scholarly journals How are doctoral students supervised? Concepts of doctoral research supervision

2008 ◽  
Vol 33 (3) ◽  
pp. 267-281 ◽  
Author(s):  
Anne Lee
Keyword(s):  
Doctoral Students ◽  
Doctoral Research ◽  
Research Supervision

scholarly journals Doctoral Dissertation Supervision: Identification and Evaluation of Models

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ngozi Agu ◽  
Christy O. Odimegwu
Keyword(s):  
Doctoral Students ◽  
Academic Community ◽  
Face To Face ◽  
Interactive Model ◽  
Doctoral Research ◽  
Descriptive Research ◽  
Research Supervision ◽  
Supervision Models ◽  
Research Questions ◽  
Students Satisfaction

Doctoral research supervision is one of the major avenues for sustaining students’ satisfaction with the programme, preparing students to be independent researchers and effectively initiating students into the academic community. This work reports doctoral students’ evaluation of their various supervision models, their satisfaction with these supervision models, and development of research-related skills. The study used a descriptive research design and was guided by three research questions and two hypotheses. A sample of 310 Ph.D. candidates drawn from a federal university in Eastern part of Nigeria was used for this study. The data generated through the questionnaire was analyzed using descriptive statistics andt-tests. Results show that face-to-face interactive model was not only the most frequently used, but also the most widely adopted in doctoral thesis supervision while ICT-based models were rarely used. Students supervised under face-to-face interactive model reported being more satisfied with dissertation supervision than those operating under face-to-face noninteractive model. However, students supervised under these two models did not differ significantly in their perceived development in research-related skills.

Dissertation Research Supervisor Agency for U.S. Online Doctoral Research Supervision

2019 ◽  
pp. 181-197 ◽  
Author(s):  
Robin Throne ◽  
Brian T. Oddi
Keyword(s):  
Learning Community ◽  
Doctoral Students ◽  
Situated Learning ◽  
Student Agency ◽  
Doctoral Completion ◽  
Doctoral Research ◽  
Research Supervision ◽  
Dissertation Research ◽  
Practice Based Research ◽  
The Relationship

This chapter critically explores the construct of agency from a dissertation research supervisor perspective. While the literature has expanded in the exploration of student agency, little focus has been given to the construct from a research supervisor agency stance. Current research into doctoral completion has shown the relationship between supervisor and dissertation writer as critical to persistence and completion. However, less investigation has focused on the aspects of dissertation supervisor agency and the evolution to a high mentoring approach, especially for online doctoral students. The conceptual inquiry utilizes the lens of Lave and Wenger's situated learning theory to view how research supervisor agency can foster and guide doctoral scholars to consider researcher positionality and move from the margins of the doctoral learning community to the center of scholarly life and post-doctoral practice-based research and evidence-based decision making.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

scholarly journals A research note: Video conferencing interviews

2020 ◽  
Vol 25 ◽  
pp. 101-107
Author(s):  
Atif Khalil ◽  
Bronwen Cowie
Keyword(s):  
Doctoral Students ◽  
Recent Literature ◽  
Video Conferencing ◽  
Good Condition ◽  
Research Note ◽  
Female Participant ◽  
Doctoral Research ◽  
Cultural Aspects ◽  
Research Interviews ◽  
Building Rapport

This research note aimed to highlight the reflections of the researcher while conducting videoconferencing interviews as a part of his doctoral research project. The researcher drew some inferences based on recent literature and two videoconferencing interviews conducted with the doctoral students via Zoom. It was a crucial experience to deal with the recruitment of research participants, building rapport/understanding, especially with the female participant, exchanging nonverbal cues between researcher and participants, considering socio-cultural aspects of the participants, writing the interview summaries and getting them reviewed by the participants. Moreover, technological aspects were also considered important like having a PC, laptop or android of good condition with consistent internet connectivity, appropriate software (Zoom) and recording of the interviews, backup of the recordings, making sure electricity and other equipment essential for videoconferencing interviews was available. Besides, reviewing the order of questions and time for the research interviews is also important for videoconferencing interviews. The researcher believes that it might be possible to increase the trustworthiness of the videoconferencing interviews by considering all these aspects.  

