Littérature scientifique sur le sujet « Doctoral pathway »
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Articles de revues sur le sujet "Doctoral pathway"
Sarı, Mediha, Buket Turhan Türkkan et Ece Yolcu. « Reflections from Women Doctoral Students Lives Regarding Gender Roles ». International Journal of Education and Literacy Studies 7, no 1 (31 janvier 2019) : 50. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.50.
Texte intégralSpronken-Smith, R. « The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes ». Journal for New Generation Sciences 21, no 1 (1 novembre 2023) : 1–13. http://dx.doi.org/10.47588/jngs.2023.21.01.a1.
Texte intégralReithmeier, Reinhart A. F. « Lessons from a red squirrel, mentors, and the pathway to success ». Biochemistry and Cell Biology 92, no 6 (décembre 2014) : 427–30. http://dx.doi.org/10.1139/bcb-2014-0058.
Texte intégralFernandez, Frank. « Where do Latinas and Latinos earn social science doctorates ? » education policy analysis archives 28 (29 juin 2020) : 97. http://dx.doi.org/10.14507/epaa.28.4889.
Texte intégralPeacock, Susi. « The PhD by Publication ». International Journal of Doctoral Studies 12 (2017) : 123–35. http://dx.doi.org/10.28945/3781.
Texte intégralDaley, Jessica, Lucy Hale et Bob Patton. « Clinical Psychology Trainees’ experiences of following a specialised Cognitive Behavioural Therapy (CBT) Pathway accredited by The British Association of Behavioural and Cognitive Psychotherapies (BABCP) : A pilot evaluation ». Clinical Psychology Forum 1, no 349 (janvier 2022) : 28–34. http://dx.doi.org/10.53841/bpscpf.2022.1.349.28.
Texte intégralCoutinho, Isabel Ribau. « A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher. » Advances in Social Sciences Research Journal 7, no 11 (2 décembre 2020) : 272–308. http://dx.doi.org/10.14738/assrj.711.9361.
Texte intégralCheruiyot, David, et Raul Ferrer-Conill. « Pathway outta pigeonhole ? De-contextualizing Majority World Countries ». Media, Culture & ; Society 43, no 1 (26 septembre 2020) : 189–97. http://dx.doi.org/10.1177/0163443720960907.
Texte intégralMosyjowski, Erika A., et Shanna R. Daly. « Investigating the ways prior experience informs the research approaches of returning and direct-pathway students in engineering PhD programs ». Studies in Graduate and Postdoctoral Education 11, no 2 (10 juin 2020) : 197–213. http://dx.doi.org/10.1108/sgpe-08-2019-0072.
Texte intégralKanno, Mieko, Guadalupe López-Íñiguez et Heidi Westerlund. « Composers’ Reflections on the Relevance of Artistic Doctoral Education in Finland ». Trio 11, no 1-2 (29 décembre 2022) : 39–60. http://dx.doi.org/10.37453/tj.120925.
Texte intégralThèses sur le sujet "Doctoral pathway"
Baldwin, Candice P. « Situatedness : The interrelation of factors impacting the educational pathway to degree attainment among Black and White doctoral students ». W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618709.
Texte intégralMahieu, Céline. « Représentations de l'engagement en doctorat des sages-femmes enseignantes ». Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR018.
Texte intégralIn 2014, 9,1 % of teaching midwives and midwifery school directors held a doctoral degree or were in the process of doctoral training in France (Morin & Leymarie, 2016). However, only a master's degree is required for such professional assignments. We therefore wondered why a significant proportion of midwifery teachers are enrolled in doctoral studies. Then we wanted to find out how they manage to stay committed during their doctoral training years when they are returning to their studies with an already established private and professional life.To answer this question, we studied the context of this phenomenon and the concepts related to our research question such as commitment in training (De Ketele, 2013b; Kaddouri, 2011), the doctoral training process (Cros & Bombaron, 2018; Skakni, 2019), the life course (Sapin and al., 2014) and gender and care (Molinier and al., 2009; Paperman, 2013; Champagne and al., 2015). In addition, we conducted an empirical study with a qualitative and longitudinal methodology including two rounds of interviews at one-year intervals with midwifery teachers in doctoral training at least in the first interview in spring 2021. Themes were coded using NVivo software, followed by a longitudinal and cross-sectional content analysis (Bardin, 1989).Our results show that the process of universitarisation of initial midwifery education in France, which has been underway since 2009, is an important motivational source for midwifery teachers' commitment to a doctorate. However, midwifery teachers involved in doctoral studies also have a personal intellectual motivation for reflective analysis of professional midwifery and midwifery teaching practices, often in a quest for recognition of their medical professional identity.Their commitment is strong at the behavioural, cognitive and emotional levels, to use the indicators of commitment to training according to Pintrich et al (1993). Various factors influence their commitment to the doctorate, notably the articulation between their personal, professional and doctoral life trajectories, the recognition of their doctoral work by their hierarchy, and the relationship with their thesis director. In short, midwifery teachers consider the commitment to a doctorate as a respectable value and as an investment for themselves, for the midwifery profession and for the midwifery science.This research has thus highlighted the phenomenon of doctoral commitment in one of the care professions in the current context of universitarisation. It also highlights the difficulties encountered by a population of women returning to study for a doctorate. Certain levers are highlighted in the scientific literature and through the results of our empirical study. Research perspectives emanate from this thesis in order to find ways to improve the quality of doctoral life in terms of well-being and academic performance
Bushey-Miller, Becky A. « Assets, Strengths and Educational Pathways of First-generation Doctoral Students ». Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1466614502.
