Exercising professional autonomy: Doctoral students’ preparation for academic careers

2018 ◽  
Vol 9 (2) ◽  
pp. 243-258
Author(s):  
Alexandra Coso Strong ◽  
Dia Sekayi
Keyword(s):  
Professional Development ◽  
Doctoral Students ◽  
Academic Career ◽  
Doctoral Program ◽  
Development Program ◽  
Professional Autonomy ◽  
Academic Careers ◽  
Case Study Methodology ◽  
Content Type ◽  
Supportive Program

Purpose The purpose of this study is to examine how doctoral students navigate preparing for an academic career, particularly through instructional professional development, in the context of the entire doctoral program. For doctoral students pursuing an academic position, the dissertation process provides one avenue for developing their skills and identities as independent researchers. Yet, research shows a need to provide support for student’ instructional professional development and to understand how they are shaped into educators and researchers. Design/methodology/approach A multiple case study methodology was designed to capture the perceptions and experiences of 21 alumni of an academic career preparation program at a large, public university. In this exploratory, qualitative study, semi-structured interviews and final reports from program coursework were analyzed using a modified analytic induction methodology. Findings This study employs elements of self-determination theory and transition theory to interpret doctoral students’ transitions into and through the instructional professional development program under study. The participants sought competence in their teaching by participating in this voluntary and supplemental program. These students exercised autonomy in the pursuit of this professional development and in overcoming challenges to relatedness in the form of non-supportive program structures, including curriculum and faculty. Originality/value This study contributes to the graduate education literature on the experiences of doctoral students as they prepare for and transition into their future academic careers.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

2019 ◽  
Vol 49 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Loleen Berdahl ◽  
Jonathan Malloy
Keyword(s):  
Professional Development ◽  
Political Science ◽  
Doctoral Students ◽  
Department Chairs ◽  
Development Program ◽  
Career Preparation ◽  
Development Programs ◽  
Canadian Universities ◽  
Communication And Coordination ◽  
Science Departments

There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from the department level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs and struggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhaps tailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guoyuan Sang ◽  
Jun Zhou ◽  
Abdulghani Muthanna
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Qualitative Case Study ◽  
Process Analysis ◽  
Learning Experiences ◽  
School Teachers ◽  
Case Study Methodology ◽  
Content Type

PurposeThis qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.Design/methodology/approachBy following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.FindingsThe findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.Research limitations/implicationsThe limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.Originality/valueThis original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

Developing effective professional development programs: a case study

2014 ◽  
Vol 115 (11/12) ◽  
pp. 542-557 ◽  
Author(s):  
Shu Guo
Keyword(s):  
Professional Development ◽  
Needs Assessment ◽  
Professional Growth ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Need Assessment ◽  
Content Type ◽  
Effective Professional Development ◽  
Professional Development Programs

Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

Research in the gap between the obvious and the improbable

2017 ◽  
Vol 9 (3) ◽  
pp. 302-318
Author(s):  
Robin Wensley
Keyword(s):  
Doctoral Students ◽  
Design Methodology ◽  
Academic Career ◽  
Value Added ◽  
Significant Degree ◽  
Content Type ◽  
Academic Administration ◽  
Academic History ◽  
General Terms ◽  
Research Activities

Purpose In considering my academic history as a professor both in marketing and management, I hope to demonstrate that it is possible to research challenging and interesting topics in a variety of guises. Design/methodology/approach The presentation is primarily chronological but also, to some degree, selective. I have focused on my research activities but not forgotten the importance, at least to me, of both academic administration and indeed a broader set of interests in more general terms. Findings While there is inevitably a significant degree of path dependency in my academic career, I have also been quite keen to explore more broadly both the boundaries of my subjects and the application of various different research methods. I have been particularly fortunate to have worked with some excellent academic colleagues and stimulating doctoral students. Research limitations/implications I believe there are a twin set of implications for other academics; however, I would emphasise that there is no single right way. For me it has been important to pick topics which are of interest to others and at the same time try and demonstrate some distinctive value added in my approach. Originality/value I hope that those who are earlier in their career will take heart from two principles, one being to do one’s best to be in interesting places and the other to work closely with colleagues who have challenging and different perspectives.

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.

Preparing for PhD: exploring doctoral students’ preparation strategy

2020 ◽  
Vol 11 (1) ◽  
pp. 89-106 ◽  
Author(s):  
Ahmad Thamrini Fadzlin Syed Mohamed ◽  
Ahmad Fahimi Amir ◽  
Nur Khadirah Ab. Rahman ◽  
Emily Abd Rahman ◽  
Afifah Quraishah Abdul Nasir
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Future Research ◽  
Small Scale ◽  
Content Type ◽  
Preparation Phase ◽  
Personal Level ◽  
Preparation Strategy ◽  
Professional Doctorates ◽  
The Impact

