Attracting doctoral students: case of Baltic universities

2017 ◽  
Vol 31 (7) ◽  
pp. 1017-1041
Author(s):  
Alexander Tarvid

Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.

2020 ◽  
Vol 11 (3) ◽  
pp. 281-294
Author(s):  
Stephanie Borgert Baird ◽  
Kerri S. Kearney ◽  
Alissa Nephew

Purpose Many doctoral students apply theoretical frameworks to writing assignments as part of their academic coursework and, later, in the practice of analyzing and reporting research. However, students often struggle to effectively apply theoretical frameworks to their writing processes. Thus, as one way of contributing to the writing pedagogies of doctoral-level instructors, the purpose of this study is to explore doctoral students’ learning experiences with analyzing and reporting organizational data using theoretical frameworks. Design/methodology/approach This study examines the perspectives of 29 doctoral students through analytical papers and reflections, letters and interviews. Findings Five themes within the context of current literature on writing were identified. These included students experiencing discomfort, even fear, about writing; students needing to write and receive honest feedback to learn how to write; the need for an instructional process that moves from conceptual to detailed instructions; understanding that writing has conceptual and skills implications that cannot be achieved in a single class; and the analytical writing process contributes to an understanding of the complexity of holding a doctoral degree. Practical implications The findings demonstrate the importance of helping doctoral students gain confidence and improve writing with theoretical frameworks, which can be accomplished with structured formats, through repetition and from instructor feedback. Originality/value This study offers unique insights into the challenges that doctoral students face when writing through theoretical frameworks and how instructors can interact with and potentially improve students’ writing skills and abilities.


2017 ◽  
Vol 9 (4) ◽  
pp. 565-576
Author(s):  
Omer Caliskan ◽  
Karri Holley

Purpose The growing demand for doctoral education and the role of the doctoral degree to advance nations socially, economically, and culturally forces countries and individual institutions to respond to concerns stemming from the doctoral process. Numerous initiatives to support doctoral students have been adopted with varying features across countries. The purpose of this paper is to examine doctoral student support programs in two countries: the USA and Turkey. These countries offer higher education systems at different stages of maturity and stability. Design/methodology/approach The data for this study came from a comparative case study analysis of doctoral student experiences in support programs at two research universities, one in the USA and one in Turkey. Ten American doctoral students and eight Turkish doctoral students were interviewed, for a total of 18 interviews. The study utilized the conceptual framework specified by the PhD Completion Project initiated by the US Council of Graduate Schools. Findings The two national systems featured in this study are at different points of their development. These developmental starting points influence the rationale and construction of a student support program, particularly one focused on advanced degrees, research activity, and knowledge production. The Turkish higher education system faces the challenge of building its infrastructure to be responsive to national needs in future decades, including producing qualified faculty as teachers and researchers. The American model of doctoral student support concentrates on increasing diversity within the academy. By focusing on first-generation students, students of color, and women in STEM disciplines, efforts are directed toward not just improving the quantity of graduates, but also the diversity of those graduates. Originality/value While doctoral student support programs are increasingly common in multiple national contexts, analyses of these programs are rare, and comparative analyses even more so. The emergence of new academic disciplines, the trend toward interdisciplinary research, and the prevalence of neo-liberal policies has made the doctoral experience increasingly complex. The data presented here reveal that while doctoral education is influenced by country-specific contexts, doctoral students from multiple countries share many of the same experiences.


2021 ◽  
pp. 89-94
Author(s):  
A.L. Arefiev ◽  
◽  

In recent years, higher educational institutions of the Baltic countries have become more and more popular among Russian youth wishing to get higher education (or take a certain course of professional training) abroad. The article, covering the period before the onset of the coronavirus epidemic, highlights the education of Russian students in universities in Latvia, Lithuania and Estonia. It is noted that a significant part of the students from the Russian Federation come from the Russian regions bordering on the Baltic states. The appendix presents the opinions of Russian students about the learning process and the quality of education received in Latvian, Lithuanian and Estonian universities.


