scholarly journals International Doctoral Students’ Navigations of Identity and Belonging in a Globalizing University

10.28945/3397 ◽  
2016 ◽  
Vol 11 ◽  
pp. 001-014 ◽  
Author(s):  
Jennifer M Phelps
Keyword(s):  
Doctoral Students ◽  
National Identities ◽  
Doctoral Study ◽  
Globalizing World ◽  
Depth Interview ◽  
Transnational Social Fields ◽  
Multiple Case ◽  
International Doctoral Students ◽  
The University ◽  
Large Research

This article draws on findings from a broad study on the influences of globalization on the experiences of international doctoral students at a large, research intensive Canadian university. It focuses specifically on these students’ lived experiences of change in their national identities and senses of belonging in a globalizing world. Using a qualitative, multiple case narrative approach, students’ experiences were collected via in-depth interview and analyzed through a theoretical lens of transnational social fields. The study found that international doctoral students experienced multiplicity, ambiguity, and flux in their senses of self, belonging, and educational purposes as they engaged in the transnational academic and social spaces of the university. Their narratives are revealing of the ways that international doctoral students consciously construct identities that traverse national affiliations as they engage in higher levels of mobility and interact with highly internationalized environments and networks. The study contributes insight into the transformative nature of international doctoral study and identifies specific ways in which processes of globalization influence the international doctoral student experience.

scholarly journals Doctoral Students’ Transition to the Academic Culture of Foreign Universities: Setting the Stage for PhD

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 408-419
Author(s):  
Dr. Syed Abdul Waheed
Keyword(s):  
Doctoral Students ◽  
Lived Experiences ◽  
Institutional Environment ◽  
Academic Culture ◽  
Phenomenological Research ◽  
Research Approach ◽  
Academic Transition ◽  
International Doctoral Students ◽  
The University ◽  
Foreign Universities

International doctoral students’ journey towards their PhD studies begins with finding an appropriate research supervisor and making a transition to the academic environment in a foreign university. The successful academic transition eventually determines the success of doctoral students. The present study aims to examine doctoral students’ experiences of searching for a supervisor, seeking their colleagues’ support for integration into the university and to describe their experiences of shifting to a relatively different field of study. Thirteen Pakistani doctoral students were purposively selected to explore their lived experiences of making the transition to Austrian universities. The Phenomenological research approach guided the present study. The data collected through interviewing the participants was thematically analyzed that lead to the emergence of the themes; finding a supportive supervisor, developing a research proposal, support for transition and transition to a different field. The themes revealed that it was hard and by chance to get a supportive supervisor while being in another country. Doctoral students’ colleagues supported them to explore the institutional environment that helped them integrate into the university. Nevertheless, shifting to a relatively different field of research was challenging and slowed down the process of transition. The research has implications for prospective doctoral students for adequate preparation before entering into a foreign university.

scholarly journals Varied starting points and pathways

2019 ◽  
Vol 10 (1) ◽  
pp. 28-44 ◽  
Author(s):  
James Burford ◽  
Catherine Mitchell
Keyword(s):  
Doctoral Students ◽  
Minority Student ◽  
Widening Participation ◽  
Social Difference ◽  
Doctoral Study ◽  
Academic Aspiration ◽  
Minority Discourse ◽  
Equity Policy ◽  
Participation In Higher Education ◽  
The University

This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings.

scholarly journals Supervisor Roles for the Doctoral Student’s Development into Independent Researcher

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 5-20
Author(s):  
Giedrė Tamoliūnė ◽  
Margarita Teresevičienė
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Research Field ◽  
Doctoral Studies ◽  
Doctoral Study ◽  
Research Results ◽  
New Ideas ◽  
Study Process ◽  
The University ◽  
Depth Interviews

