Recognizing the Role of Self-Belief, Motivation, and Personal Sacrifice in Doctoral Students’ Success

2020 ◽  
pp. 143-174
Author(s):  
Char Ullman ◽  
Kate Mangelsdorf ◽  
Jair Muñoz
Keyword(s):  
Doctoral Students ◽  
Personal Sacrifice ◽  
Students Success

The role of conferences in doctoral student socialization

2018 ◽  
Vol 9 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Aliya Kuzhabekova ◽  
Aizhan Temerbayeva
Keyword(s):  
Doctoral Students ◽  
Professional Socialization ◽  
Doctoral Student ◽  
Content Type ◽  
The Usa ◽  
Conference Attendance ◽  
Using Data ◽  
Student Socialization ◽  
Doctoral Student Socialization

PurposeThe purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.Design/methodology/approachUsing data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.FindingsThe authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.Originality/valueThe paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.

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 PhD Students Learning the Process of Academic Writing: The Role of the Rhetorical Rectangle

2021 ◽  
Vol 31 ◽  
pp. 136-162
Author(s):  
Beverly FitzPatrick ◽  
Mike Chong ◽  
James Tuff ◽  
Sana Jamil ◽  
Khalid Al Hariri ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Personal Narratives ◽  
Formal Group ◽  
Scholarly Writing ◽  
Group Discussions ◽  
Writing Group ◽  
Second Year ◽  
Doctoral Writing

PhD students are enculturated into scholarly writing through relationships with their supervisors and other faculty. As part of a doctoral writing group, we explored students’ experiences that affected their writing, both cognitively and affectively, and how these experiences made them feel about themselves as academic writers. Six first and second year doctoral students participated in formal group discussions, using Edward de Bono’s (1985/1992) Six Thinking Hats to guide the discussions. In addition, the students wrote personal narratives about their writing experiences. Data were analyzed according to the rhetorical rectangle of logos, ethos, pathos, and kairos. Analysis revealed that students were having struggles with their identities as academic writers, not feeling as confident as they had before their programs, and questioning some of the pedagogy of teaching academic writing.

Reading inquiry through the prism of unemployement

2020 ◽  
pp. 201-216
Author(s):  
Guillaume Heuguet
Keyword(s):  
Public Space ◽  
Doctoral Students ◽  
Science Inquiry ◽  
The Political ◽  
Social Rights ◽  
The Public ◽  
Political Role ◽  
The Social ◽  
The Relationship

This exploratory text starts from a doctoral-unemployed experience and was triggered by the discussions within a collective of doctoral students on this particularly ambiguous status since it is situated between student, unemployed, worker, self-entrepreneur, citizen-subject of social rights or user-commuter in offices and forms. These discussions motivated the reading and commentary of a heterogeneous set of texts on unemployment, precariousness and the functioning of the institutions of the social state. This article thus focuses on the relationship between knowledge and unemployment, as embodied in the public space, in the relationship with Pôle Emploi, and in the academic literature. It articulates a threefold problematic : what is known and said publicly about unemployment? What can we learn from the very experience of the relationship with an institution like Pôle Emploi? How can these observations contribute to an understanding of social science inquiry and the political role of knowledge fromm precariousness?

Training Partners for the Long Haul

2020 ◽  
pp. 81-97
Author(s):  
Kymberly Harris ◽  
Dana D. Sparkman ◽  
Cheryl L. Doran
Keyword(s):  
Doctoral Students ◽  
Peer Groups ◽  
Task Completion ◽  
Writing Groups ◽  
Doctoral Candidate ◽  
Group Members ◽  
Doctoral Candidates ◽  
Task Satisfaction ◽  
Dissertation Process

This chapter seeks to provide the background, benefits, and design of writing groups created to aid doctoral candidates in the completion of the dissertation process. Literature will be used to support the rationale for such groups and will outline the structure that can be used to create and support doctoral students in peer groups by their dissertation chair or facilitator. In this chapter, specific guidelines for the creation of the groups and the role of the chair are outlined, and suggestions for remedying dysfunctional groups or group members. While ultimately the doctoral candidate is responsible for the successful completion and defense of his or her own research, peer groups can be instrumental in promoting task completion and task satisfaction.

Leading Firms as Knowledge Gatekeepers in a Networked Environment

2008 ◽  
pp. 260-281 ◽  
Author(s):  
Deogratias Harorimana
Keyword(s):  
Knowledge Sharing ◽  
Doctoral Students ◽  
Virtual Teams ◽  
Large Firm ◽  
Competitive Environment ◽  
Industrial Districts ◽  
Sociocultural Context ◽  
Knowledge Based ◽  
Knowledge Based Economy

This chapter introduces the role of the knowledge gatekeeper as a mechanism by which knowledge is created and transferred in a networked environment. Knowledge creation and transfer are essential for building a knowledge-based economy. The chapter considers obstacles that inhibit this process and argues that leading firms create a shared sociocultural context that enables the condivision of tacit meanings and codification of knowledge. Leading firms act as gatekeepers of knowledge through the creation of shared virtual platforms. There will be a leading firm that connects several networks of clients and suppliers who may not interact directly with one another, but are, indeed, connected indirectly though the leading firm that acts as a gatekeeper. The chapter argues that a large firm connecting several clients and suppliers at the multinational level represents a gatekeeper, but even individuals and focal firms in industrial districts can be gatekeepers. The author hopes that, through this discussion, academics, researchers, and doctoral students will have a comprehensive theoretical and practical basis on which to study the role of leading firms in building innovations and virtual teams of knowledge sharing in a highly networked and competitive environment.

scholarly journals Collaboration, Mentoring and Co-Teaching in Teacher Education

2011 ◽  
Vol 13 (2) ◽  
pp. 70-86 ◽  
Author(s):  
Gertrude Sachs ◽  
Terry Fisher ◽  
Joanna Cannon
Keyword(s):  
Teacher Education ◽  
Doctoral Students ◽  
Junior Faculty ◽  
Key Factors ◽  
Collaborative Relationships ◽  
The University ◽  
The Impact ◽  
Individual Accountability

Collaboration, Mentoring and Co-Teaching in Teacher EducationCollaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.

Not just a phase: Exploring the role of program stage on well-being and motivation in doctoral students

2019 ◽  
Vol 26 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Anna Sverdlik ◽  
Nathan C Hall
Keyword(s):  
Doctoral Students ◽  
Large Scale ◽  
Doctoral Program ◽  
Well Being ◽  
Structural Features ◽  
Academic Experiences ◽  
Program Satisfaction ◽  
Comprehensive Examination ◽  
Practical Implications

Doctoral students’ well-being and motivation are important factors that are both shaped by, and shape students’ academic experiences in their programs. Existing literature consistently highlights the concerning well-being and maladaptive motivational patterns in doctoral students, but no research to date attempted to explore some of the structural features associated with these wellness and achievement factors in a large-scale study. The present study examined whether doctoral program phase (i.e. coursework, comprehensive examination, or dissertation phase had an effect on 3004 doctoral students’ well-being levels (stress, depression, program satisfaction, and illness symptoms) and motivation (self-determined motivation and self-efficacy). Results revealed doctoral students to report the highest well-being and internal motivation during the coursework phase, while the comprehensive examination phase was found to be the most challenging for most students as indicated by the lowest wellness and motivation scores. A discussion of the present results and their theoretical and practical implications ensues.

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