Author(s):  
Luis Miguel Dos Santos ◽  
Ho Fai Lo

The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion.  Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level.  Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly.  Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience.  This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitative


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Broka ◽  
Anu Toots

PurposeThe authors’ aim is to establish the variance of youth welfare citizenship regimes in Central and Eastern Europe (CEE) and to revisit the applicability of the regime approach to the emerging welfare regimes (EWRs).Design/methodology/approachThe empirical analysis follows the descriptive case study strategy aiming to discover diversity of youth welfare citizenship patterns. The case selection is made within the CEE country group, which includes countries in Central Europe, the Baltics, Eastern Europe and Southeast Europe, all sharing the communist past. The subdivision of these countries in reference to the welfare states can be made via the European Union (EU) membership based on the assumption that EU social policy frameworks and recommendations have an important effect on domestic policies. We included countries which are in the EU, i.e., with a similar political and economic transition path. There were three waves of accession to the EU in CEE countries. In the first wave (2004), all the Baltic countries, Czech Republic, Slovakia, Poland, Hungary and Slovenia joined. In the second wave (2007), Romania and Bulgaria joined. Finally, Croatia joined the EU in 2013. Altogether 11 CEE countries are the EU members today, the remaining CEE countries are non-EU members and thus are excluded from the current research. Those countries which are part of the EU share similarities in social and economic reforms during the pre-accession period and after in order to reach a comparatively similar system with other member states. So, in terms of casing strategy these six countries can be named as emerging welfare regimes (EWRs) evolving transformations across different public policy areas. Handpicking of six countries out of 11 relies on the assumption that the Anglo-Saxon welfare system characteristics are more evident in the Baltic countries (Aidukaite, 2019; Aidukaite et al., 2020; Ainsaar et al., 2020; Rajevska and Rajevska, 2020) and Slovenia, while in Bulgaria and Croatia certain outcomes reflect the Bismarckian principles of social security (Hrast and Rakar, 2020; Stoilova and Krasteva, 2020; Dobrotić, 2020). This brings important variety into our analysis logic. Last but not least, we juxtapose six CEE EWR countries under analysis with six mature welfare regime countries representing different welfare regime types. Those mature welfare regime countries (Finland, Sweden, France, Germany, Italy, UK) are not an explicit object of the study but help to put analysed CEE EWR cases into larger context and thus, reflect upon theoretical claims of the welfare regime literature.FindingsThe authors can confirm that the EWR countries can be rather well explained by the welfare citizenship typology and complement the existing knowledge on youth welfare regime typology clusters in the Western Europe. Estonia is clustered close to the Nordic countries, whereas Latvia, Lithuania, Croatia and Slovenia are close to the Bismarckian welfare model despite rather flexible, non-restricted educational path, universal child and student support. Bulgaria is an outlier; however, it is clustered together with mature Mediterranean welfare regimes. Former intact welfare regime clusters are becoming more diverse. The authors’ findings confirm that there is no any intact cluster of the “post-communist” welfare regime and Eastern European countries are today “on move”.Research limitations/implicationsAltogether 11 CEE countries are the EU members today. The remaining CEE countries are non-EU members and thus are excluded from the current research. Those countries which are part of the EU share similarities in social and economic reforms during the pre-accession period and after in order to reach a comparatively similar system with other member states. At least one CEE country was chosen based on existing theoretical knowledge on the welfare regime typology (Anglo Saxon, Beveridgean, Bismarckian) for the Post-communist country groups.Practical implicationsIn the social citizenship dimension we dropped social assistance schemes and tax-relief indices and included poverty risk and housing measures. Youth poverty together with housing showed rather clear distinction between familialized and individualised countries and thus, made the typology stronger. In the economic dimension the preliminary picture was much fuzzier, mainly due to the comprehensive education in the region and intervention of the EU in domestic ALMPs (and VET) reforms. The authors added a new indicator (pro-youth orientation of ALMP) in order better to capture youth-sensitivity of policy.Social implicationsThe authors included a working poverty measure (in-work poverty rate) in order to reflect labour market insecurity as an increasing concern. Yet, the analysis results were still mixed and new indicators did not help locating the regime types.Originality/valueIn order to improve the validity of the youth welfare citizenship regime economic dimension, Chevalier's (2020) model may also be worth revisiting. The authors argue that this dichotomy is not sufficient, because inclusive type can have orientation towards general skills or occupational skills (i.e. monitored or enabling citizenship clusters), which is currently ignored. Chevalier (2020) furthermore associates inclusive economic citizenship with “coordinated market economies” (referring to Hall and Soskice, 2001), which seems hardly hold validity in the Nordic and at least some CEE countries.


