Training humanities doctoral students in collaborative and digital multimedia

2011 ◽  
Vol 11 (1-2) ◽  
pp. 140-156 ◽  
Author(s):  
Astrid Ensslin ◽  
Will Slocombe
Keyword(s):  
Web 2.0 ◽  
Doctoral Students ◽  
Text Analysis ◽  
Information Design ◽  
Doctoral Training ◽  
Desktop Publishing ◽  
Digital Multimedia ◽  
Relevant Theory ◽  
Training Scheme

This study reports on the pedagogic rationale, didactic design and implications of an AHRC-funded doctoral training scheme in collaborative and digital multimedia in the humanities. In the second part of this article we discuss three areas of provision that were identified as particularly significant and/or controversial. These include (1) desktop publishing and information design for academic posters, (2) quantitative, corpus-based approaches to text analysis, and (3) a discussion of the affordances and constraints of ‘collaborative’ Web 2.0 based research as reflected by participants and relevant theory.

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.

The Training of Doctoral Students of Psychology in the United States

2003 ◽  
Vol 8 (1) ◽  
pp. 48-53 ◽  
Author(s):  
David H. Silvera ◽  
Bruno Laeng ◽  
Tove I. Dahl
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Psychology Students ◽  
The United States ◽  
Training System ◽  
Working Environment ◽  
Doctoral Training ◽  
Close Supervision

This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.

VIII Convegno Interdottorato. Torino, ottobre 2008; Firenze, aprile 2009

TERRITORIO ◽  
2009 ◽  
pp. 138-141
Author(s):  
Marcella Samakovlija ◽  
Alessio Campi ◽  
Mina Di Marino ◽  
Anita Napoleone
Keyword(s):  
Doctoral Students ◽  
Urban Studies ◽  
Doctoral Degree ◽  
Practical Reasons ◽  
Doctoral Training ◽  
Critical Approach ◽  
High Quality ◽  
Traditional Format

- The first part of the 8th National Doctoral Network Conference took place in October 2008 in Turin. The congress provided doctoral students from a large number of Italian universities with an arena in which to compare and discuss ideas. The Network gave a facelift to the traditional format by dividing the conference into two parts, the second of which took place in Florence on 3-4 April 2009, where participants examined ways to build and consolidate a new, more interactive and critical approach to scientific brainstorming. In Turin, talks and sessions were of various types, all high quality, though for practical reasons we have given space only to those which, in our view, are directly linked, in terms of issues and affinity, to our own research interests. The Doctoral Network has set itself the task of coordinating doctoral degree courses in Urban Studies and Planning and puts itself forward as a type of ‘institute' where meetings and discussions can be held with the aim of bringing to the fore the specific issues and problems associated with doctoral training.

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.

scholarly journals The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Noelle Fields ◽  
Allison Gibson ◽  
Stephanie Wladkowski ◽  
Cara Wallace ◽  
Abigail Latimer
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Qualitative Study ◽  
Student Success ◽  
Doctoral Students ◽  
Thematic Analysis ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Training ◽  
And Training

Abstract Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

scholarly journals O Marco Civil da Internet e a Ciência da Informação: uma discussão sobre os softwares livres AtoM e Archivematica | The Internet Civil Rights Framework and Information Science: a discussion of AtoM and Archivematica software

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Maria José Vicentini Jorente ◽  
Natalia Nakano ◽  
Talita Cristina Da Silva ◽  
Lucinéia Da Silva Batista
Keyword(s):  
Civil Rights ◽  
Web 2.0 ◽  
Information Science ◽  
Research Problem ◽  
Theoretical Framework ◽  
Information Design ◽  
The Internet ◽  
The World ◽  
Digital Environments ◽  
Information And Technology

RESUMO O Marco Civil da Internet do Brasil é a primeira legislação do mundo a regular a internet de forma ampla e irrestrita; e respeita os princípios da internet complexa, aberta e sustentável. Define-se assim a problemática deste artigo: de que maneira a Ciência da Informação (CI) se insere no que preconiza o Marco Civil? Este estudo apresenta referencial teórico sobre o que preconiza o Marco Civil, relacionando-o com a CI, e então introduz dois exemplos de software livre que podem contribuir com a sua efetivação. Conclui que a CI não pode ficar alijada das discussões sobre o Marco, e sugere, para estudos futuros, investigações que reflitam sobre o design de ambientes digitais em que estão depositadas informações para acesso, e sua relação com o que reza o Marco Civil da Internet.Palavras-chave: Informação e Tecnologia; Web 2.0; AtoM; Archivematica; Design da Informação.ABSTRACT The Brazilian Civil Rights Framework for the Internet is the first legislation in the world to regulate the Internet broadly and non-restrictively; and it respects the principles of complex, sustainable, open Internet. The research problem of this article is: how is Information Science (IS) contemplated in the legal recommendations? This study presents a theoretical framework on what the Civil Rights Framework advocates, relating it to IS, and then presents two examples of open software that can contribute to its operationalization. The study concludes that IS cannot be excluded from the discussions on the Framework and suggests, for further studies, investigations that reflect on the design of digital environments in which information is deposited and its relation to the Brazilian Civil Rights Framework for the Internet.Keywords: Information and Technology; Web 2.0; AtoM;Archivematica; Information Design.

scholarly journals Experiences of doctoral students enrolled in a research fellowship program to support doctoral training in Africa (2014 to 2018): The Consortium for Advanced Research Training in Africa odyssey

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252863
Author(s):  
Folusho Mubowale Balogun ◽  
Yolanda Malele-Kolisa ◽  
Sara Jewett Nieuwoudt ◽  
Hellen Jepngetich ◽  
Jepchirchir Kiplagat ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Research Training ◽  
Good Practice ◽  
Institutional Development ◽  
Research Capacity ◽  
Doctoral Training ◽  
African Countries ◽  
Program Outcomes ◽  
Research Fellowship ◽  
Practice Elements

