Dissertation Research Supervisor Agency for U.S. Online Doctoral Research Supervision

2019 ◽  
pp. 181-197 ◽  
Author(s):  
Robin Throne ◽  
Brian T. Oddi
Keyword(s):  
Learning Community ◽  
Doctoral Students ◽  
Situated Learning ◽  
Student Agency ◽  
Doctoral Completion ◽  
Doctoral Research ◽  
Research Supervision ◽  
Dissertation Research ◽  
Practice Based Research ◽  
The Relationship

This chapter critically explores the construct of agency from a dissertation research supervisor perspective. While the literature has expanded in the exploration of student agency, little focus has been given to the construct from a research supervisor agency stance. Current research into doctoral completion has shown the relationship between supervisor and dissertation writer as critical to persistence and completion. However, less investigation has focused on the aspects of dissertation supervisor agency and the evolution to a high mentoring approach, especially for online doctoral students. The conceptual inquiry utilizes the lens of Lave and Wenger's situated learning theory to view how research supervisor agency can foster and guide doctoral scholars to consider researcher positionality and move from the margins of the doctoral learning community to the center of scholarly life and post-doctoral practice-based research and evidence-based decision making.

Scholarly Voice and Academic Identity

2021 ◽  
pp. 63-89
Author(s):  
Kenneth L. Rigler Jr. ◽  
Christina Maria Anastasia ◽  
Abeni El-Amin ◽  
Robin Throne
Keyword(s):  
Learning Community ◽  
Doctoral Students ◽  
Situated Learning ◽  
Doctoral Student ◽  
Academic Identity ◽  
Student Agency ◽  
Systematic Analysis ◽  
Theoretical Perspectives ◽  
Practice Based Research ◽  
Publishing Community

This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.

Doctoral Practitioner Researcher Agency and the Practice-Based Research Agenda

2021 ◽  
pp. 188-206
Author(s):  
Karen Sweat ◽  
Vahick A. Yedgarian ◽  
Kenneth L. Rigler Jr. ◽  
Stephanie Maddox ◽  
Robin Throne
Keyword(s):  
Learning Community ◽  
Research Agenda ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Research ◽  
Dissertation Research ◽  
Or Practice ◽  
Practice Based Research

This chapter addresses practitioner researcher agency specific to doctoral education and the post-doctorate research agenda. Perspectives come from both doctoral scholars and doctoral research supervisors of practice-based or practice-led dissertation research for current research insights and examples of dissertation researcher agency specific to U.S. practitioner doctoral programs. Scholar-practitioner agency among the doctoral learning community is defined and discussed as well as the post-doctorate practice-based research agenda.

scholarly journals Doctoral Dissertation Supervision: Identification and Evaluation of Models

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ngozi Agu ◽  
Christy O. Odimegwu
Keyword(s):  
Doctoral Students ◽  
Academic Community ◽  
Face To Face ◽  
Interactive Model ◽  
Doctoral Research ◽  
Descriptive Research ◽  
Research Supervision ◽  
Supervision Models ◽  
Research Questions ◽  
Students Satisfaction

Doctoral research supervision is one of the major avenues for sustaining students’ satisfaction with the programme, preparing students to be independent researchers and effectively initiating students into the academic community. This work reports doctoral students’ evaluation of their various supervision models, their satisfaction with these supervision models, and development of research-related skills. The study used a descriptive research design and was guided by three research questions and two hypotheses. A sample of 310 Ph.D. candidates drawn from a federal university in Eastern part of Nigeria was used for this study. The data generated through the questionnaire was analyzed using descriptive statistics andt-tests. Results show that face-to-face interactive model was not only the most frequently used, but also the most widely adopted in doctoral thesis supervision while ICT-based models were rarely used. Students supervised under face-to-face interactive model reported being more satisfied with dissertation supervision than those operating under face-to-face noninteractive model. However, students supervised under these two models did not differ significantly in their perceived development in research-related skills.

