Doctoral student support programs in diverse national contexts

2017 ◽  
Vol 9 (4) ◽  
pp. 565-576
Author(s):  
Omer Caliskan ◽  
Karri Holley
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Student Support ◽  
Doctoral Degree ◽  
Support Programs ◽  
Research Activity ◽  
Content Type ◽  
The Usa

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.

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.

Attracting doctoral students: case of Baltic universities

2017 ◽  
Vol 31 (7) ◽  
pp. 1017-1041
Author(s):  
Alexander Tarvid
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Degree ◽  
Access To Higher Education ◽  
Content Type ◽  
Factors Affecting ◽  
Doctoral Level ◽  
Baltic Countries ◽  
The Baltic ◽  
Doctoral Programmes

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.

scholarly journals Transforming doctoral education: preparing multidimensional and adaptive scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 17-34
Author(s):  
Clinton A. Patterson ◽  
Chi-Ning Chang ◽  
Courtney N. Lavadia ◽  
Marta L. Pardo ◽  
Debra A. Fowler ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Pedagogical Practices ◽  
Career Adaptability ◽  
Content Type ◽  
Transferable Skills ◽  
Curricular Design

Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.

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.

Insights from a survey “comments” section: extending research on doctoral well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Sverdlik ◽  
Lynn Mcalpine ◽  
Nathan Hall
Keyword(s):  
Doctoral Students ◽  
Thematic Analysis ◽  
Large Scale ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
Well Being ◽  
Web Based ◽  
Content Type ◽  
Novel Approach ◽  
Process Work

Purpose The purpose of this study is to better understand the declines in doctoral students’ mental and physical health while pursuing their doctoral degrees, by revealing the major themes of students’ voluntary comments following a survey that primed students to reflect on these topics. Design/methodology/approach The present study used qualitative thematic analysis to uncover themes in doctoral students’ voluntary comments on a large-scale, web-based survey of graduate students’ motivation and well-being. Findings A thematic analysis revealed six major emerging themes: timing in the degree process, work-life balance, health/well-being changes, impostor syndrome, the supervisor and hopelessness. Research limitations/implications The themes uncovered in the present study contribute to the literature by highlighting important underexplored topics (e.g. timing in the degree process, hopelessness) in doctoral education research and they are discussed and situated in the context of existing literature. Practical implications Implications for doctoral supervisors and departments are discussed. Social implications The present study highlights some pressing concerns among doctoral students, as articulated by the students themselves and can contribute to the betterment of doctoral education, thereby reducing attrition, improving the experiences of doctoral students and possibly affording more candidates to achieve a doctoral degree. Originality/value The present study makes the above-mentioned contributions by taking a novel approach and analyzing doctoral students’ voluntary comments (n = 607) on a large-scale, web-based survey. Thus, while some of the themes were primed by the survey itself, the data represent issues/concerns that students perceived as important enough to comment about after already having completed a lengthy questionnaire.

scholarly journals “I Don’t Think I’m Prepared”: Perceptions of U.S. Higher Education Doctoral Students on International Research Preparation

10.28945/3489 ◽  
2016 ◽  
Vol 1 ◽  
pp. 197-214 ◽  
Author(s):  
Christina W. Yao ◽  
Louise M Vital
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Limited Attention ◽  
Education Programs ◽  
International Perspectives ◽  
Student Training

Although internationalization is often touted as a priority in higher education, little attention is given to infusing international perspectives into the formalities of doctoral education. Further, limited attention is given towards doctoral student training for conducting international research. This qualitative study provides insight on how 21 U.S. doctoral students in higher education programs perceive their preparation as emerging international researchers. Implications for practice include fostering cross-departmental collaborations and supporting co-curricular international opportunities.

scholarly journals Kształcenie w szkołach doktorskich a opłaty

2020 ◽  
Vol 25 (4) ◽  
pp. 35-44
Author(s):  
Przemysław Brzuszczak ◽  
◽  
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Outcomes ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Prima Facie ◽  
Recruitment Process ◽  
Doctoral Studies ◽  
Legislative Amendments

