scholarly journals Problems and Prospects for the Development of Doctoral Education in Russia: The View of Regional Universities

2020 ◽  
Vol 29 (10) ◽  
pp. 9-28
Author(s):  
E. A. Terentev ◽  
B. I. Bednyi
Keyword(s):  
Doctoral Students ◽  
Current Model ◽  
Educational Programs ◽  
Academic Excellence ◽  
Final State ◽  
Doctoral Studies ◽  
Doctoral Graduates ◽  
Regional Universities ◽  
Group Interviews ◽  
Dissertation Defense

The concentration of state resources in the leading universities poses the problem of reproduction of the scientific and pedagogical personnel in regional universities that do not participate in state-funded academic excellence programs. Based on the data from three focus group interviews with heads of doctoral studies offices at regional universities, the article analyzes problems arising in the implementation of the current model of training and certification of doctoral students. Four following groups of problems are identified: 1) the rigidity of requirements for the structure and content of the educational programs, 2) the imperfection of the system of attestation, gaps between attestation activities, 3) the problem of “retention” of doctoral students after the completion of the educational program, 4) the problems of conjugation of the processes of preparing a dissertation and its defense. The authors discuss possible ways to overcome the identified problems through providing universities with greater autonomy in designing the structure and content of the educational programs; synchronization of the procedures of the final state attestation and dissertation defense; creation of mechanisms for supporting successful doctoral graduates at the final stage of their preparation for the defense of a dissertation; development of network forms for implementation of doctoral programs with leading universities and research institutes.

scholarly journals Współczesne studia doktoranckie i współcześni doktoranci. Doniesienia ze zwiadu badawczego

1970 ◽  
pp. 267-279
Author(s):  
Sławomir Banaszak ◽  
Magdalena Andrys ◽  
Dorota Dolata ◽  
Beata Iwanicka ◽  
Anna Schmidt ◽  
...  
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Research Study ◽  
Tertiary Education ◽  
Focus Group Interviews ◽  
Doctoral Studies ◽  
Post Graduate ◽  
Advantages And Disadvantages ◽  
Social Prestige ◽  
Group Interviews

The article presents the results of a research study on the situation of contemporary post-graduate students. Focus group interviews helped obtain post-graduate students’ opinions about the conditions of starting and continuing doctoral studies. The discussion focused on three main topics: motivation to start doctoral studies, the quality and conditions of doctoral studies evaluation, and the advantages and disadvantages of undertaking doctoral studies. Analysis of the respondents’ statements shows that the motivations for starting doctoral studies vary strongly. Common in the experience of the interlocutors is a lack of stability in life (including financialstability), insecurity of employment, overload, and stress. However, post-graduate students presented also positive aspects of doctoral studies, e.g.: social prestige or the possibility of development. The last part of the article describes issues related to problems and pathological phenomena (such as ‘punctasis’/‘points, credits collecting’), pointing to systemic and individual limitations affecting the situation of doctoral students in the Polish tertiary education system.

scholarly journals The Ph.D. Dilemma in Canada Revisited

1978 ◽  
Vol 8 (2) ◽  
pp. 49-92
Author(s):  
Max Von Zur-Muehlen
Keyword(s):  
Graduate Education ◽  
Doctoral Students ◽  
Historical Trends ◽  
Doctoral Studies ◽  
Doctoral Graduates ◽  
Canadian Universities ◽  
University Teachers ◽  
Declining Demand ◽  
History Of ◽  
The Many

Growth of doctoral studies at Canadian universities in the last two decades has resulted in the more than 1,000 programs that are now offered. Not surprisingly, the output of Ph.D. graduates has increased 6 fold since the early sixties. But during the seventies, an imbalance between the rising supply of Ph.D. 's and the declining demand for them, particularly in higher education, became apparent. This paper traces historical trends in the employment of Canada's Ph.D. holders, and looks at their prospects for the future. Traditionally, about 65% of doctoral graduates have entered educational occupations. Today, because of the youthful age structure, there are few retirements or deaths, and hence, the annual replacement demand is for only about 500 Ph.D. 's. But Canadian universities now confer around 2,000 doctorates each year (including returning Canadians from abroad). Moreover, this imbalance is apt to persist. On the basis of the current enrolment of 13,000, the Ph.D. supply has been projected from 1977-78 to 1981-82 for 45 disciplines. Relating these supply estimates to the likely demand for university teachers reveals a potential surplus in almost every discipline. A cycle of shortage and surplus appears to have developed in some fields. These simulations have been derived from assumptions, which are outlined in two appendices and 26 supporting tables. In addition, this paper also examines other features of the Ph.D. situation in Canada: a history of the growth of graduate education; variations in the ratio of Ph.D. enrolment to graduates in different disciplines; support programs for doctoral students, and the immigration of university teachers. The information provides an overview of the many dimensions of the Ph.D. issue.

scholarly journals How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?

