scholarly journals Social philosophy curriculum in social science and humanities structured doctoral programmes

2016 ◽  
Vol 7 (1) ◽  
pp. 15-29
Author(s):  
Wendy Bastalich
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Social Philosophy ◽  
Doctoral Training ◽  
Research Knowledge ◽  
Data Set ◽  
Content Type ◽  
Research Education ◽  
Philosophical Foundations ◽  
Wide Range

Purpose The purpose of this paper is to describe an experiment in a non-credit bearing series of social philosophy workshops offered to social science and humanities disciplines in an Australian university. Design/methodology/approach The paper outlines the design rationale and learning objectives for the workshop series. The data set includes qualitative student responses to 501 post-workshop questionnaires and 14 in-depth qualitative responses to a follow-up online questionnaire. Findings The data suggest that social philosophy methodology curriculum offered within a multi-discipline peer context can facilitate an appreciation among students of the centrality of theory and the value of diverse discipline approaches in research. The last part of the paper explores what underpins this – a kind of un-learning or uncertainty regarding the veracity of different philosophical approaches to research, tied to a de-centring of research subjectivity that allows for the co-existence of multiple voices. Language learning, the inclusion of post-modern perspectives and an unbiased presentation of a wide range of thinkers within a challenging intellectual context are central to this. Research limitations/implications The emerging trend towards university-wide doctoral training offers opportunities for useful innovations in research education. University-wide social philosophy curriculum can play a role in facilitating constructive negotiation of theoretical complexity both within and across social science and humanities disciplines. Originality/value The contemporary social science and humanities research context is a challenging space, characterised by intra-discipline methodological plurality, and the risk of marginalisation by more dominant instrumentalist, end-user and science-driven perspectives. The trend towards bringing different methodological perspectives together within inter-disciplinary research and team supervision of doctoral students can lead to conceptual misunderstanding and research delays. The capacity to negotiate and translate conceptual perspectives, often within complex research relationships, has then become an increasingly important academic skill. Within this context, university-wide doctoral training has emerged, but there has been little discussion of doctoral curricula beyond that devised for professional doctorates within the discipline in the non-US higher education literature. This paper contributes to emerging scholarship on research education by describing the sorts of relational, textual and conceptual processes that might be created in the multi-discipline social science and humanities context to produce an appreciation for the different philosophical foundations of research knowledge.

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

Financial literacy and its determinants: the case of rural farm households in Ghana

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martinson Ankrah Twumasi ◽  
Yuansheng Jiang ◽  
Salina Adhikari ◽  
Caven Adu Gyamfi ◽  
Isaac Asare
Keyword(s):  
Developing Countries ◽  
Financial Literacy ◽  
Financial Education ◽  
Policy Implications ◽  
Farm Households ◽  
Community Group ◽  
Data Set ◽  
Content Type ◽  
Wide Range ◽  
Rural Dwellers

PurposeThis paper aims to examine the determinants of rural dwellers financial literacy in Ghana.Design/methodology/approachA cross-sectional primary data set was used to estimate the factors influencing rural farm households' financial literacy using the IV-Tobit model.FindingsThe findings reveal that most rural residents are financially illiterate. The econometrics model results depicted that respondents' socioeconomic and demographic characteristics such as gender, income, age and education significantly affect financial literacy. Again, respondents who are risk seekers and listen or watch education programs are more likely to be financially literate.Research limitations/implicationsThe paper examined the determinants of rural dwellers financial literacy in four regions in Ghana. Future research should consider all or many regions for an informed generalization of findings.Practical implicationsThis paper provides evidence that rural dwellers are financially illiterate and it would require the policymakers or non-governmental organizations (NGOs) to establish a village or community group that comprises a wide range of bankers and government officials to help rural dwellers acquire some financial skills. Also, the positive relationship between media (whether respondent watches or listens to educational programs) and financial literacy implies that policymakers should focus on improving individuals' financial knowledge through training programs and utilize the media as a channel to propagate financial education to the public.Originality/valueAlthough previous studies have examined the determinants of financial literacy, little is known in developing countries and, in particular, rural communities. The authors fill this gap by contributing to the scanty existing literature in developing countries in several ways. First, this is the first study to examine the financial literacy level of rural dwellers in Ghana. Second, to not undermine the credibility of the estimation results, this study addresses the potential endogeneity issue, which other researchers have not adequately recognized. Finally, the study expands the scant literature on the subject and provides critical policy implications that will help policymakers formulate financial market policies that will contribute to rural dwellers financial literacy enhancement.

