluating the effectiveness of the BBM programme for sustained health and wellbeing. BBM is grounded in the Pacific/indigenous health frameworks fonofale, te whare tapa wh? and fa’afaletui addressing physical, mental, spiritual, family and social health in the context of people’s lives. The research will use a longitudinal cohort approach study design, using metrics and outcomes of relevance to its participants and the programme. A systems analysis will facilitate understanding of the strengths and challenges to delivering a holistic and sustained service for the community. BBM provides much promise in reducing health inequities for Pasifika and M?ori, however the model creates challenges for ongoing funding, business structure and evaluation. The goal is to find ways that both the programme and social institutions, including funders and evaluators, can adapt to meet these real-world challenges.
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Tighe, Maria, Jane Peters, and Heather Skirton. "Advancing Social Research Relationships in Postnatal Support Settings." Public Health Nursing 30, no. 3 (March 12, 2013): 266–76. http://dx.doi.org/10.1111/phn.12028.
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Poirrier, Jean-Etienne, Theodore Caputi, John Ayers, Mark Dredze, Sara Poston, and Cosmina Hogea. "1414. #Vaccine Twitter Influencers: is it Just About Reach and Followers?" Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S714—S715. http://dx.doi.org/10.1093/ofid/ofaa439.1596.
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Abstract Background A small number of powerful users (“influencers”) dominates conversations on social media platforms: less than 1% of Twitter accounts have at least 3,000 followers and even fewer have hundreds of thousands or millions of followers. Beyond simple metrics (number of tweets, retweets...) little is known about these “influencers”, particularly in relation to their role in shaping online narratives about vaccines. Our goal was to describe influential Twitter accounts that are driving conversations about vaccines and present new metrics of influence. Methods Using publicly-available data from Twitter, we selected posts from 1-Jan-2016 to 31-Dec-2018 and extracted the top 5% of accounts tweeting about vaccines with the most followers. Using automated classifiers, we determined the location of these accounts, and grouped them into those that primarily tweet pro- versus anti-vaccine content. We further characterized the demographics of these influencer accounts. Results From 25,381 vaccine-related tweets available in our sample representing 10,607 users, 530 accounts represented the top 5% by number of followers. These accounts had on average 1,608,637 followers (standard deviation=5,063,421) and 340,390 median followers. Among the accounts for which sentiment was successfully estimated by the classifier, 10.4% (n=55) posted anti-vaccine content and 33.6% (n=178) posted pro-vaccine content. Of the 55 anti-vaccine accounts, 50% (n=18) of the accounts for which location was successfully determined were from the United States. Of the 178 pro-vaccine accounts, 42.5% (n=54) were from the United States. Conclusion This study showed that only a small proportion of Twitter accounts (A) post about vaccines and (B) have a high follower count and post anti-vaccine content. Further analysis of these users may help researchers and policy makers better understand how to amplify the impact of pro-vaccine social media messages. Disclosures Jean-Etienne Poirrier, PhD, MBA, The GSK group of companies (Employee, Shareholder) Theodore Caputi, PhD, Good Analytics Inc. (Consultant) John Ayers, PhD, GSK (Grant/Research Support) Mark Dredze, PhD, Bloomberg LP (Consultant)Good Analytics (Consultant) Sara Poston, PharmD, The GlaxoSmithKline group of companies (Employee, Shareholder) Cosmina Hogea, PhD, GlaxoSmithKline (Employee, Shareholder)
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Sprague, Briana, Kylie Meyer, and Chivon Mingo. "ESPO and Behavioral and Social Sciences Section Symposium: Addressing the Needs of Black, Indigenous, and People of Color (BIPOC) Communities Throughout the Stage Model." Innovation in Aging 5, Supplement_1 (December 1, 2021): 315–16. http://dx.doi.org/10.1093/geroni/igab046.1232.
