The role of spiritual lessons and creative arts for adaptation of international doctoral students: a lifelong education perspective

2021 ◽  
pp. 1-24
Author(s):  
Samta P Pandya
Keyword(s):  
Doctoral Students ◽  
Lifelong Education ◽  
Creative Arts ◽  
International Doctoral Students

scholarly journals A Phenomenological Study on International Doctoral Students’ Acculturation Experiences at a U.S. University

2015 ◽  
Vol 5 (3) ◽  
pp. 285-299
Author(s):  
Throy A. Campbell
Keyword(s):  
Doctoral Students ◽  
Family Relationships ◽  
Phenomenological Study ◽  
Social Activity ◽  
Theoretical Premise ◽  
Academic Settings ◽  
International Doctoral Students ◽  
Past Experiences ◽  
The U.S

A phenomenological method was used to analyze ten international doctoral students’ description of their lived experiences at a United States (U.S.) university. The analysis was based on the theoretical premise of how students acculturate to their new educational settings. Three broad overlapping themes emerged: (1) participants’ past experiences that influenced their desire to study in the U.S.; (2) participants’ interactions within academic and non-academic settings; and (3) the role of family relationships during their studies within the U.S. The study revealed that the students: were optimistic about the societal opportunities from studying in the U.S., were appreciative of their interaction with instructors, had inadequate relationship with supervising professors, participated in limited social activity outside of academic settings, and made adjustment to family relationships.

Reflecting on reflection: Exploring the role of writing as part of practice-led research

2020 ◽  
Vol 13 (2) ◽  
pp. 243-258 ◽  
Author(s):  
James Quinn
Keyword(s):  
Doctoral Students ◽  
Research Study ◽  
Reciprocal Relationship ◽  
Creative Arts ◽  
Reflective Journal ◽  
Generative Process ◽  
Postgraduate Study ◽  
Reflective Thought ◽  
Journal Entries

The phrase ‘writing up’ is often framed as the point where a research project is nearing its end, with only a summarizing thesis between a student and their completion. This text seeks to interrogate this dichotomy between research practice and writing. Instead, the text engenders reflective writing as a constant undercurrent of dialogue that continually shapes research through reflective thought. The text implements concepts from two key texts to meet these ends: Kamler and Thompson’s Helping Doctoral Students Write: Pedagogies for Supervision and Bolt and Barrett’s Practice as Research: Approaches to Creative Arts Enquiry. The first of the texts problematizes the notion of a formal ‘writing up’ stage often cited by students and supervisors in research study, arguing instead for a shift towards a more dynamic role for writing in research, or indeed writing as research. The second of the contributing texts presents Barbara Bolt’s notion of the ‘exegesis’ as ancillary to this thought – outlining written practice in arts research as an intrinsic, generative process, married to any practical outcome. Using the rhetoric outlined in these two references, this article then summarizes with an application of the notion of the ‘exegesis’ to an assortment of personal written texts, such as reflective journal entries and assessed written works across three years of postgraduate study. Herein lies the key claim of this article – that exegesis permeates every meaningful or developmental step of practice-led research, forming a crucial reciprocal relationship between visual and written work not unlike other hybridized methodologies outlined by authors such as Mieke Bal in her text, Travelling Concepts in the Humanities: A Rough Guide.

The Music Therapist: Creative Arts Therapist and Contemporary Shaman

2016 ◽  
Vol 2 ◽  
Author(s):  
Joseph Moreno
Keyword(s):  
Native American ◽  
Creative Arts ◽  
Indian Culture ◽  
Music Therapist ◽  
Psychotherapy Practice ◽  
The Arts ◽  
Contemporary Psychotherapy ◽  
The World ◽  
Traditional Healing Practices

While much of contemporary psychotherapy practice often focuses primarily on verbal exchange between therapists and clients, it is important to recognize that verbal expression is just one mode of expression, and not necessarily the deepest or most profound. Many clients in therapy may be more comfortable in expressing themselves in other ways through the modes of music, art, dance and psychodrama. The sources of the arts in healing extend back for many thousands of years and their modern expression through the creative arts therapies are now widely utilized in the mainstream of modern psychotherapy. Traditional healing practices are still widely practiced in many indigenous cultures around the world today and an appreciation of these practices can deeply enrich our understanding of the essential role of the arts in human expression. The aim of this paper is to consider the roots of the arts therapies and really all of psychotherapy, going as far back as pre-historic evidence, followed by an overview of living indigenous healing practices in such settings as Bushman culture in Namibia, Native American Indian culture, as well as in Kenya, Bali, Malaysia, Mongolia and more.

Supporting creative ageing through the arts: the impacts and implementation of a creative arts programme for older people

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Simon Chester Evans ◽  
Jennifer Bray ◽  
Claire Garabedian
Keyword(s):  
Social Interaction ◽  
Older People ◽  
Well Being ◽  
Care Staff ◽  
Successful Implementation ◽  
Creative Arts ◽  
Standard Format ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to report on an independent evaluation of a three-year “Creative Ageing” programme, focussing on the impacts for participants and factors promoting successful delivery of sessions. Design/methodology/approach Artists provided feedback through reflective journals and questionnaires, while the views of care staff and participants were also captured in a standard format at the end of each arts session. Thematic analysis of the qualitative data identified common themes. Findings Twenty-three arts projects were delivered across a range of settings and through diverse art forms including dance, drama, music, visual arts and poetry. They reached nearly 2,200 participants who recorded over 8,100 session attendances in total. Participation in high quality creative experiences improved well-being for older people, as well as increasing social interaction and reducing isolation. Several factors facilitated successful implementation and delivery of the activities, particularly the need to hold planning meetings with staff to provide guidance around participant numbers and suitability, minimising disruption of the sessions and the supportive role of staff during the sessions. Opportunities for reflection enabled artists to address potential challenges and adapt their practice to meet the needs and preferences of participants and to the complexities of diverse settings. Originality/value Previous research has largely focussed on the impact of activities in a single setting. This study supports the role of creative arts in increasing social interaction as an attempt to tackle isolation and loneliness, both for older people living in the community and for those living in a communal setting such as care homes and supported living schemes.

The role of conferences in doctoral student socialization

2018 ◽  
Vol 9 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Aliya Kuzhabekova ◽  
Aizhan Temerbayeva
Keyword(s):  
Doctoral Students ◽  
Professional Socialization ◽  
Doctoral Student ◽  
Content Type ◽  
The Usa ◽  
Conference Attendance ◽  
Using Data ◽  
Student Socialization ◽  
Doctoral Student Socialization

PurposeThe purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.Design/methodology/approachUsing data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.FindingsThe authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.Originality/valueThe paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals PhD Students Learning the Process of Academic Writing: The Role of the Rhetorical Rectangle

2021 ◽  
Vol 31 ◽  
pp. 136-162
Author(s):  
Beverly FitzPatrick ◽  
Mike Chong ◽  
James Tuff ◽  
Sana Jamil ◽  
Khalid Al Hariri ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Personal Narratives ◽  
Formal Group ◽  
Scholarly Writing ◽  
Group Discussions ◽  
Writing Group ◽  
Second Year ◽  
Doctoral Writing

PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Sign in / Sign up

Export Citation Format

Share Document