This article discusses the issue of fees that may be charged to doctoral students at doctoral schools. In compliance with Article 198 par. 8 of the Act – the Law on Higher Education and Science: “Doctoral education shall not be subject to fees.” This regulation may be prima facie interpreted as excluding the possibility of charging any fees to doctoral students at doctoral schools. However, this is an oversimplification. Whereas, indeed, any activities directly related to the education of doctoral students should be free of charge, doubts arise with regard to other types of fees enumerated in Article 79 of the referred Act. And so, in literature there is a consensus that three admissible types of fees potentially paid by doctoral students are those referred to in Article 79 par. 2 points 1–2 and 6 that is those charged for conducting the recruitment process (point 1), carrying out the verification of learning outcomes (point 2), using student dormitories and canteens (point 6). The interpretation of the regulations concerning fees in the entities running doctoral schools should not have an extensive or implicit character. Thus, in this context the objective scope of these regulations seems to be relatively narrow. In the practice of doctoral schools’ functioning, a certain problem, although potentially probably small, may prove to be the legislator’s waiver as of 1 October 2019 (as opposed to the fees charged at the hitherto doctoral studies) of fees due to repeating by a doctoral student of classes due to unsatisfactory academic performance and while issuing copies of certain documents. A lack of relevant provisions at a statutory level excludes charging fees in a situation when a doctoral student achieves unsatisfactory grades from taken classes or repeatedly loses such documents as, for instance, a doctoral student’s ID card, a student book, diplomas and copies thereof, supplements to diplomas. Therefore, the author postulates de lege ferenda relevant legislative amendments.

scholarly journals International Doctoral Student Research Self-Efficacy Scandal: A Case Study of Chinese University

2021 ◽  
Vol 10 (5) ◽  
pp. 88
Author(s):  
Sabika Khalid ◽  
Endale Tadesse ◽  
Mohamed Leghdaf Abdellahi ◽  
Jiali Yao ◽  
Chunhai Gao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Doctoral Student ◽  
Doctoral Degree ◽  
Chinese Higher Education ◽  
African Countries ◽  
Chinese University ◽  
Efficacy Development

The internationalization of Chinese higher education glimmers the hope for globalization and opened the doors for countries to exchange academics treasures and cultural exchange. The euphonious and mellifluous agenda behind the internationalization led the nations towards the silver lining of collaboration, interaction, and human resources exchange. However, a large volume of literature claimed the poor academic performance of international students and weak academic communication between international students and Chinese faculty members. So the study sought to explore the phenomena through doctoral. Student experience regarding their research self-efficacy development in a Chinese university. Thus, we took one Chinese university as a case due to its high accessibility of international students with broad and deep experience of being an international student in China. Our participants were international doctoral students from Asian and African countries with significant financial desperation. The findings shed light on the intention of international to pursue a doctoral degree in Chinese higher education and how it significantly delayed their research self-efficacy development.

scholarly journals Integrated and Comprehensive Student Support Programs Aimed at Historically Underserved Students: Creating a Unified Community of Support

2018 ◽  
Vol 7 (1) ◽  
pp. 65-84
Author(s):  
Adrianna Kezar ◽  
Elizabeth Holcombe
Keyword(s):  
Higher Education ◽  
Underrepresented Students ◽  
Student Support ◽  
The United States ◽  
Support Programs ◽  
Campus Community ◽  
Underserved Students ◽  
Integrated Programs ◽  
Community Of Support ◽  
Integrated Program

AbstractWhile numerous support programs have evolved to support underrepresented students in higher education, these programs are often disconnected from the curriculum and only target one area of student need. Emerging research indicates that integrated programs which combine multiple curricular and co-curricular supports may be a more effective way to support historically underserved students. In this article, we report on one such integrated program in the United States,CSU STEMCollaboratives. We describe how integrated programs benefit students as well as the broader campus community by creating a unified community of support that fosters collaboration and connection.

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

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