Post-Doctoral Research Award

1992 ◽  
Author(s):  
Joan W. Cassedy
Keyword(s):  
Doctoral Research ◽  
Research Award

Social finance and the commons paradigm

2019 ◽  
Vol 58 (4) ◽  
pp. 786-796 ◽  
Author(s):  
Camille Meyer
Keyword(s):  
Common Good ◽  
Management Decision ◽  
Transformative Power ◽  
Content Type ◽  
Doctoral Research ◽  
Research Award ◽  
The Commons ◽  
Complementary Currencies ◽  
Community Enterprises ◽  
Conceptual Foundations

Purpose The concept of the commons, or common goods, is becoming increasingly widespread in the world of research and among civil society. The commons are defined as resources that are shared and collectively managed by communities of users, such as natural commons (e.g. fisheries, the climate) and knowledge commons (e.g. Wikipedia, open-source software). The paper aims to discuss this issue. Design/methodology/approach This paper presents the findings of the PhD dissertation “Social finance and the commons,” recipient of the 2017 Emerald/EFMD Outstanding Doctoral Research Award, category Management and Governance, sponsored by Management Decision. Adopting an interdisciplinary perspective of the commons, this dissertation investigates how community enterprises govern financial resources as commons to serve the common good. To do so, it builds on data collected on community development banks in Brazil and complementary currencies in multiple countries. Findings The findings explain how collective action favors the implementation of new forms of governance and management potentially enabling finance to create and support communities. In doing so, this dissertation provides insights on the transformative power of some governance features for the creation of commons. Originality/value This dissertation advances theoretical and conceptual foundations for a theory of the commons in management sciences. It contributes to a new conceptualization of the commons, especially by extending the concept of commons to finance and showing the variety of commons according to governance structures and values. It also generates theoretical insights into social and community entrepreneurship research through an in-depth investigation of social finance organizations.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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