Texte intégralFlowers, Theresa Danielle. « Pathways to Success| Black Women's Perspectives on Successfully Completing Doctoral Education ». Thesis, Adelphi University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10902270.
Texte intégralSchools of social work are facing a challenge of a lack of social workers with a doctorate to fill faculty positions expected to open due to faculty retiring. There is also a need for more ethnic diversity among social work faculty and schools are struggling to recruit and retain more faculty. This qualitative study used phenomenological methods to explore the factors that 20 Black women attribute to earning their doctorate degree in social work. It used Tinto’s theory of graduate persistence, critical race theory, and Black feminist thought to contextualize the findings.
All of the participants were first generational doctoral students. Two factors motivated them to earn their doctorates (1) influence of family, friends and mentors and (2) their desire to help others. Findings also revealed that participants encountered a number of internal and external obstacles during their studies. While these obstacles delayed many of the women, they did not stop them. The women perceived these obstacles to be connected to their race, gender, and class. All of the women prevailed against the obstacles they encountered utilizing internal supports such as their faith and determination. They also relied on external supports from those with whom they had interpersonal relationships, including family, friends, and their institutions. These findings suggest that having support from their institution and encouragement from their family and friends served as a protective factor to the obstacles they encountered. These findings also outline the dichotomy of finances in this study. Overall 90% of participants received some type of funding for their, however all of accumulated financial debt in pursuit of their doctorate. Based on the findings of this study the following suggestions are made for schools of social work. A) Address issues of institutional racism by providing mentorship training courses for faculty. B) Conduct research to test the effectiveness of recommendations outlined in this study. C) Provide more training and resources to prepare Black women who aspire to pursue their Ph.D. in social work.
Garbarini, Laticia. « Comparison of the Completion Pathways of Four Categories of Doctoral Students from a Midwestern University ». Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682413.
Texte intégralThe purpose of this study was to determine doctoral students’ reasoning for completing the required course work for their degree, but not completing their dissertation and thus the degree. There had not been formal research conducted on the students at Lindenwood that had not completed the doctoral program and the variables behind their not completing their degree. In order to gain a better understanding, the research looked at four categories of students: completed (achieved doctoral degrees); actively pursuing (on target to graduate in the allotted time); delayed completion (returned to the program or have needed extended time); failure to complete (quit the program). In each category, the research determined the variables that impacted the path of the student. This research may help Lindenwood University in its efforts to determine the reasons behind the success and failure of its graduate students.This looked specifically at the doctoral program and the status of students who were, or were at one time, all but dissertation (ABD), to uncover the barriers to completion.
This study could help drive the decisions and direction of the doctoral program. The personal investment of the student and the university included a considerable amount of time and dedication. Universities invest in their programs through doctoral seminars, hiring high quality professors, and creating a highly rigorous graduate program. Graduate students invest a large amount of money, time, and trust into the university. The two work together to achieve the ultimate goal of a doctoral degree.
NEVES, MARIANA GUERRA BARSTAD CASTRO. « THE DOCTOR-PATIENT RELATIONSHIP FROM THE ATTACHMENT THEORY S PERSPECTIVE : THINKING PATHWAYS ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34746@1.