Pandemic-Fueled Essential Doctoral Community Collaborations

2021 ◽  
pp. 294-306
Author(s):  
Robin Throne
Keyword(s):  
Learning Community ◽  
Information Science ◽  
Remote Access ◽  
Library And Information Science ◽  
Digital Platforms ◽  
Faculty Collaboration ◽  
Doctoral Research ◽  
Research Supervision ◽  
Library Research ◽  
Effective Development

This chapter presents the current research into doctoral community collaborations between faculty leaders and library and information science (LIS) professionals. The COVID-19 pandemic has fueled and fostered rapid decision-making solutions for remote doctoral library research and increasingly blurred the bounds between on ground, hybrid, and online doctoral education. Many solutions necessitated by the pandemic may continue post-pandemic to transform and strengthen the doctoral learning community through LIS and faculty collaboration for the research supports needed for quality doctoral research as well as the effective development of new investigators. Insights include the integration of collaborative digital platforms, enhanced remote access, deeper academic databases, and instructional strategies to enhance remote research supervision.

Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view.

2020 ◽  
Vol 6 (12) ◽  
pp. 206-223
Author(s):  
Isabel Ribau Coutinho
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Point Of View ◽  
Doctoral Research ◽  
Documentary Analysis ◽  
Open Questions ◽  
Supervision Practices ◽  
Doctoral Supervision ◽  
The Relationship

Doctoral education has been subject to research and analysis by researchers in the last fifty years. Nevertheless, doctoral supervision still a private issue among supervisor and PhD student; if the relationship between them goes wrong, a shadow undermines the doctoral research, hindering student support of others, which may result in attrition and dropout. Breaking this situation, transforming the “private place” in a “public matter”, requires a profound reflection about the doctoral education aim, institutions goals, institution policy, but also a supervisor and PhD students’ perspectives (careers, goals, development, financial support). It is necessary to know, where we want to go, to outline a path to achieve the goals. During the last three years, doctoral supervision has been studied at Universidade Nova de Lisboa (UNL). A qualitative case study method was used. This was the first study (a pilot study) that covered all the nine UNL schools, is intended to identify the supervision practices, but also captures a glimpse of doctoral students’ life in the academy, their difficulties, their thoughts and feelings related to doctoral education. The documentary analysis, concerning the institution rules related to doctoral education, was the study first step (already published). The second was the implementation of a survey with closed and open questions to allowed students to express their opinion regarding doctoral education, especially doctoral supervision. During three months, a survey, centred in doctoral supervision, applied online in all schools. This paper aims to describe what was found and what was unexpected in the context of a young university.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

scholarly journals Straddling between Different Worlds: Navigating Diverse Fieldwork Modes

2020 ◽  
pp. 1-5
Author(s):  
Iqra Anugrah
Keyword(s):  
Policy Research ◽  
Early Career ◽  
Self Reflection ◽  
Fieldwork Experience ◽  
Dissertation Research ◽  
Early Career Researcher ◽  
The Relationship ◽  
Gathering Data

ABSTRACT Fieldwork often is seen as a challenging and misunderstood intellectual enterprise. Long perceived as the domain of the few, fieldwork and immersion continue to be the chosen methodological techniques for many political scientists. Focusing on my own fieldwork experience in Indonesia since 2015 as an early-career researcher, I discuss and reflect on three types of activities: (1) policy research, (2) dissertation research, and (3) activist work. In particular, I highlight fieldwork serendipities, fieldwork logistics, and my experience in gathering data and interacting with various interlocutors. It is hoped that this self-reflection will help readers to better understand the relationship between researchers and their interlocutors and collaborators, demystify the fieldwork process, and better prepare political scientists who use fieldwork in their research.

The Relationship Between Proof and Certainty in Mathematical Practice

2022 ◽  
Vol 53 (1) ◽  
pp. 65-84
Keyword(s):  
Empirical Evidence ◽  
Doctoral Students ◽  
Empirical Studies ◽  
Mathematical Practice ◽  
Advanced Mathematics ◽  
Mathematics Educators ◽  
The Relationship

Many mathematics educators believe a goal of instruction is for students to obtain conviction and certainty in mathematical statements using the same types of evidence that mathematicians do. However, few empirical studies have examined how mathematicians use proofs to obtain conviction and certainty. We report on a study in which 16 advanced mathematics doctoral students were given a task-based interview in which they were presented with various sources of evidence in support of a specific mathematical claim and were asked how convinced they were that the claim was true after reviewing this evidence. In particular, we explore why our participants retained doubts about our claim after reading its proof and how they used empirical evidence to reduce those doubts.

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