Creating the [Insert Name Here] Methodology

2022 ◽  
pp. 182-203
Author(s):  
Melissa Riley Bradford
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Research Methodology ◽  
Ways Of Knowing ◽  
Curriculum Studies ◽  
Methods Courses ◽  
Doctoral Research ◽  
New Directions ◽  
Student Researchers ◽  
The Right

In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.

scholarly journals Vicarious trauma and emotional labour in researching child sexual abuse and child protection: A postdoctoral reflection

2020 ◽  
Vol 13 (2) ◽  
pp. 205979912092634 ◽  
Author(s):  
Michael A. Guerzoni
Keyword(s):  
Doctoral Students ◽  
Child Protection ◽  
Vicarious Trauma ◽  
Doctoral Degree ◽  
Lecture Hall ◽  
Emotional Labour ◽  
Doctoral Research ◽  
Social Settings ◽  
Active Filtering ◽  
The University

Criminology almost inevitably involves the study of sensitive and sorrowful research topics. Consequently, criminologists fall victim to the inherent risks of exposure to vicarious trauma, requiring many to practice emotional labour in the field, in the lecture hall, and perhaps, even along the corridors of the university campus itself. This article offers a reflective account of the experiences of vicarious trauma and the self-imposed, protective practice of emotional labour within doctoral research on child protection initiatives within a religious institution. It explores my experience of self-regulating my emotions in response to the reading of disturbing content, and of the active filtering of points of conversation when asked about my research within professional, familial and social settings, to prevent disturbing the emotions of others. The article encourages potential doctoral students to consider how they might prepare for themselves emotionally, socially and physically, for their inevitable encounter with difficult content, prior to the commencement of candidature, thereby increasing their resilience in facing the difficult components of a doctoral degree tasked with exploring content of a bleak and emotionally unnerving nature.

scholarly journals Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

2017 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Pia Helena Lappalainen
Keyword(s):  
Doctoral Students ◽  
Course Design ◽  
Working Hours ◽  
Learning Needs ◽  
Publication Productivity ◽  
Teacher Capacity ◽  
Teacher Renewal ◽  
Doctoral Research ◽  
Teacher Resources ◽  
Teacher Researchers

Policy-level interventions aim to expedite institutional change in universities but the related decisions rarely materialize as sustained grassroots-level implementations genuinely transforming teaching or learning practices. A vision without execution remains mere rhetoric or could even disrupt the persistent long-term development that committed teachers pursue as their more subtle and routine mode of operation. This article therefore suggests that attention be turned to classroom processes and research efforts that allow university teacher-researchers to practice their occupation in the most effective way possible. Such efforts draw on teacher resources, competence and motivation, and benefit the students through an elevated quality and targeted content of education. This article showcases an empirical development endeavor from Aalto University that, while responding to doctoral students’ learning needs and institutional demands for higher publication productivity, enhances teacher capacity and paves the way for a more extensive bottom-up institutional reform of doctoral education. The data-driven, quantitative analysis of a sample of 381 doctoral candidates in engineering directs the pedagogic focus in a doctoral writing course away from grammar and linguistic proficiency towards writing support that accentuates usability and communicative value. In particular, the study proposes foci on writing efficiency, effect and reader satisfaction, ultimately facilitating publication productivity and quality. This article describes the pedagogical basis for the Writing Doctoral Research course that was built as a result of the needs analysis, and presents the related course design and organization. The ultimate aim is to substantiate allocation of language teacher working hours to research by demonstrating how audience needs analyses can benefit both the quality of education and teacher renewal.

scholarly journals Student-supervisor-university expectation alignment in the undergraduate engineering thesis

2019 ◽  
Vol 9 (2) ◽  
pp. 199
Author(s):  
Brad Stappenbelt ◽  
Abheek Basu
Keyword(s):  
Rating Scale ◽  
Research Output ◽  
Academic Staff ◽  
Research Process ◽  
Pedagogical Practice ◽  
Research Experience ◽  
Doctoral Research ◽  
Undergraduate Engineering ◽  
Research Supervision ◽  
Undergraduate Thesis