Texte intégralCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A relação médico-paciente consiste numa díade que é hierarquicamente assimétrica. Uma parte cuida e a outra recebe cuidado, análogo ao que ocorre nas relações de apego. O médico teria o papel de figura de apego, possibilitando ativar o seu sistema de cuidado. O objetivo deste estudo é analisar como o sistema de cuidado está inserido na relação médico-paciente, analisando o estilo de apego do médico, além de relacioná-lo à capacidade de cuidado que o médico tem com seu paciente. Foram entrevistados onze hematologistas do Rio de Janeiro e São Paulo com experiência no SUS utilizando um roteiro de entrevista semiestruturado e foi aplicado o instrumento de autorrelato EVA (Escala de Vinculação do Adulto). Após análise de conteúdo das entrevistas e análise por clusters do EVA, os médicos entrevistados apresentaram apego seguro, com aspectos defensivos evitativos e amedrontados. Quatro categorias também foram estabelecidas: experiências pessoais com medicina e/ou hematologia; especificidade da hematologia; como lidar com as questões sobre perdas; e cuidado com o outro. Conclui-se que o presente trabalho prioriza o lado do médico nesta relação, e a importância do atendimento às suas necessidades psicológicas e relacionais. Com isso, intervenções podem ser propostas à equipe de saúde, de forma a cuidar de maneira consistente destes profissionais e aprimorar sua relação com o paciente e seus familiares.
The doctor-patient relationship consists of a hierarchically asymmetrical dyad. One side cares and the other receives care, analogous to the attachment relationship. The doctor would have the attachment figure s role, being able to activate his or her caregiving system. The purpose of this study is to analyze how the care system is inserted in the doctor-patient relationship, analyzing the attachment style of the physician in addition to relating it to the care ability that the doctor has with his/her patient. Eleven hematologists from Rio de Janeiro and São Paulo with experience in SUS were interviewed using a semi-structured interview script and the self-report instrument AAS-R (Adult Attachment Scale-Revised) was applied. After content analysis of the interview and a cluster analysis of the AAS-R, all the doctors presented secure attachment, with avoidant-dismissing and avoidant-fearful defensive aspects. Four categories were also analyzed: personal experiences with medicine and/or hematology; hematology s specificity; how to deal with loss; and caring towards other. We concluded that the present it is important to prioritize the doctor s stance in the relationship, and to attend their psychological and relational needs. In that manner, interventions in the healthcare team can be proposed, providing the proper care to the healthcare professional, and, hence, improve their relationship with patients and their family members.
Belzner, Katharine Ann. « DPOAE two-source separation in adult Japanese quail (Coturnix coturnix japonica) / ». Full-text of dissertation on the Internet (891.53 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/belzneka/belzneka_doctorate_04-19-2010_02.pdf.
Texte intégralHeffner, Kenneth Henry. « Radiation Induced Degradation Pathways for Poly (Methyl Methacrylate) and Polystyrene Polymers as Models for Polymer Behavior in Space Environments ». [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000175.
Texte intégralLawrence, Mitchell Graham. « Crosstalk between developmental and tumour-specific signalling pathways : kallikrein-related serine peptidases and nodal in prostrate cancer ». Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/37184/1/Mitchell_Lawrence_Thesis.pdf.
Texte intégralZammit, Katina. « The construction of student pathways during information-seeking sessions using hypermedia programs : a social semiotic perspective ». Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.
Texte intégralLivres sur le sujet "Doctoral pathway"
RUSSO, Mark A. Successful Ph. D. Pathway : A Comprehensive Guide to Planning and Writing an Effective Doctoral Dissertation. Independently Published, 2020.
Trouver le texte intégralLukašēvics, Tomass. Kobalta katalizēta C‒H saites funkcionalizēšana/Cobalt Catalyzed C‒H Bond Functionalization. RTU Press, 2022. http://dx.doi.org/10.7250/9789934227806.
Texte intégralGuillery, Ray. The mamillothalamic pathways : my first encounter with the thalamus. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806738.003.0006.
Texte intégralPaul, Anju Mary. Postdoctoral Destination Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0013.
Texte intégralEdwards, Jane. Music Therapy Research. Sous la direction de Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.50.
Texte intégralHawthorne, Lesleyanne. Attracting and Retaining International Students as Skilled Migrants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0010.
Texte intégralEmmett, Stevan R., Nicola Hill et Federico Dajas-Bailador. Clinical Pharmacology for Prescribing. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199694938.001.0001.
Texte intégralMunshi, Sunil K., et Rowan Harwood, dir. Stroke in the Older Person. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198747499.001.0001.
Texte intégralChapitres de livres sur le sujet "Doctoral pathway"
Gloria, Alberta M., et Jeanett Castellanos. « Sustaining Latina/o Doctoral Students ». Dans The Latina/o Pathway to the Ph.D., 169–87. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-12.
