scholarly journals Socio-Technological Enrollment as a Driver of Successful Doctoral Education

10.28945/4196 ◽  
2019 ◽  
Vol 14 ◽  
pp. 161-185
Author(s):  
Georges Djohy
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Methodological Approach ◽  
Actor Network Theory ◽  
Doctoral Studies ◽  
Supervisor Relationships ◽  
Doctoral Socialization ◽  
New Perspective ◽  
The Individual

Aim/Purpose: This article uses the enrollment approach contained in the Actor-Network Theory (ANT) to challenge the deterministic perspectives of doctoral socialization and offers a new perspective based on co-construction between social and technological entities mobilized during the doctoral education as a driver of success. Background: Most studies have used deterministic approaches to show that the success of doctoral education is the outcome of socialization as shaped by the individual/personal, racial/ethnical, national/cultural, organizational/institutional and disciplinary contexts in which supervisors and supervisees cooperate. In doing so, they overlook the complexity of student-supervisor relationships and the gradual power-based processes of negotiation and persuasion that make the doctoral education successful. Analyzing the author’s own doctoral journey, the article highlights that the doctoral success is rather the result of a socio-technological enrollment as reflected in power-based supervisory politics. Methodology: The methodological approach consisted in an autoethnography that self-reflected on all stages of the doctoral processes and the author’s collaboration with his thesis supervisor from March 2012 until October 2016. Contribution: This paper reveals that the use of an approach of co-construction between technology and society also makes it possible to better understand the relationships between students and supervisors and the implications for socialization in a doctoral setting. Findings: The success of doctoral socialization is not necessarily a matter of individuals, disciplines, or contexts, but rather it depends on the level of articulation and implementation of the supervisory politics inspired by the imbalanced power relations among those involved. The deconstruction of the doctoral supervisory politics reveals that enrollment is an important component that mobilizes human and non-human resources from various scales. Enrollment strategies play a key role in how doctoral students start, progress and complete their doctorate. Recommendations for Practitioners: The results and analysis on socio-technological enrollment-based doctoral education can be useful in the context of support policies towards improving student supervision and facilitating doctoral studies in higher education. Recommendation for Researchers: The paper invites researchers in sociology, anthropology, psychology, education sciences, and other scientific disciplines to a theoretical reconsideration of student-supervisor relationships in the context of research and support to higher education. Impact on Society: The content of this article will help improve collaboration among supervisors and supervisees in higher education and could, thus, contribute to reducing attrition and doctoral dropout.

scholarly journals Individual and Structural Challenges in Doctoral Education: An Ethical Perspective

10.28945/4738 ◽  
2021 ◽  
Vol 16 ◽  
pp. 211-236
Author(s):  
Liana Roos ◽  
Erika Löfström ◽  
Marvi Remmik
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Academic Community ◽  
Assessment Process ◽  
Ethical Principles ◽  
Structural Level ◽  
Ethical Perspective ◽  
Doctoral Studies ◽  
Individual Level ◽  
The Individual

