scholarly journals Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation

10.28945/4005 ◽  
2018 ◽  
Vol 13 ◽  
pp. 193-210
Author(s):  
Christina W. Yao ◽  
Louise Michelle Vital
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Self Reflection ◽  
Research Activities

Aim/Purpose: Learning to conduct research, including considerations for concepts such as reflexivity, is a key component of doctoral student preparation in higher education. Yet limited attention is given to doctoral student training for conducting international research, particularly in understanding researcher reflexivity within international contexts. Background: Incorporating reflexive practices in one’s scholarship is of particular importance because international research often includes U.S.-based researchers working with cultural groups and contexts that are very different from them. Thus, we examined the following: how do novice U.S. trained researchers understand the role of their reflexivity in qualitative international research? Methodology: We utilized qualitative inquiry to answer the study’s research question. In-depth, semi-structured interviews were conducted with 22 participants representing 11 higher education doctoral programs in the United States. Contribution: This study provides insight on how U.S. doctoral students reflect on their researcher reflexivity as emerging international researchers utilizing three types of reflexivity as outlined by the conceptual perspectives that frame this study: introspection, social critique, and discursive deconstruction Findings: Most participants believed that self-reflection is a critical component of reflexivity in international research. Several participants demonstrated an awareness of the privilege and power they bring to their international research based on their identities as Western-trained researchers. Participants utilized different forms of self-reflection when collecting, analyzing, and interpreting their data in order to ensure that the voices of their participants were appropriately represented in their research Recommendations for Practitioners: Our recommendations for graduate preparation programs include helping doctoral students to understand reflexivity as both a research concept and an applied practice in international context. Recommendation for Researchers: We recommend that novice researchers learn how to incorporate reflexive practices when conducting research because as emerging scholars they can have a better sense of how who they are and how they think about research influences their research activities. Impact on Society: Implications from this study affect Western-based education programs that seek to internationalize curriculum and research priorities. Future Research: In terms of next steps, we recommend research that explores how faculty train doctoral students to participate in the global contexts of educational research.

scholarly journals An Effective Doctoral Student Mentor Wears Many Hats and Asks Many Questions

10.28945/4195 ◽  
2019 ◽  
Vol 14 ◽  
pp. 133-159 ◽  
Author(s):  
Laura R. Roberts ◽  
Christa M Tinari ◽  
Raymond Bandlow
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Time Management ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Future Research ◽  
Structured Interviews

Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the successful completion of a dissertation and, specifically, the strategies they implement to help students with writing and research methods. The study was confirmatory and exploratory; we posed several hypotheses and we were attentive to emergent themes in the data. Background: This paper addresses the problem by providing practical strategies mentors can use to help students succeed. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing highly ranked educational programs at universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This research showed that effective mentors provide students with technical support (e.g., scholarly writing and research methods), managerial support (e.g., goal-setting and time management), and emotional support in the form of encouragement. This research goes beyond prior studies by providing specific strategies mentors can apply to improve their practice, particularly regarding support with research methods. Findings: The data showed that encouragement, help with time management, and timely communication were key strategies mentors used to support students. Mentors also provided resources and directed students to use skills learned in previous coursework. Many mentors spoke about the importance of writing a strong research question and allowing the question to guide the choice of methods rather than the other way around. Mentors also said they pushed students to conform to APA style and they used Socratic methods to help students develop the logical organization of the manuscript. Many mentors referred students to methodologists and statisticians for help in those areas. Recommendations for Practitioners: Individual mentors should conduct a self-assessment to learn if they need to improve on any of the technical, managerial, and interpersonal mentoring skills we identified. Moreover, doctoral programs in educational leadership and related areas are advised to conduct careful assessments of their faculty. If they find their faculty are lacking in these mentoring skills, we recommend that they engage in professional development to increase their capacity to provide effective mentoring. Recommendation for Researchers: We recommend that future researchers continue to explore strategies of effective mentors. In particular, researchers should interview mentors who specialize in quantitative methods to learn if they can offer clever and innovative approaches to guide doctoral students. Impact on Society: We conclude this paper with practical strategies to help mentors become more effective. We also make some policy recommendations that we believe can improve the mentoring process for doctoral programs in education. We believe better scholarship at the doctoral level will provide new knowledge that will benefit society at large. Future Research: This research was a springboard for some new research questions as follows. We recommend future researchers to study how often effective mentors meet with students, how quickly they provide feedback on written drafts, and their strategies for delivering tough feedback in a caring way (i.e., feedback that the student’s work did not meet expectations).

scholarly journals “I Don’t Think I’m Prepared”: Perceptions of U.S. Higher Education Doctoral Students on International Research Preparation

10.28945/3489 ◽  
2016 ◽  
Vol 1 ◽  
pp. 197-214 ◽  
Author(s):  
Christina W. Yao ◽  
Louise M Vital
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Limited Attention ◽  
Education Programs ◽  
International Perspectives ◽  
Student Training