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Abstract Behavioral interventions have been successfully deployed to prevent and manage chronic conditions among older persons, improve mental health, and support caregivers’ ability to cope with care stressors. However, intervention effects may not be equally distributed among populations, nor equally acceptable or accessible among Black, Indigenous, and People of Color (BIPOC) communities. In this symposium, we will discuss how behavioral interventions can better meet the needs of BIPOC older adults and caregivers, who may not equally benefit from advancements in behavioral interventions due to issues such as a reliance on non-diverse study samples and lack of cultural tailoring. This symposium will be structured in accordance with the National Institutes of Health Stage Model of Behavioral, and will feature researchers whose work address BIPOC needs across the trajectory of intervention development. Representing Stage 1 research, Fayron Epps, PhD, RN, will describe her use of a community advisory council to develop a faith-based toolkit to support African Americans living with dementia and their caregivers. Next, Laura Gitlin, PhD, MA, will describe her experiences testing a Stage 3 intervention to lower depression among African Americans, including challenges advancing the culturally-tailored program to Stage 4. Lastly, Shanae Rhodes, BSN, RN will describe her Stage 2 evaluation of a conversation group created and attended by women of color to socially connect in response to COVID-19. Although speakers will describe research projects that represent specific research Stages, this symposium will have a large discussion-based component and will cover all parts of the Stage Model of Behavioral Intervention.
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Kleinman, Sherryl. "The Gift of a Vocation: Learning, Writing, and Teaching Sociology." Qualitative Sociology Review 16, no. 2 (April 30, 2020): 40–50. http://dx.doi.org/10.18778/1733-8077.16.2.04.
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To write a sociological festschrift for a scholar necessarily means looking at a chain of influence instead of one person. In this essay, I honor William Shaffir, Emeritus Professor of Sociology at McMaster University, who taught me as I worked towards the MA. I examine what I learned from him by starting with my undergraduate experiences at McGill University, where Billy (I never heard anyone call him William) received his PhD. We shared influences there, including those who had studied with Howard S. Becker at Northwestern University. I then turn to my time at McMaster, and how Billy strengthened my knowledge of symbolic interactionism and qualitative methods, as well as taught me important lessons about writing. He also reduced graduate students’ anxieties, including mine, through two words: “No problem.” My experiences with Billy provided a model of mentoring that challenged the usual hierarchy between graduate students and professors. Those lessons were reinforced as I pursued a PhD at the University of Minnesota and spent two quarters at Northwestern University as a visiting student. These connecting influences helped me write and teach sociology in a largely quantitative department at the University of North Carolina-Chapel Hill, where I lacked the kind of support I had received as an undergraduate and graduate student. I taught there over 37 years, practicing the kind of sociology and mentoring that Billy generously modeled so many years ago.
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Čufar, Katarina, and Jože Kropivšek. "Editorial." Les/Wood 69, no. 1 (June 20, 2020): 3–4. http://dx.doi.org/10.26614/les-wood.2020.v69n01a00.
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This issue of the journal Les/Wood is special for several reasons. Most of the related activities were carried out during the Covid-19 lockdown, which was very challenging for our authors, reviewers and editorial board. However, despite all the inconveniences caused by the pandemic, four eminent scholars from abroad joined the journal and its editorial board. Among them are: Prof. Manuela Romagnoli, PhD, Department of Innovation of Biological Systems, Food and Forestry DIBAF, Tuscia University, Viterbo, Italy; Prof. Denis Jelačić, PhD, Faculty of Forestry, University of Zagreb, Croatia; Krishna K. Pandey, PhD., Institute of Wood Science & Technology, Indian Council of Forestry Research and Education, Bangalore, India; and Alan Crivellaro, PhD, Department of Geography, University of Cambridge, UK. We are glad that they accepted our invitation, and we hope for fruitful further cooperation, which is undoubtedly very important for the international recognition of the journal.
In this issue we are publishing seven scientific articles, four of them in English. We are especially pleased that there are new names among the authors, and young authors in particular. Two of them have already acquired prestigious projects, while another two are at the beginning of their PhD studies and publishing articles in a scientific journal for the first time.
Kavyashree Srinivasa, PhD from India has obtained a project (NewSiest-867451) under the EU research innovation programme H2020, MSC-IF (Marie Skłodowska-Curie – Individual Fellowship), which proves the excellence of her research. As part of the two-year project, she is currently employed at the Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana, pursuing detailed post-doctoral research under the mentorship of Prof. Marko Petrič, PhD. She completed a master’s degree in chemistry and obtained her PhD from the Institute of Wood Science & Technology in Bangalore (FRI DU, Dehradun), India. She was a recipient of the Ron Cockcroft award from the International Research Group on Wood Conservation (IRG-WP) in 2013.
