scholarly journals A Situated Framework for Socialising a Scholarship Mindset with Doctoral Students

10.28945/4406 ◽  
2019 ◽  
Vol 14 ◽  
pp. 567-580 ◽  
Author(s):  
Vassiliki Zygouris-Coe ◽  
Sherron Killingsworth Roberts
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Empirical Studies ◽  
Quality Education ◽  
Future Research ◽  
Doctoral Studies ◽  
Environmental Learning ◽  
Academic Literature ◽  
Course Work ◽  
Academic Qualifications

Aim/Purpose: The doctoral experience is a complex, challenging, and life-changing process. Cultivating a scholarship mindset is a requirement for success in early and later academic careers. This paper presents a situated framework for socializing doctoral students' scholarship mindset. Background: Faculty of doctoral education programmes prepare students for higher education and other scholarly positions. Methodology: In this situated framework, two doctoral faculty utilized their academic qualifications, programmatic experiences, and related academic literature to develop a framework that has been successful in a particular School of Teacher Education context. Contribution: The situatedThe situated framework, which includes steps to Develop, Nurture and Challenge, Apprentice, and Celebrate scholars, can serve as a guide to encourage review and evaluation of doctoral education programmes and the ways in which they develop doctoral students' scholarship mindset and preparation. framework can serve as a guide to encourage review and evaluation of doctoral education programs and the ways in which they develop doctoral students' scholarship mindset and preparation. Findings: Key findings included increased doctoral student participation in events and experiences that contributed to developing a scholarship mindset and strengthening their scholarly publication and research trajectory. Recommendations for Practitioners: Doctoral students need to engage in ongoing, strategic experiences that will positively impact their scholarship trajectory. Retention of doctoral students is not just a matter of successful completion of course work. Recommendation for Researchers: Research in the environmental learning contexts of doctoral education programmes and in the ways in which doctoral academic mentors engage students in scholarship may prove useful to programme developers. Impact on Society: Scholarship during doctoral studies and beyond will contribute to the development of quality education, knowledge, and research at all levels. Future Research: Future research should focus on empirical studies that explore the effectiveness of this situated framework through the perspectives of additional faculty and doctoral students at the particular university context.

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 From Imposter Syndrome to Heroic Tales: Doctoral Students’ Backgrounds, Study Aims, and Experiences

10.28945/4637 ◽  
2020 ◽  
Vol 15 ◽  
pp. 517-539
Author(s):  
Hanna Nori ◽  
Marja H Peura ◽  
Arto Jauhiainen
Keyword(s):  
Cluster Analysis ◽  
Mixed Methods ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Family Background ◽  
Academic Community ◽  
Educational Opportunities ◽  
Future Research ◽  
Educational Equality ◽  
Doctoral Studies

