Postgraduate Student Research Realities in Uganda

2020 ◽  
pp. 150-172
Author(s):  
Joseph Ssenyonga ◽  
Proscovia B. Nakiganda
Keyword(s):  
Doctoral Students ◽  
Graduate Programs ◽  
Postgraduate Education ◽  
First Year ◽  
Postgraduate Student ◽  
Prospective Students ◽  
Graduate Studies ◽  
Student Research ◽  
Master's Students ◽  
Graduate Research

Globally, there is a high quest for graduate education with many prospective students aspiring to attain advanced qualifications to obtain a better career path and higher income. Besides, postgraduate education fosters skills development. However, in Uganda, many students enroll in different graduate programs but fail to complete them in the stipulated timeframe. Furthermore, most of the master's students tend to successfully finish their first year which basically has the coursework component yet fail to complete the second year that has the research component. Doctoral students make little progress when it comes to their research. The authors will examine general research preparation, writing, and methodology skills that are critical to graduate studies and research. With the necessary support, mentoring, and planning, graduate research can be made a better process for students and supervisors.

scholarly journals Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

2021 ◽  
Vol 12 (2) ◽  
pp. 148-168
Author(s):  
Elizabeth J. Cook ◽  
Linda Crane ◽  
Shelley Kinash ◽  
Amy Bannatyne ◽  
Joseph Crawford ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Doctoral Students ◽  
Postgraduate Education ◽  
Student Experiences ◽  
National Study ◽  
Postgraduate Student ◽  
Academic Aspirations ◽  
Postgraduate Students ◽  
Practical Recommendations

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

scholarly journals THE GRADUATE SPECIALIZATION IN ENGINEERING EDUCATION

2021 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Marcia Friesen ◽  
Danny Mann ◽  
Nishant Balakrishnan ◽  
Renato Bezerra Rodrigues ◽  
...  
Keyword(s):  
Engineering Education ◽  
Doctoral Students ◽  
Graduate Programs ◽  
Degree Programs ◽  
University Departments ◽  
Substantial Growth ◽  
Graduate Research ◽  
University Of Manitoba ◽  
Engineering Education Research ◽  
The University

There has been substantial growth in the formal focus on the pedagogy of engineering in the last two decades. Formalized pathways in Engineering Education (Eng.Ed), including Master’s and Ph.D. degree programs and university departments, have been established in several prestigious universities globally, with many founded in the U.S.. Interest in Eng.Ed in Canada has also grown, but up until very recently there has only been one formal pathway for graduate research in this field. In Fall 2020, the Department of Biosystems Engineering at the University of Manitoba welcomed the first three doctoral students into the Graduate Specialization in Eng.Ed (GSEE).  In this paper we discuss the motivations for, and objectives and benefits of the GSEE, and describe its development. We share challenges encountered, and opportunities envisioned, and theintentions and motivations of the three graduate students who chose this pathway. We reflect on the importance of Eng.Ed programs for the advancement of engineering education research and the development of the discipline in Canada. Descriptions of our efforts and challenges areintended to help the development of additional Eng.Ed specializations or graduate programs in Canada.

scholarly journals Who Says Yes or No? Models of Ethical and Safety Oversight for Student-Led Political Violence Research

2021 ◽  
pp. 1-6
Author(s):  
Kristine Eck ◽  
Dara Kay Cohen
Keyword(s):  
Doctoral Students ◽  
Political Violence ◽  
Academic Programs ◽  
Student Research ◽  
Master's Students ◽  
Faculty Experiences ◽  
Ethical Practices ◽  
Academic Units ◽  
Improvement Programs ◽  
Human Participants

ABSTRACT The ethical risks inherent in student research on political violence that involve human participants are myriad. Undergraduate and master’s students face constraints that are different than those for many doctoral students and faculty researchers, and it is the responsibility of educators and academic institutions to ensure that students engage in ethical practices and to mitigate risks. This article focuses on formal mechanisms of oversight. Drawing on discussions with colleagues across the globe, we describe how institutions can design oversight mechanisms to manage student research. We present five distinct models for how ethical oversight of student research is provided in academic programs around the world, considering the costs and benefits of each model. The article concludes that whereas the creation of oversight systems can seem daunting, it is useful to start small—indeed, moving from no oversight to some oversight is a significant improvement. Programs and academic units then can build on these early efforts, experiment with other systems, and eventually develop a system that is adapted to an institution through iterative improvements based on student and faculty experiences.

scholarly journals Advising Experiences Among First-year International Doctoral Students

2020 ◽  
Vol 11 (Winter) ◽  
pp. 155-157
Author(s):  
Nina Marijanovic ◽  
Jungmin Lee
Keyword(s):  
Doctoral Students ◽  
Selection Process ◽  
Low Frequency ◽  
First Year ◽  
Graduate Studies ◽  
Doctoral Study ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
International Graduate ◽  
International Doctoral Students

The purpose of this qualitative study was to understand how international graduate students in their first-year of doctoral study selected their faculty advisor and how this selection process influenced their advising relationship. Our results found that a majority of students in our sample were assigned to an interim advisor and most reported a positive advising experience. However, disquieting patterns emerged from the data: low frequency of advisor-advisee interaction, occurrences of mismatching between advisor-advisee, and an unknowingness of how to engage with one’s faculty advisor. Our study adds to the literature focusing on international students by shedding a light on nuanced advising experiences of first-year international doctoral students and by providing recommendations for faculty advisors and directors of graduate studies on ways to improve and systematize their advising practices so as to encourage retention and success among international doctoral students. 