Arnaud Maxime Cheumani, PhD from Cameroon has acquired the project “SilWoodCoat”, which bears the “Seal of Excellence” and is funded by the ARRS, a testament to the outstanding nature of both the researcher and the project. He currently works at the Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana under the mentorship of Prof. Marko Petrič, PhD., developing silicate-based wood coatings. He is a chemist by basic education, but in his research focusses mainly on polymers and polymer composites connected to wood science. He obtained his PhD from the University of Bordeaux-France in 2009, and is an assistant professor at the University of Yaoundé 1 in Yaoundé in Cameroon. Prior to this he worked on several research projects dealing with wood-cement composites, liquefied wood, development of wood coatings, wood modification with poly (lactic acid) and composites made of natural polymer fibres.
Nina Škrk has been working as a young researcher under the mentorship of Prof. Katarina Čufar, PhD at the Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana since the autumn of 2019. She is enrolled in the PhD study of Biosciences, Wood and Biocomposites. In her research she focuses on the effects of climate change in the 21st century on trees and wood. This is her first publication of a scientific article in a scientific journal.
Irena Sochová has been a PhD student at Mendel University in Brno, Czech Republic since November 2019. She works within the Wood Processing and Timber Technology programme with a focus on dendrochronology. The main topic of her dissertation is the oak tree-ring standard chronology as a tool for dendro-archaeological analyses in the Western Ukraine. Currently she is also employed at CAS, the Global Change Research Institute in the Czech Republic. This is her first publication of a scientific article in a scientific journal.
The main feature of this issue is the introduction of the practice of the world’s leading scientific journals regarding open access of their research data, which is basis for (empirical) scientific articles. We joined the activities of the RDA (Research Data Alliance) of the Slovenian hub, which is coordinated by the Social Science Data Archive with the support of the RDA EU 4.0 project. Thus, one of the articles in this issue (Škrk et al., 2020) is accompanied by the publication of the scientific data (photographs), which are freely available through the Repository of the University of Ljubljana (RUL). In publishing the data we were guided by Mojca Kotar, PhD from University Library Services, University of Ljubljana, Janez Štrebe, PhD from the Faculty of Social Science, University of Ljubljana, by Sebastian Dahle, PhD from Department of Wood Science and Technology, University of Ljubljana, and by Darja Vranjek from INDOK, Department of Wood Science and Technology, Biotechnical Faculty, University of Ljubljana. Thank you all for your work, we truly appreciate your efforts.
Special thanks go to all the reviewers of the Les/Wood journal, who did excellent job once again in a very short time. In addition, we would like to thank the technical support team, proof-readers Paul Steed and Darja Vranjek, librarian Maja Valič, technical editor Anton Zupančič and designers from DECOP d.o.o., Železniki.
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Firestone, Riz, Tevita Funaki, Sally Dalhousie, Akarere Henry, Mereaumate Vano, Jacqui Grey, Andrew Jull, Robyn Whittaker, Lisa Te Morenga, and Cliona Ni Mhurchu. "Identifying and overcoming barriers to healthier lives." Pacific Health Dialog 21, no. 2 (September 29, 2018): 54–66. http://dx.doi.org/10.26635/phd.2018.913.
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Understanding the key determinants of health from a community perspective is essential to address and improve the health and wellbeing of its members. This qualitative study aimed to explore and better understand New Zealand-based Pasifika communities’ sociocultural experiences and knowledge of health and wellbeing. Fifty-seven participants were involved in six separate focus groups. Community coordinators co-facilitated and transcribed the discussions and conducted thematic analysis. The findings suggested two overarching themes: (1) ‘Pasifika experiences on poor health and well-being’: were based on sub-themes: (i) ‘recognisable issues’ (e.g., poor diet and lifestyle behaviours); (ii) ‘systemic issues’ that support the perpetual health issues (e.g., lack of knowledge and education) and; (iii) ‘profound issues’ that are often unspoken of and create long-term barriers (e.g., cultural lifestyle and responsibilities). (2) ‘Hopes and dreams’ to improve health and well-being requires: (i) a family-centric approach to health; (ii) tackling systemic barriers; and (iii) addressing community social justice issues. This study provides deepened insights on Pasifika communities’ understanding healthier living in the context of their cultural environment and family responsibilities. If we are to develop effective, sustainable programmes that prioritises health and well-being based on the needs of Pasifika communities, the findings from this study highlight their needs as step forward in overcoming barriers to healthier lives.
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Sopoaga, Faafetai, Peter Crampton, Tim Wilkinson, and Tony Zaharic. "Two decades in the making : reflecting on an approach to increase the participation and success of Pacific students at the Otago Medical School in New Zealand." Pacific Health Dialog 21, no. 3 (March 28, 2019): 128–38. http://dx.doi.org/10.26635/phd.2019.608.