Purpose The purpose of this paper is to give insight on the important preparation task needed to be considered by prospective PhD candidates prior to the start of their study. As pursuing and obtaining a higher degree qualification is becoming more eminent for those who want to advance their academic career, crucial preparation is needed before embarking on the doctoral quest. Design/methodology/approach A small-scale study of the PhD experience was carried out in a public university in Malaysia using semi-structured in-depth interviews with eight successful doctoral students representing three different faculties to assess respondents’ experiences concerning the preparation aspect, challenges faced and strategies used to overcome the problem. Findings From the interview data, three overarching themes emerged: motives, task and financial and health as important dominators that could influence a successful venture of a PhD journey. Research limitations/implications As the present research respondents were few, further research with bigger number of respondents may shed better light in identifying other important aspect in preparation for PhD. The authors are unable, in the space of this paper, to fully explore the implications of the data, and the work of others that it builds on, for the future of professional doctorates or other types of PhD awards. As professional doctorates are fully concentrated on their professional endeavour, i.e. nursing and education, the preparation needed may include different groundwork. In addition, this study was carried out in Malaysia, where the system may not necessarily share the same characteristics to other doctoral systems in other countries. Cultural differences, the impact of age, gender and race, were other variables that could be weighed by future research in the same area. Practical implications The university’s graduate office should line-up courses to inform future doctoral candidates on the aspect of preparation at personal level that the students need to carry out. Social implications The study provides new views where potential doctoral students should be helped and guided to become more consciously aware of their decision in pursuing a higher degree. This paper provides suggestions on the guidelines of the initial preparation needed before embarking on a PhD journey and managing their own learning. Originality/value The paper establishes the important aspect of the preparation phase needed to be considered by future doctoral students before pursuing their doctoral quest.

Pilot Course: A Teaching Practicum Course as an Integral Component of an Accounting Doctoral Program

2015 ◽  
Vol 31 (2) ◽  
pp. 191-210 ◽  
Author(s):  
Carolyn M. Callahan ◽  
Charlene P. Spiceland ◽  
J. David Spiceland ◽  
Stephanie Hairston
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Research Training ◽  
Doctoral Program ◽  
Teaching Experience ◽  
Teaching Practicum ◽  
First Semester ◽  
Doctoral Research ◽  
Faculty Mentors ◽  
Insight Into

ABSTRACT This article presents one university's approach to supplementing traditional doctoral research training with a two-semester teaching practicum. The practicum is designed to help students develop and hone pedagogical and other teaching skills, while gaining insight into academic career acumen. It consists of two, one-hour courses taken by students during each of the first two semesters of their doctoral program. In the first semester, weekly teaching seminars are accompanied by an apprenticeship activity in which the students attend classes of faculty mentors throughout the term, teaching one of those classes toward the end of the term. In the second semester, the doctoral students are mentored through their first whole-semester teaching experience, sharing issues from that experience and sharpening skills in the weekly seminar discussions. The article provides details of the practicum and implementation guidance intended to encourage other Ph.D. programs to embrace the general approach we describe, adapting the specifics to reflect the resources and aspirations of their programs.

scholarly journals Improving relevance in B2B research: analysis and recommendations

2014 ◽  
Vol 29 (7/8) ◽  
pp. 601-609 ◽  
Author(s):  
Ross Brennan ◽  
Nektarios Tzempelikos ◽  
Jonathan Wilson
Keyword(s):  
Doctoral Students ◽  
New Technologies ◽  
Academic Career ◽  
Qualitative Interviews ◽  
Academic Research ◽  
Marketing Research ◽  
Academic Journals ◽  
Content Type ◽  
B2b Marketing ◽  
Critical Aspects

Purpose – The purpose of the study is to identify and discuss critical aspects of the academic/practitioner gap and suggest how to make marketing research more relevant. Design/Methodology/Approach – The study uses data from an earlier study of eight qualitative interviews conducted with business-to-business (B2B) marketing practitioners and from an earlier quantitative study among 128 academics and 510 marketing research practitioners. The data are re-analyzed for this article. Findings – Results show that academics and practitioners agree that academic research should be of more practical value. However, their priorities differ. For academics, publishing in refereed journals is the first priority and influencing practice is of much lower priority, while practitioners are not interested in the methodological and theoretical advances of marketing research; their priority is to satisfy day-to-day practical needs. Hence, practitioners have no interest in academic journals. The academic reward system tends to reinforce this divide because academic career progression depends substantially on the production of refereed journal articles. Research limitations/implications – Much prior consideration has been given to how academic journals can be made more relevant to practitioners, which is a desirable goal. However, a more fruitful approach for B2B academics would be to embrace new technologies such as blogging and social media to reach practitioners through their preferred channels. If greater relevance is to be achieved, then consideration needs to be given to the views of doctoral students, and to doctoral training processes in B2B marketing. Practical implications – The study provides academics with guidance concerning how marketing research can have a greater effect on the practice of marketing. Social implications – Originality/value – The study contributes to the research base by identifying and discussing critical aspects of the academic/practitioner gap. The study also offers insights into how managerial relevance in marketing research can, practically, be improved.

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