Helping Doctoral Students Establish Long-Term Identities as Technical Communication Scholars

2017 ◽  
Vol 47 (2) ◽  
pp. 151-171 ◽  
Author(s):  
Keith Grant-Davie ◽  
Breeanne Matheson ◽  
Eric James Stephens
Keyword(s):  
Doctoral Students ◽  
Technical Communication

scholarly journals Open House? Class-Specific Career Opportunities within German Universities

2019 ◽  
Vol 7 (1) ◽  
pp. 101-110
Author(s):  
Frerk Blome ◽  
Christina Möller ◽  
Anja Böning
Keyword(s):  
Doctoral Students ◽  
Social Power ◽  
Social Structures ◽  
Social Origin ◽  
Social Closure ◽  
Career Opportunities ◽  
The Social ◽  
Specific Career ◽  
German Universities

This article focuses on the development of class-specific inequalities within German universities. Based on data on the social origin of students, doctoral students, and professors in the long-term cross-section, the article views the empirically observable dynamic of social closure of higher education since the 1950s. The focus of interest is on the level of the professorship. Data show that career conditions for underprivileged groups have deteriorated again. This finding is discussed in the context of social closure theories. The article argues that closure theories consider social closure processes primarily as intentional patterns of action, aimed at a strategic monopolization of participation, and securing social power. Such an analytical approach means that unintended closure processes remain understudied. Our conclusion is that concealed modes of reproduction of social structures ought to be examined and theorized more intensively due to their importance for the elimination of social inequality within universities.

Intercultural competency among engineering doctoral students

2020 ◽  
Vol 11 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Joyce B. Main ◽  
Yanbing Wang
Keyword(s):  
Doctoral Students ◽  
Short Form ◽  
Research Partnerships ◽  
Content Type ◽  
Engineering Research ◽  
Research And Innovation ◽  
Intercultural Competency ◽  
Opportunities For Learning ◽  
Multiple Languages

Purpose Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering challenges crossing national borders, there are few studies of their intercultural competency. The purpose of this study is to identify factors that are associated with intercultural competency – the ability to work effectively in multicultural environments. Design/methodology/approach The intercultural competency levels of 390 engineering doctoral students were measured by using the Miville–Guzman Universality-Diversity Scale-Short Form (MGUDS-S). Data were analyzed using ordinary linear squares regression. Results are considered descriptive, rather than causal. Findings Results show that female engineering doctoral students are more likely to score higher on the MGUDS-S than male engineering doctoral students. Proficiency in multiple languages and previous work- or volunteer-related travel experiences are positively associated with doctoral students’ intercultural competency. Originality/value As internationalization of engineering research and innovation continues to expand, findings suggest that providing students with more opportunities and support for work- or volunteer-related travel and opportunities for learning new languages may help facilitate the development of intercultural competency and students’ willingness to engage in long-term international professional opportunities and research partnerships.

Translation Competence

2018 ◽  
pp. 296-319
Author(s):  
Sonia Vandepitte ◽  
Birthe Mousten ◽  
Bruce Maylath ◽  
Suvi Isohella ◽  
Maria Teresa Musacchio ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Empirical Evidence ◽  
Empirical Data ◽  
Technical Communication ◽  
Virtual Team ◽  
International Project ◽  
Future Research ◽  
Training Programmes ◽  
The Impact

After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlović (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.

Translation Competence

2015 ◽  
pp. 137-159 ◽  
Author(s):  
Sonia Vandepitte ◽  
Birthe Mousten ◽  
Bruce Maylath ◽  
Suvi Isohella ◽  
Maria Teresa Musacchio ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Empirical Evidence ◽  
Empirical Data ◽  
Technical Communication ◽  
Virtual Team ◽  
International Project ◽  
Future Research ◽  
Training Programmes ◽  
The Impact

After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovic (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.