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Introduction: Health professional institutions are required to train a health workforce to meet the needs of their increasingly diverse communities. One approach is to increase the diversity of their student cohorts. This article provides some reflections on the approach from one institution to increase the participation and success of Pacific students, an under-represented group in its medical programme.
Methods: A review of the University’s strategic documents and initiatives to improve the participation and success of Pacific students in the medical programme was conducted. The total number of Pacific students enrolled in medicine and their completion rates from 1996 to 2016 was requested from central university administration. The academic performance of Pacific students for the same period was requested from the medical school administration. The two extracts were merged and the annual performance for all Pacific students was analysed using Microsoft Excel. Interpretation of the results and perspectives discussed are shaped by the authors’ institutional knowledge.
Results: The earliest recorded efforts to increase the participation of Pacific students in the medical programme was through an affirmative action approach in 1951. Pacific student numbers, however, did not increase over subsequent years, until a more strategic approach was taken through the establishment of a Pacific Strategic Framework in 2011. The Framework coordinated a University-wide approach, engaged senior University leaders in the process, empowered Pacific staff, enabled targeted support for students and meaningful engagements with Pacific communities. These coordinated efforts coincided with positive outcomes for Pacific students’ in the medical programme.
Conclusions: The building of capacity and capability for under-represented groups require patience, persistence, advocacy, diplomacy and risk-taking. Having a university-wide strategic approach that is endorsed at the highest levels, supported well through appropriate resourcing, including the empowerment of minority leadership within the institution is required. It is important also for senior institutional leadership to be consciously aware of institutional racism and the historical, economic and social forces that lie behind it. Last by not least, building genuine and meaningful engagements with these minority communities is vital, and will support institutional efforts to meet the needs of their diverse communities.
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Nadash, Pamela. "THE RAISE FAMILY CAREGIVER ADVISORY COUNCIL: STRATEGIES TO BOLSTER CAREGIVERS’ FINANCIAL SECURITY." Innovation in Aging 6, Supplement_1 (November 1, 2022): 284. http://dx.doi.org/10.1093/geroni/igac059.1130.
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Abstract The RAISE Family Caregiving Advisory Council, created under the Recognize, Assist, Include, Support, and Engage (RAISE) Family Caregivers Act (2018) has been tasked to support the Secretary of Health and Human Services in developing a national family caregiving strategy. The Council began by (in 2021) identifying five key Goals critical to supporting family caregivers, which were reported to Congress in the Council’s Initial Report; the next step (in 2022) was to identify how these Goals are to be operationalized via specific actions, as well as the stakeholders that needed to be involved. This symposium discusses Goal 4, which states that “Family caregivers’ lifetime financial and employment security is protected and enhanced,” a goal incorporating diverse components, including federal legislation (expanding FMLA, for example), enhancing workplace security for working caregivers, and ways to pay family caregivers for providing supportive services. The first paper, by Salom Teshale, PhD, will provide an overview of the Council’s work and the strategies that have been chosen to support the overall national strategy. The second paper, by Eileen J. Tell, MPH, will describe strategies to improve the ability of caregivers to remain and thrive in the workplace. Pamela Nadash, PhD, will report on the research that identified the expansion of self-directed programs to incorporate payment for family caregivers as key, and the fourth paper by Rani Snyder will conclude by identifying the research needed to move these efforts forward. Greg Link of the Administration for Community Living will act as discussant.
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Nori, Hanna, Marja H Peura, and Arto Jauhiainen. "From Imposter Syndrome to Heroic Tales: Doctoral Students’ Backgrounds, Study Aims, and Experiences." International Journal of Doctoral Studies 15 (2020): 517–39. http://dx.doi.org/10.28945/4637.