Boundary Considerations Between Doctoral Students and Master's Students

2006 ◽  
Vol 51 (1) ◽  
pp. 53-65 ◽  
Author(s):  
Janna L. Scarborough ◽  
Janine M. Bernard ◽  
Ronald E. Morse
Keyword(s):  
Doctoral Students ◽  
Master's Students

Japan: The "Haves" are Gaining and the "Have-Nots" are Losing

2015 ◽  
Author(s):  
Yoshiaki Obara
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
First Year ◽  
Prospective Students ◽  
Risk Of Falling ◽  
First Year Students ◽  
Rural Colleges ◽  
Negative Cycle ◽  
Rural Institutions

Many Japanese private higher education institutions also face a risk of falling into the "losing group." It seems that small/rural colleges end up receiving less extra income from admissions over the tei-in (the quota for first-year students) level. This loss creates less scholarship money for capable students. The small/rural institutions are likely to lose prospective students as a negative cycle works against them. This tendency, in turn, augments the opportunities available to large, metropolitan higher education institutions. In Japan, a clear division is anticipated, with the larger institutions getting much larger and the smaller and rural ones getting much smaller. This is a hard fact that we will face in the foreseeable future.

scholarly journals Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students

2021 ◽  
Vol 6 (1) ◽  
pp. 33-36
Author(s):  
Carey Borkoski ◽  
Brianne Roos
Keyword(s):  
Doctoral Students ◽  
Mixed Methods Research ◽  
Relevant Literature ◽  
First Year ◽  
Multiple Perspectives ◽  
Course Content ◽  
Research Paradigms ◽  
Agents Of Change ◽  
Free Language ◽  
Analyze Data

The Johns Hopkins online EdD program prepares students as scholar-practitioners who become leaders and agents of change across educational contexts.  Advocating for equity and social justice requires our students to not only immerse themselves in the relevant literature and learn the traditional skills of applied research but to master the art of communication through a sort of storytelling. Storytelling, in this sense, represents a means to gather and analyze data and understand and integrate diverse perspectives to engage and persuade relevant stakeholders (Moezzi, Janda, & Rotmann, 2017). The Hopkins first-year EdD programming and coursework emphasize the use of deficit-free language to understand people and problems, consideration of diverse perspectives and structuring inquiry with a systems-approaches to explore contextual problems using a mixed methods research paradigms.  Together, the program's approach to student learning and practice-oriented courses and dissertation research contribute to training scholar-practitioners as activists who ask relevant questions, draw on multiple perspectives to craft potential solutions, adapt to a variety of contexts and circumstances, engage with diverse stakeholders, reflect on their own assumptions, and admit to and learn from mistakes throughout the process. Through a detailed accounting and examination of the JHU onboarding features and processes, particular course content and assignments, as well as the interplay of these elements, this paper will demonstrate how attending to language, perspective taking, context, and research inquiry support the development of scholar-activists.

scholarly journals THE DEVELOPMENT OF ORAL COMPOTENCY THROUGH DIDACTIC DEMONSTRATIONS BY DOCTORAL STUDENTS

2020 ◽  
pp. 496-502
Author(s):  
S. Taubaeva ◽  
◽  
S. Imanbaeva ◽  
Zh. Baltabaeva ◽  
◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Public Speaking ◽  
Postgraduate Education ◽  
Design Experiment ◽  
Academic Reading ◽  
The Past ◽  
Scientific Report ◽  
The Republic ◽  
Pedagogical Research

The academic literacy among students development problem, which includes academic reading, academic writing, and academic performance, becomes relevant in the Republic of Kazakhstan, in the system of higher and postgraduate education. PhD students in the field of pedagogy study the basic discipline "Pedagogy Philosophy and Methodology". This discipline is designed to educate them in public speaking to an audience with their search and experiment results throughout their studies. For a speech to the audience, students prepare a scientific report. Report (scientific), researcher public presentation, which is a summary of his scientific search results, design, experiment. The purpose, structure and content of the discipline allows the teacher to systematize didactic presentations in six areas and use them in lectures and seminars. Over the past ten years, these presentations have contributed to the deeper understanding and assimilation by PhD students of the pedagogy philosophical and methodological foundations, and the pedagogical research methodological tools.

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