Given the lack of student research experience, the undergraduate thesis is necessarily focussed primarily on development of research skills (i.e. it is process oriented). Since postgraduate supervision is research output focussed, the lessons learnt from this field are not always directly transferable. In contrast to the vast body of work in the field of doctoral research supervision, there exists a dearth of literature on undergraduate dissertation supervision. To address this shortcoming, the present study examined the alignment of university, supervisor and student expectations regarding responsibilities in the undergraduate engineering thesis. University expectations, having undergone rigorous review, outline the sound pedagogical practice that should be applied to undergraduate supervision. Expectations of academic staff supervisors and thesis students were obtained through the use of survey tools and post-survey discussions. The surveys used in the present study were adapted from the Role Perceptions Rating Scale (RPRS). Alignment between student and university expectations regarding undergraduate thesis responsibilities in the present study was generally poor. The discrepancy between supervisor and university expectations was even greater, with academic staff generally assuming the bulk of the responsibility for many core thesis tasks. Post-survey discussion indicated that the driver for this behaviour were supervisor expectations that that undergraduate thesis research would contribute to publications. Taking primary responsibility for core thesis tasks away from the student, although improving the likelihood of successful research output, diminishes the ability for an accurate assessment of adequate academic performance. The learning that is intended to result from the undergraduate thesis is devalued when research outcomes are prioritised over research process.

scholarly journals “Comencemos por el título”: la representación integral de la investigación doctoral en contadas palabras

2021 ◽  
Vol 39 (1) ◽  
pp. 41-60
Author(s):  
Iris Viviana Bosio
Keyword(s):  
Doctoral Students ◽  
Writing Process ◽  
Scientific Writing ◽  
De Re ◽  
Doctoral Research ◽  
Disciplinary Field ◽  
Qualitative Descriptive ◽  
Integral Process ◽  
Applied Design ◽  
Academic Genre

Este trabajo sigue la línea de investigación del grupo Corpus EspaDA-UNCuyo (Corpus de Español en el Discurso Académico de la Universidad Nacional de Cuyo)[1]. Partiendo del potencial de la escritura para transformar el conocimiento, se propone la (re)escritura del título temático del género académico “proyecto de tesis” como una instancia de reflexión y afianzamiento del evento de investigación doctoral. Delimitar formalmente el tema de tesis es uno de los mayores problemas de los doctorandos y uno de los motivos recurrentes de incumplimiento de los plazos establecidos institucionalmente para la entrega de los proyectos. Contextualizado en un caso de intervención pedagógica en la carrera de Doctorado en Agronomía, este trabajo adopta un diseño cualitativo, descriptivo, longitudinal y aplicado. Los datos documentales provienen de (a)proyectos de admisión a carrera; (b)proyectos de tesis; (c)transcripciones de defensas orales de proyectos de tesis. Los resultados sugieren que, tanto la modelización y explicitación del proceso de escritura académico-científica, como las tareas colaborativas de (re)escritura de títulos temáticos entre pares profesionales expertos, favorecen el afianzamiento y la reflexión sobre el evento integral de la investigación y sobre su contribución original al campo disciplinar, requisito primero de toda tesis doctoral. [1] Proyecto SeCTyP 06/G718 Construcción de un corpus de discurso académico escrito y oral de la Universidad Nacional de Cuyo con metodología de lingüística de corpus. Proyecciones hacia ámbitos científicos y didáctico-pedagógicos (2016-2018). https://espada.uncu.edu.ar/index.php?sec=proyectos Proyecto SIIP 06/G785 Corpus EspaDA-UNCuyo: Diseño y precompilación de un corpus del discurso académico oral y escrito de la Universidad Nacional de Cuyo (2019-2021). https://espada.uncu.edu.ar/index.php?sec=proyectos This article is part of the research of the Corpus EspaDA-UNCuyo team. Starting from the potential of writing to transform knowledge, we aim to (re)write the thematic title of the academic genre "thesis project" as an instance of reflection on and consolidation of the processes involved in doctoral research. The formal delimitation of the thesis topic is one of the biggest problems for doctoral students and one of the recurring reasons for non-compliance with the institutionally established deadlines for project presentation. Contextualized within an agronomy Ph.D. program, our research adopts a qualitative, descriptive, longitudinal and applied design. The documentary data come from (a) admission projects to a Ph.D. program; (b) thesis projects; (c) transcripts of oral vivas of thesis projects. The findings suggest that the modeling and clarification of the academic-scientific writing process, as well as the collaborative tasks of (re) writing thematic titles between expert professional peers, favour the consolidation of, and reflection on research understood as an integral process. The modeling and clarification of the academic-scientific writing process also elicits reflection on the contribution to the disciplinary field, the first requirement of a doctoral thesis.

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