scholarly journals SPATIAL-TIME DIAGNOSTICS OF THE CITY

2021 ◽  
Vol 23 (79(2)) ◽  
pp. 222-233
Author(s):  
E.Ya. Burlina ◽  
Keyword(s):  
Graduate Students ◽  
Cultural Studies ◽  
Doctoral Students ◽  
The City

The aim of the article is to represent the key name "Spatial-temporal diagnostics of the city" in the long-term research of graduate and doctoral students representing the Samara School of Cultural Studies. This concept and related culturalphilosophical concepts were tested in the theses of graduate students and doctoral students, prepared at the Department.

scholarly journals An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Elizabeth Dean ◽  
Lena Nordgren ◽  
Anne Söderlund
Keyword(s):  
Doctoral Students ◽  
Group Discussion ◽  
Scientific Writing ◽  
Nonnative English Speakers ◽  
English Speakers ◽  
Personalized Feedback ◽  
English Speaking ◽  
Facilitators And Barriers ◽  
Transcription Data

Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students) were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole) and structural (phenomenon parts) aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility). Alternatively, doctoral students viewed its importance in the short term (learning publication skills). Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.

Leveraging critical friendship to navigate doctoral student role transitions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kristen Howell Gregory ◽  
Amanda Kate Burbage
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Academic Programs ◽  
Content Type ◽  
Role Transitions ◽  
Student Role ◽  
Self Study ◽  
Constant Comparative Analysis ◽  
Journal Entries

Purpose The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study. Design/methodology/approach The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes. Findings The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional. Originality/value While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

scholarly journals PhD courses and the intersectoral experience: a comprehensive survey

2021 ◽  
Author(s):  
Alexandra Kosvyra ◽  
Dimitris Filos ◽  
Nicola Mountford ◽  
Tara Cusack ◽  
Minna Isomursu ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Social Impact ◽  
Academic Career ◽  
Target Groups ◽  
European Universities ◽  
Phd Education ◽  
Comprehensive Survey ◽  
Interdisciplinary Courses ◽  
Phd Program

It has been found that most PhD graduates (>85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improvement of students' skills while an analysis of their attributes was also performed. Two target groups have been considered: (a) young researchers and (b) program directors each of which can provide different information regarding the courses of interest. 52 students and 11 directors from 5 European Universities, participated in the study. An absence of such courses in the standard PhD program was observed, while any intersectoral/interdisciplinary activities were conducted outside the PhD program, and organized by collaboration of academia and other organizations. The survey findings reveal the need to restructure the PhD programs.

Negotiating conflicts of interest: working with multiple stakeholders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Catharina Juul Kristensen
Keyword(s):  
Doctoral Students ◽  
Conflicts Of Interest ◽  
Social Research ◽  
Research Process ◽  
Multiple Stakeholders ◽  
Undue Influence ◽  
Content Type ◽  
Qualitative Social Research ◽  
Point Of Departure

PurposeThe purpose of this article is to examine conflicts of interest (COI) in qualitative social research with multiple and often powerful stakeholders such as organisations and funders.Design/methodology/approachThe article offers an explorative qualitative analysis of a selected group of Danish doctoral students' experiences and negotiations of COI in their qualitative, multiple stakeholder research. The point of departure is that while potential and readily identifiable sources of COI, such as funding institutions, are important to disclose this may provide inadequate insight into stakeholders' actual – and potentially undue – influence on the research during the research process. This calls for a focus on research practice. Finally, the current neoliberal policy changes affecting universities provide the backdrop for the study.FindingsFocusing on negotiations around COI in practice, the analysis illuminates the complex reality of negotiating different – and sometimes conflicting – expectations and interests when conducting long-term qualitative studies. It also shows examples of stakeholders' attempts to potentially, and unduly, influence doctoral students' research. Finally, it suggests that stakeholders and researchers alike can be both powerful and potentially vulnerable when engaging in qualitative research.Originality/valueThe article contributes to the existing literature by explicitly focusing on COI in qualitative social research, and by exploring experiences and negotiations of COI in practice.

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