scholarly journals O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich

2019 ◽  
pp. 49-91
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Doctoral Students ◽  
Educational Programme ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Academic Degree ◽  
Post Graduate ◽  
Whole Process ◽  
The Social ◽  
Admission Requirements ◽  
The Status

Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.

scholarly journals O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich

2018 ◽  
pp. 49-91
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Doctoral Students ◽  
Educational Programme ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Academic Degree ◽  
Post Graduate ◽  
Whole Process ◽  
The Social ◽  
Admission Requirements ◽  
The Status

Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.

scholarly journals Wybrane problemy dotyczące statusu doktoranta

2020 ◽  
Vol 25 (4) ◽  
pp. 111-124
Author(s):  
Agata Pyrzyńska ◽  
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
School System ◽  
Academic Staff ◽  
Doctoral Studies ◽  
The Social ◽  
The Status ◽  
Education Model ◽  
New Education ◽  
Academic Group

The Act of 20 July 2018 Law on Higher Education and Science modifies the system of education of PhD students in a significant way. In this act, the doctoral studies model was abandoned in favor of the doctoral school system. Along with the indicated change, the status of PhD students as a separate academic group was also ordered. Thus, the practice of treating PhD students as quasi -students has been broken. The new education model also provides for a number of institutional guarantees, which should have a pro -quality impact on the education system of future academic staff. The paper discusses selected solutions in this area, paying special attention to the universal scholarship system, the social security system of PhD students and mechanisms of parenthood protection among doctoral students.

scholarly journals Obstacles to Implementing the Strategic Action Plan in the Light of Performance Evaluation at College of Education in Jeddah University

2019 ◽  
Vol 9 (2) ◽  
pp. 73
Author(s):  
Mona A. Alfadli
Keyword(s):  
Performance Evaluation ◽  
Social Responsibility ◽  
Action Plan ◽  
College Of Education ◽  
Strategic Action ◽  
Graduate Studies ◽  
Post Graduate ◽  
Investment Return ◽  
Achievement Rate ◽  
The Social

The present study aims to investigate the obstacles to implementing the strategic action plan in the light ofperformance evaluation at the College of Education, Jeddah University. The author adopted the descriptive analyticalapproach. The population comprised all forms and documents relevant to the domains, namely learning andeducation, post-graduate studies, social responsibility, and funding. The results showed that the achievement rate ofthe domains was 40%, 18%, 0.04%, and 73%, respectively. The obstacles to learning and education related toawareness of the course and its design, difficulty of students’ interaction, and form filling objectively. The obstaclesto post-graduate studies domain were relevant to publishing in reviewed and standardized journals due to JeddahUniversity, lack of action handbook for mission and, post-graduate studies based on mission regulation of the SaudiUniversities. The obstacles to social responsibility were relevant to funding in terms of allocating a budget foractivating the social responsibility projects and upgrading the college’s infrastructure. The obstacles to funding andinvestment were based on the needs of civil society associations to launch new programs that meet their needs andprovide the College of Education with investment return.

scholarly journals The “New Doctorate” in Austria: Progress toward a Professional Model or Status Quo?

2012 ◽  
Vol 2 (4) ◽  
pp. 91-110
Author(s):  
Hans Pechar ◽  
Gülay Ates ◽  
Lesley Andres
Keyword(s):  
Public Awareness ◽  
Bologna Process ◽  
Status Quo ◽  
Reform Process ◽  
Specific Situation ◽  
Doctoral Studies ◽  
Academic Degree ◽  
European Universities ◽  
The Status ◽  
Policy Direction

Until recently, both policy direction and public awareness of the Bologna Process has been focused almost unilaterally on the introduction of the Bachelor’s degree to European universities. This is understandable, as for most European countries, the Bachelor is a new academic degree. However, commencing with the Berlin Ministerial Conference (Realising the European Higher Education Area, 2003), reform of doctoral studies has been highlighted as a second equal pillar in the Bologna reform process. In this paper, we begin by providing anoverview of the general policy background and the rationales that underlie the attempts to restructure doctoral studies in Europe. Next, we focus on the specific situation in Austria, where peculiarities of the status quo collide with uniquely Austrian approaches to reforming doctoral education. Finally, through two case studies, we examine initial attempts – and related challenges – to implement the “New Doctorate” in Austria.

scholarly journals Starting Doctoral Dissertation Journey with a Solid Research Problem Statement – A Four Stage Framework

10.28945/4770 ◽  
2021 ◽  
Author(s):  
Azad Ali ◽  
Shardul Pandya
Keyword(s):  
Doctoral Students ◽  
Methodological Approach ◽  
Doctoral Program ◽  
Research Problem ◽  
The Other ◽  
Future Research ◽  
Student Adjustment ◽  
Problem Statement ◽  
Graduate Studies ◽  
Doctoral Studies

Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Doctoral students face difficulties writing their dissertation and they begin by writing the research problem statement. Methodology: This paper uses a framework widely used to describe student adjustment to graduate studies in general and to doctoral program in particular. Contribution: This study provides a framework to mentors/advisors that is helpful in guiding the students to writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following a methodological approach suggested in this study could help with writing it. Recommendations for Practitioners: A methodological approach in writing the dissertation is helpful to mitigate the difficulties of writing the dissertation. Our study tackles difficulties with writing the research problem statement. Recommendations for Researchers: More research needs to be done on methodological approach to writing the other sections in the dissertation. Impact on Society: Our findings in this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Intention for future research is to follow similar methodological approach in guiding students in writing the other sections of the dissertation. *** NOTE: This Proceedings paper was revised and published in the International Journal of Doctoral Studies, 16, 469-485 Click DOWNLOAD PDF to download the published paper. ***

scholarly journals Współczesne studia doktoranckie i współcześni doktoranci. Doniesienia ze zwiadu badawczego

1970 ◽  
pp. 267-279
Author(s):  
Sławomir Banaszak ◽  
Magdalena Andrys ◽  
Dorota Dolata ◽  
Beata Iwanicka ◽  
Anna Schmidt ◽  
...  
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Research Study ◽  
Tertiary Education ◽  
Focus Group Interviews ◽  
Doctoral Studies ◽  
Post Graduate ◽  
Advantages And Disadvantages ◽  
Social Prestige ◽  
Group Interviews

The article presents the results of a research study on the situation of contemporary post-graduate students. Focus group interviews helped obtain post-graduate students’ opinions about the conditions of starting and continuing doctoral studies. The discussion focused on three main topics: motivation to start doctoral studies, the quality and conditions of doctoral studies evaluation, and the advantages and disadvantages of undertaking doctoral studies. Analysis of the respondents’ statements shows that the motivations for starting doctoral studies vary strongly. Common in the experience of the interlocutors is a lack of stability in life (including financialstability), insecurity of employment, overload, and stress. However, post-graduate students presented also positive aspects of doctoral studies, e.g.: social prestige or the possibility of development. The last part of the article describes issues related to problems and pathological phenomena (such as ‘punctasis’/‘points, credits collecting’), pointing to systemic and individual limitations affecting the situation of doctoral students in the Polish tertiary education system.

scholarly journals Defining Doctorateness: A Concept Analysis

10.28945/3939 ◽  
2018 ◽  
Vol 13 ◽  
pp. 031-148
Author(s):  
Shahram Yazdani ◽  
Foroozan Shokooh
Keyword(s):  
Conceptual Model ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Concept Analysis ◽  
Future Research ◽  
Step Method ◽  
Doctoral Studies ◽  
Academic Degree ◽  
New Concepts

Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.

scholarly journals Rocky Road or Clear Sailing? Recent Graduates’ Recollections and Reflections of the Doctoral Journey

2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Jonathan G. Bayley ◽  
Jason Brent Ellis ◽  
Carla Reis Abreu-Ellis ◽  
E. Kathleen O’Reilly
Keyword(s):  
Identity Development ◽  
Doctoral Students ◽  
Degree Completion ◽  
Program Completion ◽  
Student Identity ◽  
Institutions Of Higher Education ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Recent Graduates ◽  
Dissertation Process

While a large group of students enroll in graduate studies in Canada every year, more than half do not reach degree completion (Elgar, 2003; Baird, 1990). This article highlights recent graduates’ experiences of their doctoral studies, including the dissertation process. A questionnaire was applied to 15 institutions of higher education, representing all regions of Canada. A total of 53 questionnaires were returned and analyzed. Findings indicated that doctoral students found several challenges to program completion including funding, interactions with faculty, and the writing of the dissertation. Participants also noted that the Canadian Academy provided them with quality experiences, if not at times, rocky ones. An overview is provided of structures and processes that supported and hindered students’ doctoral studies as outlined by Gardner’s (2009) conceptual framework of doctoral student identity development

Women in Power and Decision making Positions : Conditions and Restraints

1970 ◽  
pp. 53-57
Author(s):  
Azza Charara Baydoun
Keyword(s):  
Decision Making ◽  
Political Participation ◽  
Political Life ◽  
The Political ◽  
Decision Making Process ◽  
Power Structures ◽  
Policies And Procedures ◽  
The Social ◽  
The Status ◽  
Slow Progress

Women today are considered to be outside the political and administrative power structures and their participation in the decision-making process is non-existent. As far as their participation in the political life is concerned they are still on the margins. The existence of patriarchal society in Lebanon as well as the absence of governmental policies and procedures that aim at helping women and enhancing their political participation has made it very difficult for women to be accepted as leaders and to be granted votes in elections (UNIFEM, 2002).This above quote is taken from a report that was prepared to assess the progress made regarding the status of Lebanese women both on the social and governmental levels in light of the Beijing Platform for Action – the name given to the provisions of the Fourth Conference on Women held in Beijing in 1995. The above quote describes the slow progress achieved by Lebanese women in view of the ambitious goal that requires that the proportion of women occupying administrative or political positions in Lebanon should reach 30 percent of thetotal by the year 2005!

Sign in / Sign up

Export Citation Format

Share Document