Although internationalization is often touted as a priority in higher education, little attention is given to infusing international perspectives into the formalities of doctoral education. Further, limited attention is given towards doctoral student training for conducting international research. This qualitative study provides insight on how 21 U.S. doctoral students in higher education programs perceive their preparation as emerging international researchers. Implications for practice include fostering cross-departmental collaborations and supporting co-curricular international opportunities.

scholarly journals Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

10.28945/4879 ◽  
2021 ◽  
Vol 16 ◽  
pp. 777-794
Author(s):  
Inusah Salifu ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Doctoral Students ◽  
Learning Experiences ◽  
Doctoral Program ◽  
Sampling Technique ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Multiple Perspectives ◽  
Higher Education System

Aim/Purpose: To utilize Pierre Bourdieu’s (1984, 1986) concepts of capitals, habitus, and field to explore and critically analyze doctoral students’ learning experiences with a new doctoral curriculum introduced by a Ghanaian university. Background: Global competition and labor market reforms have ignited the need for higher education institutions to reimagine their doctoral programs, develop and align them with labor market demands and national priorities. Methodology: The research was conducted as a qualitative inquiry based on which the purposive sampling technique was used with 18 doctoral students from a Ghanaian university. Participants took part in individual interviews and data were analyzed using thematic coding procedures developed based on Bourdieu’s (1984; 1986) theorization of capital, habitus, and field Contribution: The study may benefit universities in monitoring the quality of doctoral students’ learning experiences. Findings: The research found that, although the participants were broadly satisfied with some aspects of their programs, the additional cost associated with its duration, the lack of quality and timely feedback from supervisors, and difficulty accessing conference funding were key challenges to achieving the ultimate goals of the new doctoral curriculum. Recommendations for Practitioners: The paper draws attention to human dispositions, values, and beliefs (habitus) which operate with different forms of capital in fields of doctoral training. Recommendation for Researchers: Researchers may focus on tools that help to transform supervisor habitus and the kinds of support that work for individual students. Impact on Society: The strongest message gleaned from this study is that to improve doctoral students’ learning experiences, it is necessary first to develop a student-supervisor relationship built on mutual respect, clear timelines for achieving supervision targets, and commitment to achieving the targets. The research further challenges the higher education system in Ghana and in deed, the world at large, to look beyond the objectified capital (certificates) and to develop relevant skills that students require to be professionally ready for the labor market. Future Research: One of the study’s limitations is that the sample was selected from one university in Ghana. Future research may compare doctoral curriculums and students’ learning experiences across several Ghanaian universities. Again, this research used the perspectives of only students. A future study may draw on multiple perspectives to provide depth and breadth of knowledge on the doctoral program.

scholarly journals Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4210 ◽  
2019 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Cultural Frameworks ◽  
Higher Education Internationalization ◽  
Doctoral Experience

[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.

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.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals Complexity In The Context of Palliative Care: A Scoping Review

2021 ◽  
Author(s):  
Hironori Ohinata ◽  
Maho Aoyama ◽  
Mitsunori Miyashita
Keyword(s):  
Palliative Care ◽  
Scoping Review ◽  
Healthcare Providers ◽  
The United States ◽  
Patient Specific ◽  
Future Research ◽  
Care Needs ◽  
Living Situation ◽  
Research Activities ◽  
Specific Factors

Abstract Background: Understanding the factors of complexity of patients in palliative care is very important for healthcare providers in addressing the care needs of their patients. However, the healthcare providers’ perception of the factors of complexity in palliative care lacks a common understanding. This study aimed to determine the scope of research activities and specific factors of complexity in the context of palliative care.Methods: A scoping literature review was performed, following the methods described by the Joanna Briggs Institute. We conducted an electronic literature search in MEDLINE (Ovid), PsycINFO, Web of Science Core Collection, and CINAHL, examining literature from May 1972 to 2020.Results: We identified 32 peer-reviewed articles published in English before 2020. The target literature mainly originated in Europe and the United States. The research methods included quantitative studies (n=13), qualitative studies (n=12), case studies (n=3), and reviews (n=4). We reviewed 32 studies and summarized the factors of complexity into three levels: the patient’s level, the healthcare setting level, and the socio-cultural landscape level. We identified factors affecting patient-specific complexity, including sex, race, age, living situation, family burden, resources, treatment, decision-making, communication, prognosis, disease, and comorbidity/complexity. Other factors identified as contributing to patient complexity were the interaction of physical, psychological, social, and spiritual categories, as well as the healthcare providers’ confidence and skills, and the socio-cultural components.Conclusions: This scoping review shows specific factors of complexity and future challenges in the context of palliative care. Future research should include the factors of complexity identified in this review and conduct longitudinal studies on the interactions among them. In addition, it is necessary to examine specific complexity factors in patients from various social and ethnic backgrounds.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

2015 ◽  
Vol 117 (9) ◽  
pp. 1-36
Author(s):  
Sarah J. Selmer ◽  
Melissa J. Luna ◽  
James A. Rye
Keyword(s):  
Elementary School ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
The United States ◽  
Teacher Participation ◽  
Curriculum Materials ◽  
Future Research ◽  
Dynamic Relationship ◽  
Teachers Experiences

Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

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