Exploring innovation creation across rural and urban firms

2018 ◽  
Vol 7 (4) ◽  
pp. 357-376 ◽  
Author(s):  
Giri Aryal ◽  
John Mann ◽  
Scott Loveridge ◽  
Satish Joshi
Keyword(s):  
National Survey ◽  
Negative Binomial ◽  
Secondary Data ◽  
Firm Level ◽  
Data Set ◽  
Content Type ◽  
Rural And Urban ◽  
Wide Range ◽  
Rural Firms ◽  
Urban Firms

Purpose The innovation creation literature primarily focuses on urban firms/regions or relies heavily on these data; less studied are rural firms and areas in this regard. The purpose of this paper is to employ a new firm-level data set, national in scale, and analyze characteristics that potentially influence innovation creation across rural and urban firms. Design/methodology/approach The authors use the 2014 National Survey of Business Competitiveness (NSBC) covering multiple firm-level variables related to innovation creation combined with secondary data reflecting the regional business and innovative environments where these firms operate. The number of patent applications filed by these firms measures their innovation creation, and the paper employs a negative binomial regression estimation for analysis. Findings After controlling for industry, county and state factors, rural and urban firms differ in their innovation creation characteristics and behaviors, suggesting that urban firms capitalize on their resources better than rural firms. Other major findings of the paper provide evidence that: first, for rural firms, the influence of university R&D is relevant to innovation creation, but their perception of university-provided information is not significant; and second, rural firms that are willing to try, but fail, in terms of innovation creation have a slight advantage over other rural firms less willing to take on the risk. Originality/value This paper is one of the first to analyze the 2014 NSBC, a firm-level national survey covering a wide range of innovation-related variables. The authors combine it with other regional secondary data, and use appropriate analytical modeling to provide empirical evidence of influencing factors on innovation creation across rural and urban firms.

Bridge and redundant ties in networks: the impact on innovation in food SMEs

2015 ◽  
Vol 18 (3) ◽  
pp. 355-379 ◽  
Author(s):  
Ghasem Shiri ◽  
Loïc Sauvée ◽  
Zam-Zam Abdirahman
Keyword(s):  
Empirical Research ◽  
Positive Impact ◽  
Process Innovation ◽  
Innovation Activity ◽  
Data Set ◽  
Content Type ◽  
Wide Range ◽  
Product And Process Innovation ◽  
Product And Process ◽  
The Impact

Purpose – The purpose of this paper is to study the impact of networks diversity on innovation activity of firms. It aims to review the structural issue in innovation networks and to distinguish different structures of networks for product and process innovation through an empirical research. Design/methodology/approach – Using a data set of 348 European agri-food firms, the authors study the impact of bridge and redundant ties on product and process innovation of firms. This is an empirical research based on an online survey in five European countries. Findings – The finding shows that bridge ties (measured by the number of heterogeneous networks in which firm participate) always facilitate product innovation in firms. The authors found also that a high number of heterogeneous ties in term of partners (simultaneous presence of redundant and non-redundant ties) motivate both product and process innovation in firms. Furthermore, the authors found a positive impact of network competence on process innovation. Research limitations/implications – The measures of bridge ties and redundant ties are indirect measures. This choice is a willing choice. Direct measurement of bridge and redundant ties always requires in-depth interviews with firms managers and thereby are limited by the number of observations. Originality/value – Research on innovations networks are dominated by case studies and researches with limited number of observations. Studying the networking behaviour, particularly the tie selection, of a wide range of firms brings additional knowledge in this field of research.