Texte intégralSegura-Herrera, Theresa A. « Querer Es Poder : Maintaining and Creating Familia as a Doctoral Student ». Dans The Latina/o Pathway to the Ph.D., 221–31. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-17.
Texte intégralGardner, Susan K., et Stacy A. Doore. « Doctoral Student Socialization and Professional Pathways ». Dans Knowledge Studies in Higher Education, 113–27. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33350-8_7.
Texte intégralWatford, Tara, Martha A. Rivas, Rebeca Burciaga et Daniel G. Solorzano. « Latinas and the Doctorate ». Dans The Latina/o Pathway to the Ph.D., 113–33. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003447894-9.
Texte intégralLisimberti, Cristina. « Doctorates and Employability : New Perspectives for Doctoral Education ». Dans Employability & ; Competences, 425–33. Florence : Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.46.
Texte intégralEaglstein, William H. « The New Drug Application (NDA), the Investigative New Drug Exemption (IND) and the General Drug Approval Pathway ». Dans The FDA for Doctors, 53–54. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08362-9_11.
Texte intégralEaglstein, William H. « Additional Drug Approval Pathways and Expanded Access (Treatment INDs) ; and Personal Importation of Unapproved Drugs ». Dans The FDA for Doctors, 69–72. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08362-9_18.
Texte intégralJones, Tiffany, Raewyn Connell, Anne Mitchell, Victor Minichiello, Carolyn D’Cruz, Kerry Robinson et Yvette Taylor. « Carving Out Pathways : Dear Doctor Gender and Sexuality Researcher ». Dans Palgrave Studies in Gender and Education, 257–78. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24205-3_11.
Texte intégralHancock, Sally. « Changing Career Pathways : Making Visible the Employment Destinations and Non-academic Contributions of Doctoral Scholars ». Dans Developing Researcher Independence Through the Hidden Curriculum, 251–63. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42875-3_23.
Texte intégralMishra, Prakhar, Chaitali Diwan, Srinath Srinivasa et G. Srinivasaraghavan. « A Semi-automatic Approach for Generating Video Trailers for Learning Pathways ». Dans Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 302–5. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_57.
Texte intégralActes de conférences sur le sujet "Doctoral pathway"
O'Brien, Shannon, et Catherine G. P. Berdanier. « How ‘Returner’ and ‘Direct-Pathway’ Graduate Students’ Experiences May Lead to Attrition from Doctoral Programs ». Dans 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962661.
Texte intégralCusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos et Ioanna Chouvarda. « INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.
Texte intégralRodriguez-Strawn, Denise. « A Qualitative Study of Lantern Mentoring : Faculty Who Illuminated Pathways for Latina Doctoral Students ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1884537.
Texte intégralSoares, Carla, et Teresa Carvalho. « GENDERED CAREER PATHWAYS OF DOCTORATE HOLDERS : A SYSTEMATIC LITERATURE REVIEW ». Dans 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1528.
Texte intégralBertola, Paola. « Designing innovative research pathways for the advancement of design research : IASDR 2023 Doctoral and postgraduate consortium ». Dans IASDR 2023 : Life-Changing Design. Design Research Society, 2023. http://dx.doi.org/10.21606/iasdr.2023.897.
Texte intégralBurfitt, E., T. Chakowa, H. Coonjobeeharry et I. Girling. « G81 What are these doctors thinking ? » Dans Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics : pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.80.
Texte intégralJayasekera, Hirushi, Ayah Babiker et Jennifer Abou Jawdeh. « 106 Implementing the COVID-19 Communications Pathway for Junior Doctors at Buckinghamshire Healthcare NHS Trust ». Dans Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.106.
Texte intégralFelder-Small, Pamela. « Blacks and African Americans in Public Health in Nursing Doctoral Education : Career Pathways and Strategies for Success in STEM ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1686741.
Texte intégralMcCrossan, P., et N. McCallion. « G419(P) Parental satisfaction with junior doctor consultations ». Dans Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics : pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.404.
Texte intégralvan Beek, B., HJ Clargo et S. Clark. « G213(P) What doctors do : an evaluation of the workforce ». Dans Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics : pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.208.
Texte intégralRapports d'organisations sur le sujet "Doctoral pathway"
Mayfield, Colin. Higher Education in the Water Sector : A Global Overview. United Nations University Institute for Water, Environment and Health, mai 2019. http://dx.doi.org/10.53328/guxy9244.
Texte intégralPromoting diverse career pathways for doctoral and postdoctoral researchers. Organisation for Economic Co-Operation and Development (OECD), septembre 2023. http://dx.doi.org/10.1787/dc21227a-en.
Texte intégral