Aim/Purpose: The aim of this study is to provide a comprehensive picture of doctoral students’ dissertation journeys using Finland as a case country. More specifically, the article examines (1) the students’ backgrounds, (2) their study motives and experiences, and (3) whether or not these elements are related. Background: Despite the massification of higher education (HE), there is a shortage of detailed mixed-methods studies about PhD students’ backgrounds and their experiences of doctoral study. Existing research does not give a clear indication of the extent to which home background is reflected in PhD applications and whether or not that background is related to the subsequent experience of doctoral students. Methodology: This paper is based on both quantitative and qualitative data. We utilize a person-based register (N = 18,585) and a survey (n = 1,651). Our main methods are k-means cluster analysis, t-test, and directed content analysis. Our theoretical approach is Bourdieuian. We use the concept of doctoral capital when evaluating the backgrounds, resources, and success of PhD students through the dissertation process. Contribution: This study uses a mixed-methods approach and is the first to incorporate quantitative data about the entire doctoral student population in Finland. In addition, open-ended responses in the survey make the PhD students’ own experiences visible. By approaching our research subject through a mixed methods lens, we aim to create a comprehensive understanding about their dissertation journeys. With this study, we also contribute to the debate initiated by Falconer and Djokic (2019). They found that age, race, and socioeconomic status (SES) do not influence academic self-efficacy and academic self-handicapping behaviors in doctoral students. However, in this study, a link was found between the PhD students’ backgrounds (age and parents’ SES), and their study aims and experiences. Findings: Cluster analysis revealed three different groups of PhD students: Status Raisers, Educational Inheritors, and Long-term Plodders. PhD students in these groups have different resources, experiences, and chances to survive in the academic community. There are two main findings. First, the influence of the childhood family extends all the way to doctoral education, even in Finland, which is considered to have one of the most equal HE systems in the world. Some PhD students from low-educated families even experienced so-called imposter syndrome. They described experiences of inadequacy, incompetence, and inferiority in relation to doctoral studies and fellow students. Second, the influence of family background may diminish with age and life experiences. In our study, many mature doctoral students had become empowered and emancipated to such an extent that they relied more on their own abilities and skills than on their family backgrounds. Many felt that their own persistence and resilience have played an important role in their doctoral studies. There were also a few ‘heroic tales’ about hard work and survival in spite of all the hurdles and distresses. Recommendations for Practitioners: PhD students are a very heterogeneous group. Their motives and goals for applying for doctoral studies vary, and their backgrounds and life situations affect their studies. There are three critical points educational practitioners should pay special attention to (1) supervision and support (mentoring), (2) length of funding, and (3) granted research periods. Recommendation for Researchers: Because Finland and the other Nordic countries have a long tradition of equal educational opportunities, we need comparative studies on the same topic from countries with higher educational disparities. Impact on Society: Inequalities in educational opportunities and experiences originate at the very beginning of the educational path, and they usually cumulate over the years. For this reason, the achievement of educational equality should be promoted not only through education policy but also through family, regional, and social policy decisions. Future Research: The Bourdieuian concepts of cultural, social, and economic capitals are also relevant in doctoral education. PhD students’ family backgrounds are reflected in their motives, experiences, and interpretations in the academic community. Future research should explore how to best support and reinforce the self-confidence of doctoral students from lower SES backgrounds.

An Exploration of Darkness within Doctoral Education

2016 ◽  
pp. 260-282 ◽  
Author(s):  
Søren S. E. Bengtsen
Keyword(s):  
Doctoral Students ◽  
Learning Strategies ◽  
Doctoral Education ◽  
Empirical Studies ◽  
Professional Community ◽  
Research Field ◽  
International Studies ◽  
Learning Spaces ◽  
Education Development ◽  
Education Today

In doctoral education, the formal structures include the Graduate School system, PhD courses, and supervision contracts, etc. Doctoral education also takes place on informal and tacit levels, where doctoral students learn about the institutional regulations, the research field, academic craftsmanship, and research design by observing how their supervisors talk, act, and handle issues in the professional community. However, the formal-informal divide is not adequate if we want to understand the sprawling, mongrel, and diverse forms of student engagement, coping, and learning strategies within doctoral education today. By drawing on the empirical studies of cross-level institutional voices, as well as international studies into similar grey areas of student learning in doctoral education, this chapter argues that learning spaces of educational ‘darkness' hold unrecognised potential for enhancing learning experiences, harnessing professional competences, and enriching the depth of research in the PhD life that implies significant contributions to future doctoral education development.

scholarly journals A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

10.28945/4446 ◽  
2019 ◽  
Vol 14 ◽  
pp. 721-739
Author(s):  
Katherine Fulgence Swai
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Future Research ◽  
Research Approach ◽  
Supporting Evidence ◽  
Ongoing Research ◽  
Knowledge And Skills ◽  
Contemporary World ◽  
Supervision Process ◽  
Doctoral Supervision

Aim/Purpose: The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. Background: While the existing literature confirms that PhD holders can supervise doctoral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Methodology: Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study established, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individualized learning. Contribution: The study contributes to the ongoing research on the supervision of doctoral studies in the 21st century. Findings: Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Recommendations for Practitioners: Higher Education Institutions need to make supervisors aware of the potential of these mechanisms for developing the skills necessary for doctoral supervision and encourage them to use them Recommendation for Researchers: Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. Impact on Society: The study has implications for doctoral supervisors and universities as regards the need to ensure that both mechanisms are instituted to enable doctoral supervisors to develop doctoral supervision skills. Future Research: Since the study was done theoretically, it might be important to conduct further research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

scholarly journals Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

10.28945/4735 ◽  
2021 ◽  
Vol 16 ◽  
pp. 237-252
Author(s):  
Genia M. Bettencourt ◽  
Rachel E. Friedensen ◽  
Megan L Bartlett
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Power Dynamics ◽  
Research Findings ◽  
Direct Applicability ◽  
Important Form ◽  
The U.S