A moral compass framework for resolution of wicked problems in doctoral education and supervision

2014 ◽  
Vol 22 (4) ◽  
pp. 355-369 ◽  
Author(s):  
John A. Bowden ◽  
Pam Green
Keyword(s):  
Decision Making ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Wicked Problems ◽  
Capability Development ◽  
Individual Decision ◽  
Content Type ◽  
Moral Compass ◽  
Wide Range ◽  
Multi Level

Purpose – The purpose of the paper is to design and explain a moral compass framework that informs decision-making by those engaged in shaping the doctoral education and supervision environment. Design/methodology/approach – The research involved analysis of transcripts of 50 interviews with a range of doctoral students and supervisors. The framework was derived from the integration of the transcript analysis with a range of theoretical constructs: Rittel and Webber’s (1973) “wicked” problems; Bowden’s (2004) capability for the unknown future; Baillie et al.’s (2013) threshold capability development; liminality (Meyer and Land 2006); mindfulness (Langer and Moldoveanu, 2000; Green and Bowden, 2012); as well as our interpretation of moral compass and collective morality. Findings – Although applicable to a wide range of contexts, with broader, potentially universal implications for professional life, the framework is explained using the doctoral education system as example, and supervisor and candidate experiences as illustration. It relates individual decision-making to notions of collective morality and moral development within a multi-level system, through moral advocacy and moral mediation, activities identified as necessary at all levels of the doctoral system. Originality/value – Our framework demonstrates the need for developing awareness of the multi-factorial nature of the wicked problems that arise in doctoral education and the requirement to address such problems across all levels – individual, organisational and national. We identified the central importance of a new construct – collective morality and the way that moral advocacy and moral mediation can contribute to resolution of such wicked problems in doctoral education and supervision.

Professional identity in service work: why front-line employees do what they do

2018 ◽  
Vol 28 (3) ◽  
pp. 315-335 ◽  
Author(s):  
Per Echeverri ◽  
Maria Åkesson
Keyword(s):  
Professional Identity ◽  
Service Industry ◽  
Service Work ◽  
Service Research ◽  
Contextual Knowledge ◽  
Data Set ◽  
Service Workers ◽  
Content Type ◽  
Wide Range ◽  
Cognitive Understanding

Purpose The purpose of this paper is to identify the key elements of professional identity in service work in order to provide more in-depth theoretical explanations as to why service workers do as they do while co-creating service. Design/methodology/approach This study takes a multi-perspective on professional identity, i.e. using both an employee and a customer perspective, arguing that the phenomenon mainly consists of what these interactants jointly do during the service interaction and of the meanings that are attributed to it. The authors draw on a detailed empirical study of professionals working at a customer centre. Methodologically, the study is based on practice theory, which helps us to illuminate and analyse both the micro practices and the meaning attributed to the professional identity of service workers. Findings The key elements of professional identity in service work are outlined within a framework that describes and explains three different facets of the service workers’ professional identity, i.e. as a core (i.e. individual resources, cognitive understanding, interaction), as conditions (i.e. service prerequisites), and as contour (i.e. demeanour and functions). Research limitations/implications The findings are based on an empirical data set from a public transport customer centre. As the results are limited to one context, they do not provide statistical generalizability. Although limited to one service industry, the findings may still be of high relevance to a wide range of service organisations. Practical implications The study shows the significance of managers not just talking about the importance of being service-minded; more exactly, a wide range of service prerequisites, beyond cognitive understanding, needs to be in place. It is crucial that service workers are given the time to develop their contextual knowledge of their customers, and of other parts of the service organisation. Originality/value This study offers original empirical contributions concerning the key elements of professional identity. An alternative conceptualization of professional identity is provided, through which the paper adds to service research, explaining more specifically what kinds of knowledge and skills are in use during the co-creation of services.

Assembling lines in research education

2019 ◽  
Vol 10 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Petra Angervall ◽  
Eva Silfver
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Border Crossings ◽  
Academic Institutions ◽  
Content Type ◽  
Research Education ◽  
Career Trajectories ◽  
The Everyday ◽  
Present Context ◽  
Molecular Lines

Purpose The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education. Design/methodology/approach The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education. Findings The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related. Social implications The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities. Originality/value In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.

scholarly journals Exploring doctoral students’ expectations of work-based skills training

2019 ◽  
Vol 9 (3) ◽  
pp. 403-417
Author(s):  
Jenny Candy ◽  
Padmali Rodrigo ◽  
Sarah Turnbull
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Skills Training ◽  
Doctoral Training ◽  
Perceived Fit ◽  
Snowball Sampling ◽  
Doctoral Studies ◽  
Content Type ◽  
Team Working ◽  
Uk Higher Education