Aim/Purpose: The study set out to understand the challenges doctoral students experience at different systemic levels of doctoral education through the perspective of ethical principles. Background: Doctoral students experience various challenges on their journey to the degree, and as high dropout rates indicate, these challenges become critical for many students. Several individual and structural level aspects, such as student characteristics, supervisory relationship, the academic community as well national policies and international trends, influence doctoral studies, and students’ experiences have been researched quite extensively. Although some of the challenges doctoral students experience may be ethical in nature, few studies have investigated these challenges specifically from an ethics perspective. Methodology: The study drew on qualitative descriptions of significant negative incidents from 90 doctoral students from an online survey. The data were first analyzed using a reflexive thematic analysis, and then the themes were located within different systemic levels of doctoral studies: individual (e.g., doctoral student, the individual relationship with supervisor) and structural (e.g., the institution, faculty, academic community). Finally, the ethical principles at stake were identified, applying the framework of five common ethical principles: respect for autonomy, benefiting others (beneficence), doing no harm (non-maleficence), being just (justice), and being faithful (fidelity). Contribution: Understanding doctoral students’ experiences from an ethical perspective and locating these among the systemic levels of doctoral studies contributes to a better understanding of the doctoral experience’s complexities. Ethical considerations should be integrated when creating and implementing procedures, rules, and policies for doctoral education. Making the ethical aspects visible will also allow universities to develop supervisor and faculty training by concretely targeting doctoral studies aspects highlighted as ethically challenging. Findings: In doctoral students’ experiences, structural level ethical challenges out-weighed breaches of common ethical principles at the individual level of doctoral studies. In the critical experiences, the principle of beneficence was at risk in the form of a lack of support by the academic community, a lack of financial support, and bureaucracy. Here, the system and the community were unsuccessful in contributing positively to doctoral students’ welfare and fostering their growth. At the individual level, supervision abandonment experiences, inadequate supervision, and students’ struggle to keep study-related commitments breached fidelity, which was another frequently compromised principle. Although located at the individual level of studies, these themes are rooted in the structural level. Additionally, the progress review reporting and assessment process was a recurrent topic in experiences in which the principles of non-maleficence, autonomy, and justice were at stake. Recommendations for Practitioners: Going beyond the dyadic student-supervisor relationship and applying the ethics of responsibility, where university, faculty, supervisors, and students share a mutual responsibility, could alleviate ethically problematic experiences. Recommendation for Researchers: We recommend that further research focus on experiences around the ethics in the progress reporting and assessment process through in-depth interviews with doctoral students and assessment committee members. Impact on Society: Dropout rates are high and time to degree completion is long. An ethical perspective may shed light on why doctoral studies fail in efficiency. Ethical aspects should be considered when defining the quality of doctoral education. Future Research: A follow-up study with supervisors and members of the academic community could contribute to developing a conceptual framework combining systemic levels and ethics in doctoral education.

scholarly journals Kształcenie w szkołach doktorskich a opłaty

2020 ◽  
Vol 25 (4) ◽  
pp. 35-44
Author(s):  
Przemysław Brzuszczak ◽  
◽  
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Outcomes ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Prima Facie ◽  
Recruitment Process ◽  
Doctoral Studies ◽  
Legislative Amendments

This article discusses the issue of fees that may be charged to doctoral students at doctoral schools. In compliance with Article 198 par. 8 of the Act – the Law on Higher Education and Science: “Doctoral education shall not be subject to fees.” This regulation may be prima facie interpreted as excluding the possibility of charging any fees to doctoral students at doctoral schools. However, this is an oversimplification. Whereas, indeed, any activities directly related to the education of doctoral students should be free of charge, doubts arise with regard to other types of fees enumerated in Article 79 of the referred Act. And so, in literature there is a consensus that three admissible types of fees potentially paid by doctoral students are those referred to in Article 79 par. 2 points 1–2 and 6 that is those charged for conducting the recruitment process (point 1), carrying out the verification of learning outcomes (point 2), using student dormitories and canteens (point 6). The interpretation of the regulations concerning fees in the entities running doctoral schools should not have an extensive or implicit character. Thus, in this context the objective scope of these regulations seems to be relatively narrow. In the practice of doctoral schools’ functioning, a certain problem, although potentially probably small, may prove to be the legislator’s waiver as of 1 October 2019 (as opposed to the fees charged at the hitherto doctoral studies) of fees due to repeating by a doctoral student of classes due to unsatisfactory academic performance and while issuing copies of certain documents. A lack of relevant provisions at a statutory level excludes charging fees in a situation when a doctoral student achieves unsatisfactory grades from taken classes or repeatedly loses such documents as, for instance, a doctoral student’s ID card, a student book, diplomas and copies thereof, supplements to diplomas. Therefore, the author postulates de lege ferenda relevant legislative amendments.