2021 ◽  
pp. 70-97
Author(s):  
Kamila Etchegoyen-Rosolová ◽  
Alena Kašpárková
Keyword(s):  
Doctoral Students ◽  
Writing Development ◽  
University Administrators ◽  
Doctoral Studies ◽  
Writing For Publication ◽  
Self Study ◽  
Writing Pedagogies ◽  
Education Culture ◽  
Dissertation Defense ◽  
Doctoral Writing

Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.  

scholarly journals Not Only the Sorcerer's Apprentice: Re-Conjuring the PhD

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Kristy Buccieri ◽  
Campbell McDermid ◽  
Joy Mannette
Keyword(s):  
Doctoral Students ◽  
21St Century ◽  
Current Model ◽  
First Year ◽  
Doctoral Studies ◽  
Tenured Professor ◽  
Multiple Voices ◽  
Auto Ethnography ◽  
Faculty Of Education ◽  
Analytic Induction

Without a magic mirror on the wall, Ph.D. students have to look elsewhere for answers. In this paper, we pose the question, “What does it mean to be a Ph.D. in the 21st century?” We explore this issue through our respective social locations, as two first year Ph.D. students from differing backgrounds and as a tenured professor in a Faculty of Education. Our interest lies beyond a critique of the current model and a dualistic consideration of what should or should not be. Instead, we engage auto-ethnography with an analytic-induction approach to consider what postmodern doctoral studies might entail. The discussion is informed by a range of theorists, allowing us to consider multiple voices in the process of inculcation within the canon. Central to our discussion is the motivation of doctoral students and the means by which we can find our place within existing research communities. We examine the responsibility of students in animating knowledge and disseminating it outside the walls of the established academy. With a Ph.D. comes considerable power. The time has come for us to re-think the way we pass the wand from sorcerer to apprentice, and perhaps, even what is the wand.

Rola aplikacji dydaktycznych w nauczaniu zdalnym

e-mentor ◽  
2021 ◽  
Vol 88 (1) ◽  
pp. 30-36
Author(s):  
Lidia Pokrzycka ◽  
Keyword(s):  
Public Relations ◽  
Doctoral Students ◽  
Teaching Methods ◽  
English Language ◽  
Doctoral Studies ◽  
Internet Applications ◽  
E Learning ◽  
Ict Tools ◽  
Free Mode ◽  
Journalism Students

In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.

scholarly journals The Agile Approach with Doctoral Dissertation Supervision

2015 ◽  
Vol 8 (11) ◽  
pp. 139 ◽  
Author(s):  
Lars Göran Wallgren Tengberg
Keyword(s):  
Doctoral Students ◽  
Time Frame ◽  
Doctoral Dissertation ◽  
Doctoral Degrees ◽  
Practical Implementation ◽  
Doctoral Studies ◽  
Supervision Process ◽  
Agile Approach ◽  
Time Required ◽  
Teaching Learning

<p class="apa">Several research findings conclude that many doctoral students fail to complete their studies within the allowable time frame, in part because of problems related to the research and supervision process. Surveys show that most doctoral students are generally satisfied with their dissertation supervision. However, these surveys also reveal some students think their supervisors meet with them too infrequently, lack interest in their dissertation topics, and provide insufficient practical assistance. Furthermore, many countries will soon witness a large turnover in the labour market as people near retirement. Because this is also the case at many universities and colleges, the expectation is that there will be many teaching and research vacancies. Therefore, many new doctoral students who plan to enter academia after earning their doctoral degrees are needed. In responding to these complaints, this conceptual paper examines the use of the agile approach–which has achieved recognition and approval in software development–in the doctoral dissertation process. In the teaching/learning sphere, the agile approach can be used in iterative meetings between doctoral student and supervisor for dissertation planning, direction, and evaluation. The focus of the iterations, the so-called Sprints, is on communication and feedback throughout the entire process. The paper is based in theories on teaching/learning and on the author’s personal experience with the agile approach. Use of the agile approach, which can decrease the time required for doctoral studies, may thus increase the number of graduates with doctoral degrees. The paper makes suggestions for practical implementation of the agile approach.</p>