Background The Consortium for Advanced Research Training in Africa (CARTA) aims to transform higher education in Africa. One of its main thrusts is supporting promising university faculty (fellows) to obtain high quality doctoral training. CARTA offers fellows robust support which includes funding of their attendance at Joint Advanced Seminars (JASes) throughout the doctoral training period. An evaluation is critical in improving program outcomes. In this study; we, CARTA fellows who attended the fourth JAS in 2018, appraised the CARTA program from our perspective, specifically focusing on the organization of the program and its influence on the fellows’ individual and institutional development. Methods Exploratory Qualitative Study Design was used and data was obtained from three focus group discussions among the fellows in March 2018. The data were analyzed using thematic approach within the framework of good practice elements in doctoral training–Formal Research Training, Activities Driven by Doctoral Candidates, Career Development as well as Concepts and Structures. Results In all, 21 fellows from six African countries participated and all had been in the CARTA program for at least three years. The fellowship has increased fellows research skills and expanded our research capacities. This tremendously improved the quality of our doctoral research and it was also evident in our research outputs, including the number of peer-reviewed publications. The CARTA experience inculcated a multidisciplinary approach to our research and enabled significant improvement in our organizational, teaching, and leadership skills. All these were achieved through the well-organized structures of CARTA and these have transformed us to change agents who are already taking on research and administrative responsibilities in our various home institutions. Unfortunately, during the long break between the second and the third JAS, there was a gap in communication between CARTA and her fellows, which resulted in some transient loss of focus by a few fellows. Conclusion The CARTA model which builds the research capacity of doctoral fellows through robust support, including intermittent strategic Joint Advanced Seminars has had effective and transformative impacts on our doctoral odyssey. However, there is a need to maintain the momentum through continuous communication between CARTA and the fellows all through this journey.

Transfering best practices of doctoral training between EU, Russia, Belarus and Armenia

2020 ◽  
Author(s):  
Katja Anniina Lauri ◽  
Sini Karppinen ◽  
Alexander Mahura ◽  
Timo Vesala ◽  
Tuukka Petaja ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Research Training ◽  
Bologna Process ◽  
Research Management ◽  
Added Value ◽  
Doctoral Training ◽  
Learning Material ◽  
Doctoral Studies ◽  
European Universities

<p>MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies) is a new capacity building project funded by the Erasmus+ programme. The project is coordinated by the University of Latvia. There are three other EU partners (from Finland, Poland and the United Kingdom) and a total of ten partners from three partner countries (Russia, Belarus and Armenia). Aims of the project include:</p><ol><li>To improve the structure and content of Doctoral Education and the internal capacities of services that manage doctoral studies by set up of Doctoral Training Centers (DTC) in partner universities in accordance with the modern European practices.</li> <li>To facilitate a successful adherence with Bologna process reforms and its instruments by the academic and administrative staff involved in doctoral studies and research management through the organization of special training sessions in Armenia, Belarus and Russia.</li> <li>To improve/increase the quality of international and national mobility of doctoral students of Armenia, Belarus and Russia for training and research based on development of double degree programmes and joint supervision.</li> <li>To ensure sustainability of DTC’s and their cooperation with European partners by establishing a sustainable professional network providing the use of participatory approaches and ICT-based methodologies.</li> </ol><p>The work is carried out in three phases: preparation, development, and dissemination & exploitation. In the preparation phase, a detailed analysis of organization of doctoral studies and research management structures is done in both EU and partner countries. The development phase includes preparation of training materials, a series of study visits and training sessions, and creation of DTC’s. The dissemination & exploitation phase includes open access learning material, dissemination conferences, publications and workshop/conference presentations, as well as events and open resources for stakeholders, policymakers, students and the general public.To partly serve similar purposes as MODEST, University of Helsinki and Russian State Hydrometeorological University have introduced a new project, PEEX-AC (PEEX Academic Challenge). The aims of PEEX-AC are to share knowledge and experience, to promote state-of-the-art research and educational tools through organization of research training intensive course on “Multi-Scales and -Processes Modelling and Assessment for Environmental Applications”, to improve added value of research-oriented education in Finnish and Russian Universities, and to boost the PEEX international collaboration.The MODEST and PEEX-AC projects serve as a great examples of transfer of good practices in higher education, especially on doctoral level, but they also create new connections for educational and scientific collaboration. From the PEEX perspective, MODEST is an important initiative strengthening connections between European universities and institutions in Russia, Belarus and Armenia. The project will continue until autumn 2022.</p>

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.

Student reflections on doctoral learning: challenges and breakthroughs

2020 ◽  
Vol 11 (1) ◽  
pp. 107-122
Author(s):  
Alison Owens ◽  
Donna Lee Brien ◽  
Elizabeth Ellison ◽  
Craig Batty
Keyword(s):  
Doctoral Students ◽  
Intellectual Development ◽  
Research Training ◽  
Action Learning ◽  
Well Being ◽  
Original Research ◽  
Doctoral Training ◽  
Research Project ◽  
Content Type ◽  
Collaborative Action

Purpose There has been sustained interest in how to support doctoral students through the often-gruelling journey they undertake from enrolment to graduation. Although doctoral numbers and successful completions have been steadily increasing globally as well as in Australia, the quality of student progression and outcomes has been widely interrogated and criticised in the literature that is reported in this paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves. Design/methodology/approach This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors. Findings The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships; understanding expectations of research study and embracing the need for agility in managing these; and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project. Research limitations/implications The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings; however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines. Practical implications Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts. Social implications Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes. Originality/value This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in diverse setting.

Sign in / Sign up

Export Citation Format

Share Document