2020 ◽  
Vol 12 (8) ◽  
pp. 3449 ◽  
Author(s):  
Trung Tran ◽  
Thao-Phuong-Thi Trinh ◽  
Cuong-Minh Le ◽  
Linh-Khanh Hoang ◽  
Hiep-Hung Pham

In recent years, the Vietnamese government has put significant effort into the internationalization of research in the higher education system via the use of international publications (i.e., publications indexed by citation databases such as ISI Web of Science and Scopus) in evaluating their academic staff and doctoral students. Academic staff in Vietnam, who traditionally have low numbers of international publications, have thus been pushed to improve their competencies in order to meet the new requirements for research productivity. However, we have little understanding of the factors influencing international publication as perceived by Vietnamese academic staff. This study aims to fill the gap by using the Delphi method. Academic staff with at least one international publication were invited, via purposeful sampling, to participate in a two-round Delphi survey. The survey revealed 14 key factors, which were further classified into three dimensions: “policy-related factors,” “capability-related factors,” and “networking-related factors”. These factors were the key determinants in the success of international publishing, according to the study participants. The findings provide implications for policymakers and university leaders for enhancing the research capacities of Vietnamese universities, forming a basis for the sustainable development of the higher education sector in Vietnam.


2014 ◽  
Vol 7 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Bjørn Stensaker ◽  
Nicoline Frølich ◽  
Jeroen Huisman ◽  
Erica Waagene ◽  
Lisa Scordato ◽  
...  

Purpose – The purpose of this paper is to identify those factors that key actors in university governance hold as to be important in realizing strategic change within their institutions. Design/methodology/approach – Key decision-makers in 26 European universities were surveyed on their views on which factors bring about strategic change. The results were interpreted using a theoretical framework emphasizing organizational archetypes and their development. Findings – The findings indicated that strategic changes in universities were perceived as highly dependent on leadership, decision-making procedures, communication and evaluation. However, some differences between the universities in the sample can be identified, supporting indicating the relevance of using organizational archetypes as an analytical tools for observing change within the higher education sector. Originality/value – The study links organizational level developments on strategic management to macro-level change within the European higher education landscape, and provides new insights intoon the debate on convergence and differentiation in organizational fields.


2016 ◽  
Vol 8 (1) ◽  
pp. 17-28 ◽  
Author(s):  
David Major

Purpose The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace. Design/methodology/approach This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students. Findings The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working. Practical implications It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners. Social implications Widening access to higher education and increasing participation in HE. Originality/value The identification and description of a number of different models of WBL in operation in the HE sector.


2020 ◽  
pp. 132-141
Author(s):  
Elena Vodopianova ◽  

The article uses the socio-cultural methodology and comparative studies to examine the results of the transformation of national higher school systems in the former USSR on the eve of the post-Soviet thirtieth anniversary. It is established that over the past decades of the post–Soviet transformation, the higher school of 15 States of the former USSR has gone through two main stages: the first was primarily a stage of structural changes, and the second was integration into the European higher education space. A classification of the realities of organizational orientation of higher education systems is proposed, dividing them into westernized (the Baltic countries, Ukraine, Georgia, Moldova, Azerbaijan, Uzbekistan, Kyrgyzstan), systems with specific educational balances (Russia, Kazakhstan, Belarus, Armenia), and outsider countries (Turkmenistan, Tajikistan). It is shown that during this period unique cases of transformation of national higher schools emerged. They evolved from divergence in the direction of convergence through E-education and global unification. The purpose of the study was to show that in the near future post-Soviet structures of higher education will have to respond primarily to universal post-industrial challenges based on the identification of stages of higher education evolution.


10.28945/4572 ◽  
2020 ◽  
Vol 15 ◽  
pp. 305-327
Author(s):  
Meredith L Conrey ◽  
Gene Roberts, Jr. ◽  
Melissa R Fadler ◽  
Matias M Garza ◽  
Clifford V Johnson, Jr. ◽  
...  

Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.


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