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Aim/Purpose: The aim of this study is to provide a comprehensive picture of doctoral students’ dissertation journeys using Finland as a case country. More specifically, the article examines (1) the students’ backgrounds, (2) their study motives and experiences, and (3) whether or not these elements are related. Background: Despite the massification of higher education (HE), there is a shortage of detailed mixed-methods studies about PhD students’ backgrounds and their experiences of doctoral study. Existing research does not give a clear indication of the extent to which home background is reflected in PhD applications and whether or not that background is related to the subsequent experience of doctoral students. Methodology: This paper is based on both quantitative and qualitative data. We utilize a person-based register (N = 18,585) and a survey (n = 1,651). Our main methods are k-means cluster analysis, t-test, and directed content analysis. Our theoretical approach is Bourdieuian. We use the concept of doctoral capital when evaluating the backgrounds, resources, and success of PhD students through the dissertation process. Contribution: This study uses a mixed-methods approach and is the first to incorporate quantitative data about the entire doctoral student population in Finland. In addition, open-ended responses in the survey make the PhD students’ own experiences visible. By approaching our research subject through a mixed methods lens, we aim to create a comprehensive understanding about their dissertation journeys. With this study, we also contribute to the debate initiated by Falconer and Djokic (2019). They found that age, race, and socioeconomic status (SES) do not influence academic self-efficacy and academic self-handicapping behaviors in doctoral students. However, in this study, a link was found between the PhD students’ backgrounds (age and parents’ SES), and their study aims and experiences. Findings: Cluster analysis revealed three different groups of PhD students: Status Raisers, Educational Inheritors, and Long-term Plodders. PhD students in these groups have different resources, experiences, and chances to survive in the academic community. There are two main findings. First, the influence of the childhood family extends all the way to doctoral education, even in Finland, which is considered to have one of the most equal HE systems in the world. Some PhD students from low-educated families even experienced so-called imposter syndrome. They described experiences of inadequacy, incompetence, and inferiority in relation to doctoral studies and fellow students. Second, the influence of family background may diminish with age and life experiences. In our study, many mature doctoral students had become empowered and emancipated to such an extent that they relied more on their own abilities and skills than on their family backgrounds. Many felt that their own persistence and resilience have played an important role in their doctoral studies. There were also a few ‘heroic tales’ about hard work and survival in spite of all the hurdles and distresses. Recommendations for Practitioners: PhD students are a very heterogeneous group. Their motives and goals for applying for doctoral studies vary, and their backgrounds and life situations affect their studies. There are three critical points educational practitioners should pay special attention to (1) supervision and support (mentoring), (2) length of funding, and (3) granted research periods. Recommendation for Researchers: Because Finland and the other Nordic countries have a long tradition of equal educational opportunities, we need comparative studies on the same topic from countries with higher educational disparities. Impact on Society: Inequalities in educational opportunities and experiences originate at the very beginning of the educational path, and they usually cumulate over the years. For this reason, the achievement of educational equality should be promoted not only through education policy but also through family, regional, and social policy decisions. Future Research: The Bourdieuian concepts of cultural, social, and economic capitals are also relevant in doctoral education. PhD students’ family backgrounds are reflected in their motives, experiences, and interpretations in the academic community. Future research should explore how to best support and reinforce the self-confidence of doctoral students from lower SES backgrounds.
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Covington, Natalie V., and Larissa M. Jordan. "Impact of the COVID-19 Pandemic on PhD Students in Communication Sciences and Disorders." Perspectives of the ASHA Special Interest Groups 7, no. 2 (April 14, 2022): 512–22. http://dx.doi.org/10.1044/2021_persp-21-00137.
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Purpose: The COVID-19 pandemic upended the status quo in higher education, causing rapid and unprecedented instructional, social, and financial changes. The aim of this exploratory study was to characterize doctoral students' experiences during the pandemic and draw insights that may impact the long-term health of the field of communication sciences and disorders (CSD). Method: One hundred sixty current PhD students in CSD completed an online survey. Student perceptions of the pandemic's impacts on their academic progress, future academic careers, and support from their academic programs were analyzed both quantitatively and qualitatively. Results: A majority of students indicated that the pandemic had negatively impacted progress through their PhD program. A quarter of respondents reported that their caregiving responsibilities had increased. Of these, the majority said that this increase in caregiving would delay their academic progress. A majority of students had concerns about farther-reaching negative impacts on their academic careers. Students' perceived support from their programs during the pandemic was significantly lower compared to perceived support prior to the pandemic. When asked directly what decision-making stakeholders should know, respondents reported increases in stress and anxiety, a desire that stakeholders would recognize the effect of less-rich academic environments on student training, and the potential that students would leave the academic “pipeline” as a result of pandemic-related delays and stressors. Across multiple open-response questions, students expressed concerns that the negative impacts of the pandemic would be unequally distributed across groups, such that existing inequalities in academia would be further exacerbated by the pandemic. Conclusion: This study characterizes the lived experiences of PhD students in CSD during the COVID-19 pandemic and provides information that may inform key decision-making stakeholders (advisors, departments, and the American Speech-Language-Hearing Association) as they continue to make changes and accommodations in response to the pandemic. Supplemental Material: https://doi.org/10.23641/asha.19294634