Doctoral education is one of the primary resources for the development and implementation of new knowledge and innovation across the Europe. Therefore, the implementation of doctoral studies and preparation and training of junior academics and researchers are seen as one of  the main aims and missions of the University. Doctoral studies differ from other study levels in principle as they accentuate students’ distinguished autonomy and independency when the scientific supervisor is mentor and assistant more than a knowledge provider and student is taking more responsibility to become an independent researcher. This article presents short theoretical overview of different roles of scientific supervisor and results of in-depth interviews with doctoral students that reveal experiences of collaboration with supervisors as well as their roles that appear during the doctoral study process. Research results revealed that when collaborating with doctoral students, supervisors get involved mainly in activities that are directly related to preparation of doctoral thesis, i.e. provide consultations on research topic development, encourage students to be critical about their own work and search for new insights or perspectives, and generate new ideas together with doctoral student. However, according to the research results, supervisor’s roles in other organisational issues are less relevant, especially when talking about enculturation, where supervisor is expected to help doctoral student to integrate into local and public academic society, join international associations or research groups or have consultations with experts from the research field.

scholarly journals Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

2021 ◽  
pp. 102831532110162
Author(s):  
Yibo Yang ◽  
Judith MacCallum
Keyword(s):  
Conceptual Framework ◽  
Doctoral Students ◽  
Three Dimensional ◽  
Social Worlds ◽  
Doctoral Study ◽  
Science Technology ◽  
International Doctoral Students ◽  
And Mathematics ◽  
The Relationship ◽  
Practical Implications

In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

scholarly journals Advising Experiences Among First-year International Doctoral Students

2020 ◽  
Vol 11 (Winter) ◽  
pp. 155-157
Author(s):  
Nina Marijanovic ◽  
Jungmin Lee
Keyword(s):  
Doctoral Students ◽  
Selection Process ◽  
Low Frequency ◽  
First Year ◽  
Graduate Studies ◽  
Doctoral Study ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
International Graduate ◽  
International Doctoral Students

The purpose of this qualitative study was to understand how international graduate students in their first-year of doctoral study selected their faculty advisor and how this selection process influenced their advising relationship. Our results found that a majority of students in our sample were assigned to an interim advisor and most reported a positive advising experience. However, disquieting patterns emerged from the data: low frequency of advisor-advisee interaction, occurrences of mismatching between advisor-advisee, and an unknowingness of how to engage with one’s faculty advisor. Our study adds to the literature focusing on international students by shedding a light on nuanced advising experiences of first-year international doctoral students and by providing recommendations for faculty advisors and directors of graduate studies on ways to improve and systematize their advising practices so as to encourage retention and success among international doctoral students. 

scholarly journals Virtues of History: Exercises, Seminars, and the Emergence of the German Historical Discipline, 1830–1900

2021 ◽  
pp. 27-40
Author(s):  
Kasper Risbjerg Eskildsen
Keyword(s):  
Nineteenth Century ◽  
Doctoral Students ◽  
Epistemic Virtues ◽  
University Of Berlin ◽  
Close Relationship ◽  
Teachers And Students ◽  
History Of ◽  
Training Exercises ◽  
The University ◽  
Large Research

During the late nineteenth and early twentieth century, historians across the world often started the history of the modern historical discipline with Leopold Ranke’s teaching at the University of Berlin during the 1830s. Ranke, they argued, here introduced a new style of training exercises, which afterwards defined the discipline. Some connected this history to a story of increasing standardization and institutionalization of education and research, culminating with the methodological textbooks, uniform training exercises, and large research institutes of the period. Many historians also associated Ranke’s exercises with certain epistemic virtues, such as carefulness, accurateness, and love of truth. These epistemic virtues, some argued, were products of the close relationship between teachers and students. The virtues, this chapter argues, also helped nineteenth-century historians assess the scribes, chroniclers, and historians of the past. The chapter illustrates this emphasis upon epistemic virtues through the example of Georg Waitz, who participated in Ranke’s famous exercises during the 1830s and whom nineteenth-century historians often described as his most prominent and loyal student. It especially focuses upon how Waitz conveyed the virtues of the Ranke school to his doctoral students in Göttingen and how this training influenced the students’ practices of interpretation and source criticism. Finally, the chapter discusses the tension between the educational ideas of the Ranke school and the standardization and institutionalization of education and research during the second half of the nineteenth century. The tension, it argues, illustrates that the emergence of the modern historical discipline cannot be explained solely with reference to the process of institutionalization.

scholarly journals The Madman and Psychotherapy in the Neoliberal Academy: A Chinese Doctoral Student's Experience in the United States

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Jing Zhang
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Research University ◽  
The United States ◽  
Social Discourse ◽  
Self Reflection ◽  
Higher Ed ◽  
International Doctoral Students ◽  
Large Research