Purpose Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. The purpose of this paper is to explore student expectations of doctoral training within a UK Higher Education context. Design/methodology/approach The data for the study were gathered via two focus groups conducted among doctoral students from different faculties in a post-92 UK University. Participants were selected using a snowball sampling approach. Findings The findings suggest that the expectations of doctoral students are contingent upon their year of study, study mode, perceived fit between training goals and available training, peer recommendations, word-of-mouth (WoM) and the scholarly support they received from their supervisors. Practical implications The study suggests a better understanding of students’ segmentation can help Higher Education Institutions deliver training that meets the expectations of doctoral students in a way that result in zero or a positive disconfirmation. Originality/value This paper develops and deepens the understanding of the doctoral students’ expectations of work-based skills training and highlights the need for universities to adapt their doctoral training according to the expectations of different student segments.

scholarly journals New directions for service research: refreshing the process of theorizing to increase contribution

2020 ◽  
Vol 34 (3) ◽  
pp. 415-428 ◽  
Author(s):  
Roderick J. Brodie ◽  
Linda D. Peters
Keyword(s):  
Social Science ◽  
Abductive Reasoning ◽  
Service Research ◽  
Applied Theory ◽  
Content Type ◽  
Philosophical Foundations ◽  
Academic Knowledge ◽  
Applied Social Science ◽  
Research Stream ◽  
Context Specific

Purpose For service research to develop as an applied social science there is the need to refresh the process of theorizing so it focuses not only on increasing new academic knowledge but also on knowledge that is managerially relevant. This paper aims to provide guidelines to achieve this. Design/methodology/approach A theorizing process that integrates general theoretic perspectives and contextual research to develop midrange theory is developed. The process is based on the philosophical foundations of pragmatism and abductive reasoning, which has the origins in the 1950s when the management sciences were being established. Findings A recent research stream that develops midrange theory about customer and actor engagement is used to illustrate the theorizing process. Practical implications Practicing managers, customers and other stakeholders in a service system use theory, so there is a need to focus on how theory is used in specific service contexts and how this research leads to academic knowledge that is managerially relevant. Thus, as applied social science, service research needs to explicitly focus on bridging the theory–praxis gap with midrange theory by incorporating a general theoretic perspective and contextual research. Originality/value The contribution comes from providing a broader framework to guide the theorizing process that integrates general theoretic perspectives and applied research to develop midrange theory. While general theories operate at the most abstract level of conceptualization, midrange theories are context-specific and applied theory (theories-in-use) is embedded in empirical research.

Against all odds: determinants of doctoral candidates’ intention to enter academia in Germany

2015 ◽  
Vol 6 (2) ◽  
pp. 122-143 ◽  
Author(s):  
Kalle Hauss ◽  
Marc Kaulisch ◽  
Jakob Tesch
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Doctoral Training ◽  
Career Intentions ◽  
Content Type ◽  
Organizational Settings ◽  
Training Conditions ◽  
The Impact ◽  
Doctoral Candidates ◽  
And Training

Purpose – The purpose of this paper is to focus on doctoral students in Germany and the drivers behind their intention to enter an academic career. The aspirations of young researchers after graduating from doctoral training have become an important issue to policymakers in light of the changing nature of doctoral training. Design/methodology/approach – Borrowing from Ajzen’s Theory of Planned Behavior, we investigate how attitudes towards a career in academia, subjective norms and perceived behavioral control determine graduates’ intentions to pursue an academic career. We extend the model of Ajzen by measurements of research and training conditions in order to estimate the impact of organizational settings. We analyze a sample of 5,770 doctoral candidates from eight universities and three funding organizations. Findings – We find that apart from attitudes towards careers, academic career intentions are related to research and training conditions at the organizational level. Further, we find that large differences within the field of study and affiliation to a university or funding organization provide substantial explanations. Originality/value – This paper explores doctoral candidates’ academic career intentions which are an important precondition for the propagation of academic staff. For developers and practitioners in the field of doctoral training, our results yield a good understanding of the relationship between organizational settings at the level of doctoral training and career intentions.

Sign in / Sign up

Export Citation Format

Share Document