scholarly journals Deconstructing Doctoral Students’ Socialization from an Institutional Logics Perspective: A Qualitative Study of the Socialization of Chinese Doctoral Students in Finland

2019 ◽  
Vol 14 (2) ◽  
pp. 206-233 ◽  
Author(s):  
Gaoming Zheng
Keyword(s):  
Qualitative Study ◽  
Doctoral Students ◽  
Institutional Logics ◽  
Chinese Doctoral Students

What Determinants Affect Doctoral Students’ Career Plans? Main Findings from a 2018 Survey of Chinese Doctoral Students

2019 ◽  
Vol 8 (2) ◽  
pp. 99-116
Author(s):  
Futao Huang ◽  
Wenqin Shen
Keyword(s):  
Doctoral Students ◽  
Social Background ◽  
Doctoral Graduates ◽  
Career Expectations ◽  
Career Plans ◽  
Academic Orientation ◽  
College Degrees ◽  
Family Culture ◽  
Socialization Experience ◽  
Chinese Doctoral Students

Abstract The purpose of this study is to analyze Chinese doctoral students’ career expectations and determinants or factors influencing their career plans based on main findings from the national survey of doctoral students in 2017. Main findings include: firstly, the Chinese case indicates that becoming academics is still attractive to most doctoral graduates; secondly, female doctoral students are more likely to choose to work in universities than male doctoral students; thirdly, the social background of doctoral students did not have a significant impact on their academic orientation scores, but doctoral students with richer family culture capital (parents with college degrees) are even more reluctant to choose to work in the universities; finally, significant disciplinary differences and the correlation between their socialization experience and their academic orientation could be confirmed.

Applying cultural capital and field to doctoral student socialization

2016 ◽  
Vol 7 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Bryan Gopaul
Keyword(s):  
Qualitative Study ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Design Methodology ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Study ◽  
Content Type ◽  
Student Socialization ◽  
Doctoral Student Socialization

Purpose Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field. Design/methodology/approach This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe. Findings Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences. Originality/value Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.

scholarly journals Writing a Doctoral Dissertation: A Qualitative Study of Education Doctoral Students' Perceptions

2021 ◽  
Vol VI (I) ◽  
pp. 31-40
Author(s):  
Tanzeela Batool ◽  
Yaar Muhammad ◽  
Faisal Anis
Keyword(s):  
Qualitative Study ◽  
Doctoral Students ◽  
Academic Writing ◽  
Qualitative Content Analysis ◽  
Sampling Technique ◽  
Private University ◽  
Supervisory Support ◽  
Personal Factors ◽  
Structured Interviews ◽  
Dissertation Writing

For doctoral students, dissertation writing is an important stage in their completion of the degree. They might face several problems during this stage. The aim of the current qualitative study was to explore doctoral students' perceptions of dissertation writing. Ten participants were selected through a purposive sampling technique from the education department of a private university in Lahore, Pakistan. An interview guide was constructed in light of the research objectives and literature review. Data were collected through semi-structured interviews and analyzed through qualitative content analysis. The findings of the study revealed language barriers, insufficient academic writing skills, inadequate supervisory support, and personal factors as problems faced by doctoral students during their dissertation writing. It is recommended that an academic writing course should be offered during coursework. Moreover, effective supervisory support should be ensured at the dissertation writing stage. The concerned department should facilitate and solve the problems of doctoral students during their write-up stage.

What’s it all about? A qualitative study of meaning in life for counseling psychology doctoral students

2014 ◽  
Vol 28 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Clara E. Hill ◽  
Kathryn Kline ◽  
Viviana Bauman ◽  
Torrian Brent ◽  
Catherine Breslin ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Doctoral Students ◽  
Meaning In Life ◽  
Counseling Psychology ◽  
Psychology Doctoral Students ◽  
Psychology Doctoral

scholarly journals The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Noelle Fields ◽  
Allison Gibson ◽  
Stephanie Wladkowski ◽  
Cara Wallace ◽  
Abigail Latimer
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Qualitative Study ◽  
Student Success ◽  
Doctoral Students ◽  
Thematic Analysis ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Training ◽  
And Training

Abstract Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

scholarly journals International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University

2016 ◽  
Vol 6 (1) ◽  
pp. 175-194
Author(s):  
Yi (Leaf) Zhang
Keyword(s):  
Higher Education ◽  
International Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
Research University ◽  
Adult Transition ◽  
Group Interviews ◽  
Sociocultural Experiences ◽  
Students In Transition ◽  
Chinese Doctoral Students

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

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