scholarly journals Promoting psychological well-being in doctoral students: a qualitative study adopting a positive psychology perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Patricia C. Jackman ◽  
Kelly Sisson
Keyword(s):  
Positive Psychology ◽  
Doctoral Students ◽  
Well Being ◽  
Structured Interview ◽  
Support Network ◽  
Psychological Well Being ◽  
Doctoral Graduates ◽  
Content Type ◽  
Psychology Perspective ◽  
Pathological Focus

Purpose Concerns about psychological well-being (PWB) in doctoral students have grown in recent years. The purpose of this study was to explore qualitatively doctoral students’ perceptions of factors that promoted their PWB during the doctoral journey. Design/methodology/approach Nine recent doctoral graduates at an English university participated in the study. Participants recalled their experience and PWB during the doctoral journey via a life grid and semi-structured interview. The life grids were visually inspected to identify high points in PWB whilst the interview data were analysed thematically. Findings The analysis produced the following seven themes representing factors that participants described during periods of better PWB: accomplishments; intrinsic rewards; self-efficacy; comprehension and understanding; supervisor support; wider support network; and self-care and lifestyle. Originality/value By adopting a positive psychology approach and exploring qualitatively factors that promoted PWB in doctoral students, this study offers an alternative perspective to research on doctoral student well-being, which has largely adopted a pathological focus. As such, the study demonstrates the utility of approaching research on doctoral students’ PWB from a positive psychology perspective. Findings are discussed in relation to the extant literature, and future directions for research are outlined.

scholarly journals Organization of the Ph-doctoral studies on the chemical specialties

2016 ◽  
Author(s):  
Tazhibayeva Sagdat ◽  
Mun Grigoryi ◽  
Irmukhametova Galiya ◽  
Ongarbayev Yerdos ◽  
Myltykbaeva Zhannur ◽  
...  
Keyword(s):  
Impact Factor ◽  
Doctoral Students ◽  
Scientific Research ◽  
The State ◽  
Educational Process ◽  
Chemical Technology ◽  
Doctoral Studies ◽  
Training Conditions ◽  
Practical Research ◽  
National University

Problem of globalization of the educational process and integration into the international educational space is one of the most urgent problems for the Kazakh universities. In this regard, generalization of experience in training of PhD students is of particular interest, since training of PhD students is different in different countries. The example of the organization of educational process and scientific research in the PhD studies of chemical specialties at Faculty of Chemistry and Chemical Technology Al-Farabi Kazakh National University shows the peculiarities of the organization and defense of dissertations in Kazakhstan universities. It is shown that the training of specialists - doctoral students at Kazakhstan universities is carried out on the basis of theoretical and practical tests. At the same time currently the state of theoretical training and practical research is 1:1,5 however there is a tendency of decrease of the theoretical training. Conditions for preparation and defense of PhD-dissertations are described. The main requirements for the defense are marked: fulfillment of theoretical training and practical research in amount of 75 credits, the publication of results in journals with non-zero impact factor and approbation of the results in international scientific conferences.

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals “To Be or Not to Be?” The Effect of Supervisor-Supervisee Relations on Students’ Completion of Doctoral Studies

2020 ◽  
Vol 10 (1) ◽  
pp. 23
Author(s):  
Omona Andrew David
Keyword(s):  
Doctoral Students ◽  
Doctoral Studies

This paper analyses the effect of supervisor-supervisee relations on students’ completion of doctoral studies. It argues that, whereas doctoral studies is student focused, the success of the student is hinged on their relations with research supervisors. Three type of relationships: cordial, conflictual and sandwich are highlighted as key determinants of student’s progress. The paper further argues that, whereas supervisors are usually blamed by students as major source of their non-completion, students’ factors also greatly contribute to their completion or non-completion. Hence, to limit attrition numbers of doctoral students, there is need to address negative supervisor-supervisee relational issues.   

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