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

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 A critical analysis of the impact measurement in impact finance

2019 ◽  
Vol 8 (4) ◽  
pp. 56-63
Author(s):  
Luca Piras
Keyword(s):  
State Of The Art ◽  
Empirical Studies ◽  
Future Research ◽  
Traditional Theory ◽  
Impact Measurement ◽  
Academic Literature ◽  
Measurement Models ◽  
Valuation Model ◽  
The Impact ◽  
Metrics And Measurement

Academic literature on impact finance has not yet covered all aspects of the topic, nor has significantly contributed, so far, to solve several relevant problems arising from the field. Defining the metrics and measurement models suitable to assess impact is probably, among them, the most important one. Practitioners seem willing to exploit the potential value and, although useful heuristics and practical solutions have been found, no satisfactory and widely accepted valuation model is available. The present paper tries to summarize the state of the art, through the analysis of the available literature and tries to address some possible development in future research. The underlying idea is that the field is still very new, on one side, and extremely diverse in its manifestation, therefore no traditional theory fully applies to it. At the same time, the research on the topic still relays on practitioners’ effort, rather than on academia, a gap that ought to be filled. The paper concludes that Impact Finance and Investing are perhaps too narrow labels that limit the possibility to fully grasp the core of it and propose to widen up it by using “Positive Finance” as a more comprehensive one. Indeed, it has been found that academic empirical studies are so far very few and statistical findings far from being robust. The absence of accepted market models, prevent researchers from delivering a theoretical effective interpretation of the growing market.

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 Determinantes de competitividad turística en destinos de sol y playa mexicanos

2016 ◽  
Vol 29 (68) ◽  
Author(s):  
Carlos Mario Amaya Molinar ◽  
Ana Pricila Sosa Ferreira ◽  
Pedro Moncada Jiménez
Keyword(s):  
State Of The Art ◽  
Empirical Studies ◽  
Theoretical Models ◽  
Well Being ◽  
Future Research ◽  
Resident Population ◽  
Academic Literature ◽  
Tourist Destinations ◽  
The Subject ◽  
Convenience Sampling

Resumen: el estudio se orienta a determinar si los agentes de riesgo, como la población residente y los visitantes, pueden percibir los factores de la competitividad de los destinos turísticos. Para lograr dicho objetivo se revisó el estado del arte de la literatura académica sobre el tema, se identificaron los modelos teóricos más reconocidos y las variables e indicadores utilizados con más frecuencia. El estudio empírico, realizado en dos destinos mexicanos de sol y playa, sugiere que los agentes de riesgo pueden percibir algunos de esos factores. Y aunque sólo se empleó un muestreo de conveniencia, en investigaciones futuras se podría utilizar uno probabilístico. Este trabajo contribuye a profundizar en la comprensión de los factores que determinan la competitividad de los destinos turísticos, y trasciende el empleo de índices nacionales abstractos o estudios descriptivos.Palabras clave: competitividad turística; desarrollo sostenible; estudios empíricos; turistas; bienestar en destinos.Determinants of tourist competitiveness in Mexican sun and beach destinationsAbstract: this study is aimed at determining whether the agents of risk, such as the resident population and the visitors, can perceive the competitiveness factors of tourist destinations. In order to achieve this goal the state of the art of the academic literature on the subject was reviewed. Likewise, the most recognized theoretical models and the most frequently used variables and indicators were identified. This empirical study, carried out in two Mexican sun and beach destinations, suggest that the agents of risk can perceive some of those factors. And although a convenience sampling was used now, a probabilistic one could be used in future research. This study contributes to deepening our understanding of the factors that determine tourist destinations’ competitiveness; it goes beyond the use of national abstract indexes or descriptive research.Key words: tourist competitiveness; sustainable development; empirical studies; tourists; well-being at destinations.

scholarly journals Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

10.28945/4179 ◽  
2019 ◽  
Vol 14 ◽  
pp. 085-104 ◽  
Author(s):  
Steven Tolman ◽  
Juliann S McBrayer ◽  
Deborah Evans
Keyword(s):  
Educational Leadership ◽  
Student Perceptions ◽  
Doctoral Programs ◽  
Empirical Studies ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
The Future ◽  
Academic Qualifications

Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology: A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution: This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings: Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners: Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers: Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society: True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research: Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions.

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