This self-reflective paper examines my experience as a Chinese doctoral student while studying in a large research university in America. Through my self-reflection, with Foucault's analysis on power, I hope to shed some light on my experience with the neoliberal academy, which caused much discomfort and created my fragmented identities. Instead of questioning the problematic neoliberal power relations that caused my discomfort in the first place, as the madman of higher ed, I was directed to psychotherapy to treat my symptoms, which only caused more confusion. Through my story, I hope to reveal how social context, Neoliberalism in this case, and social discourse of psychotherapy, work hand in hand in higher education space, which have exercised intangible power and created the fragmented identities among many international doctoral students in America. At the end of the paper, I also provided suggestions for graduate students to navigate the neoliberal academy.

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.

The Student Room Survey: Changes in the Post Graduate Study for Cardiothoracic Surgery

2020 ◽  
Vol 23 (2) ◽  
pp. 71-74
Author(s):  
Md Faizus Sazzad ◽  
Mohammed Moniruzzaman ◽  
Dewan Iftakher Raza Choudhury ◽  
Arif Ahmed Mohiuddin ◽  
Raafi Rahman ◽  
...  
Keyword(s):  
Thoracic Surgery ◽  
Retrospective Analysis ◽  
Primary Objective ◽  
Graduate Study ◽  
Postgraduate Students ◽  
Depth Interview ◽  
Secondary Objective ◽  
Cardio Vascular ◽  
The University ◽  
Day By Day

Background: The number of postgraduate students in Cardiac surgical discipline is increasing day by day with incremental proportion are measurably suffering from the unnecessary lingering of the present course curriculum. The primary objective of this study was to find out the last 5 years’ of results of Masters in Surgery course under the University of Dhaka from a student room survey. A secondary objective was to find out positive changes that could show us the way of a step toward up-gradation. Methods: It is a retrospective analysis of all examination results of Cardio-vascular & Thoracic Surgery published since January 2008 to January 2013 from the University of Dhaka with in depth interview of 11 participants. Results: 85.24% students failed to pass part-I of Masters in Surgery for Cardio-vascular & Thoracic Surgery course while, 82.18% in part-II and 71.28% failed to pass the final part. Average 2.51 attempts needed to complete each part of the designed course resulted into lingering of course duration for 42.18 months/student. In the thoracic surgery discipline the number of students alarmingly reduced up to 0% in the recent academic sessions. Conclusions: Masters in Surgery is resulting in unnecessary prolongation of the course. We should step forward to meet the next generation challenge. Journal of Surgical Sciences (2019) Vol. 23(2): 71-74

The Attitudes of University Students of Batubara in Medan Towards Batubara Malay Language

2016 ◽  
Vol 13 (3) ◽  
Author(s):  
Julisah Izar ◽  
Siti Aisah Ginting
Keyword(s):  
University Students ◽  
Key Words ◽  
Positive Attitudes ◽  
Depth Interview ◽  
Students Attitudes ◽  
The University ◽  
Key Words Attitudes ◽  
Bahasa Indonesia

This study dealt with the attitudes of university students of Batubara towards Batubara Malay language. The data were collected from 20 university students of Batubara in Medan. The instruments used for collecting the data were observation sheet, questionnaire sheet and depth interview. The data were analyzed by Moleong’s theory. The findings showed that the respondents’ attitudes were: 12 (60%) negative and 8 (40%) positive. The attitudes levels of university students included in negative and positive attitudes namely in: receiving 11 (55%) negative and 9 (45%) positive, responding 12 (60%) negative and 8 positive, valuing 10 (50%) negative and 10 (50%)  positive,  organizing 12 (60%) positive and 8 (40%) negative, and internalizing values 12 (60%) negative and 8 (40%) positive. The factors influenced the university students’ attitudes were language disloyalty 12 (60%) negative and 8 (40%) positive, language pride lack 14 (70%) negative and 7 (30%) positive, in the unawareness of the norms 11 (55%) negative and 9 (45%) positive. Bahasa Indonesia is dominantly spoken by the university students of Batubara in Medan which caused they have less frequency in using their Batubara Malay language with their friends who are from same region in Medan. Key words: Attitudes, University Students of Batubara, Batubara Malay Language

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