Moral compass framework

2015 ◽  
Vol 6 (1) ◽  
pp. 9-23 ◽  
Author(s):  
Pam Green ◽  
John A. Bowden
Keyword(s):  
Complex System ◽  
Moral Development ◽  
Doctoral Students ◽  
Education System ◽  
Doctoral Education ◽  
Content Type ◽  
Development Models ◽  
Moral Compass ◽  
The Individual ◽  
Development Literature

Purpose – The purpose of this paper is as follows: locate our moral compass framework (Bowden and Green, 2014) within the moral development literature; demonstrate how the framework can be used to analyse complex system-wide problems; and propose change in doctoral education. Design/methodology/approach – This paper shows the analysis of transcripts of 50 interviews with doctoral students and supervisors. Four scenarios, each a composite derived primarily from the interview data, were analysed using the framework, complemented by reference to the moral development literature. Findings – The structure of the framework and meaning of the constructs’ collective morality, moral advocacy and moral mediation are elaborated and further explained through the analysis of the four scenarios, showing how the framework can contribute to resolution of complex system-wide problems and how they facilitate moral development within a multi-level system. Six proposals for change in the doctoral education system, at the individual, organisational and national levels, are derived from those analyses. Originality/value – The use of our moral compass framework to analyse the four scenarios demonstrates its applicability to real situations and its complementarity with the moral development literature. The paper also shows that the framework is more powerful and of broader impact than the moral development models published to date. The changes proposed for the doctoral education system, based on the moral compass framework and its application to the four scenarios, have the potential to change practice in ways that benefit everyone involved in the system – candidates, supervisors, management and government personnel.

Didactics of practice-oriented education

2018 ◽  
Author(s):  
Владимир Беликов ◽  
V. Belikov ◽  
Петр Романов ◽  
Petr Romanov ◽  
Азат Валеев ◽  
...  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Value Orientation ◽  
Professional Activities ◽  
Personal Significance ◽  
Purpose Of Education ◽  
Personal Competencies ◽  
The Individual ◽  
Reflective Processes

The monograph presents the author's material corresponding to the idea. that the implementation of the requirements of activity-oriented education contributes significantly to the provision of practice-oriented education. competence and acmeological approaches. The paper reveals the potential of educational, cognitive, educational and professional activities in the formation of personal competencies of students in modern higher education. The paper presents the didactic concept of practice-oriented education of the individual as a system of activity of students, the integrity of which is ensured by the personal significance of the purpose of education, its value orientation, subordination to reflective processes, personal aspirations to achieve the "top" of education. It is recommended to researchers and teachers of higher education, undergraduates, graduate students, doctoral students and applicants, teachers of universities and institutions of SPO.

scholarly journals International Students’ Motivations and Decisions to do a PhD in Canada: Proposing a Three-Layer Push-Pull Framework

2021 ◽  
Vol 51 (2) ◽  
pp. 61-73
Author(s):  
You Zhang ◽  
Michael O'Shea ◽  
Leping Mou
Keyword(s):  
Decision Making ◽  
International Students ◽  
Doctoral Students ◽  
Student Mobility ◽  
Social Background ◽  
Structured Interviews ◽  
Doctoral Studies ◽  
Individual Motivation ◽  
The Individual ◽  
Past Experiences

The study aims to explore which factors influence international students’ decision to pursue doctoral studies in Canada. Drawing on the push-pull model and the mechanism of educational decision making, this study uses semi-structured interviews to gather data and explores themes such as political and economic forces, institutional factors, social background and experience, and individual motivation in students’ decision making. Our study identifies multiple factors at the individual, institutional, and country levels that influence students’ decision making, including students’ past experiences, funding, faculty members, and immigration policies. Moreover, it finds that the factors vary by students’ regions of origin and disciplines of study. Our findings, focused on international doctoral students in Canada, add to the ongoing conversation about  student mobility and add nuances on international students’ decision-making process in times of shifting landscape of higher education internationalization.

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 Changing Doctoral Education at the University of Maribor

2020 ◽  
pp. 3-10
Author(s):  
Zoran Ren ◽  
Nataš Vaupotič
Keyword(s):  
Higher Education ◽  
Doctoral Education ◽  
Doctoral Studies ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The University

The paper gives an overview of changes in the European Higher Education Area regarding the Doctoral studies, and outlines the steps that the University of Maribor undertook to renovate the Doctoral studies in line with the Salzburg principles and Principles of Innovative Doctoral Education.

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 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.

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.

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