scholarly journals Making visible the affective dimensions of scholarship in postgraduate writing development work

2020 ◽  
Vol 2 (1) ◽  
pp. 46-62
Author(s):  
Sherran Clarence ◽  
Keyword(s):  
Doctoral Students ◽  
Writing Development ◽  
Training And Development ◽  
Development Work ◽  
Student Writers ◽  
Doctoral Level ◽  
Scholarly Identity ◽  
Fit For Purpose ◽  
Authorial Voice ◽  
Affective Dimensions

Many university writing and student academic development centres serve both under- and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original contribution to knowledge is required, writers need to take on a confident authorial voice in their work, both written and in conversation with others. Research, however, shows that many doctoral students struggle with this. This paper argues that, to be truly successful and fit for purpose, peer writing development work needs to understand the nature of postgraduate learning and writing from more than just the technical perspective of writing a successful thesis. Writer-focused work at this level needs to account for the affective dimensions of writing and research as well, to engage students in more holistic, critical, and forward-looking conversations about their writing, and their own developing scholarly identity. The paper offers insights into the different affective dimensions of postgraduate writing, especially those under-considered in much practical work with postgraduate writers, and offers suggestions for a whole-student tutoring approach at this level.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

Challenges faced by second language doctoral student writers in Hong Kong and their writing strategies

2016 ◽  
Vol 39 (2) ◽  
pp. 158-180
Author(s):  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Doctoral Students ◽  
Doctoral Program ◽  
Writing Strategies ◽  
Academic Collaboration ◽  
Student Writers ◽  
Postgraduate Students ◽  
Doctoral Level ◽  
Writing Problems ◽  
Writing Models

Writing at the doctoral level presents many challenges for second language writers. This paper reports on a longitudinal study investigating English as a second language (ESL) doctoral students’ writing problems and the strategies they developed to meet these challenges. Eight students were interviewed four times over a two-year period during their doctoral program and a questionnaire was sent to over 150 postgraduate students to investigate their major writing challenges and their self-initiated strategies. The findings suggested that students’ writing challenges were in two main areas: difficulties with expressing complex ideas in a second language; and difficulties with developing confidence and a convincing academic voice. This paper focuses on the strategies students developed to deal with their writing challenges and uses one case to show how these evolved over a two-year period. Strategies used consistently and successfully included using expert writing such as academic articles as writing ‘models’ and the use of peer support networks that provided advice and feedback on the students’ writing and also offered opportunities for academic collaboration. The study adds to our growing knowledge of the resources and support available to doctoral writers, highlighting the use of social and academic networking and the role played by textual resources such as articles and theses as textual mentors.

scholarly journals The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates

2018 ◽  
Vol 13 (6) ◽  
Author(s):  
Luis Miguel Dos Santos ◽  
Ho Fai Lo
Keyword(s):  
Doctoral Students ◽  
Career Counseling ◽  
Social Cognitive ◽  
Life Experience ◽  
Doctoral Degree ◽  
University Administrators ◽  
Practical Applications ◽  
Doctoral Level ◽  
Professional Doctorate ◽  
The Rich

The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion.  Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level.  Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly.  Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience.  This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitative

Attracting doctoral students: case of Baltic universities

2017 ◽  
Vol 31 (7) ◽  
pp. 1017-1041
Author(s):  
Alexander Tarvid
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Degree ◽  
Access To Higher Education ◽  
Content Type ◽  
Factors Affecting ◽  
Doctoral Level ◽  
Baltic Countries ◽  
The Baltic ◽  
Doctoral Programmes

Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.

scholarly journals Understanding Sampling and Recruitment in Social Work Dissertation Research

2017 ◽  
Vol 18 (2) ◽  
pp. 415-436 ◽  
Author(s):  
Rebecca G. Mirick ◽  
Ashley Davis ◽  
Stephanie P. Wladkowski
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Sampling Strategy ◽  
Marginalized Populations ◽  
Research Experience ◽  
Doctoral Level ◽  
Relational Support ◽  
Central Value ◽  
Dissertation Research ◽  
Study Participants

The field of social work has increasingly focused on improving the quantity and rigor of its research. For many social work doctoral students, their first independent research experience begins with their dissertation, and yet, little is known about the factors that facilitate students’ success during this process. Sample recruitment is one step where significant and unexpected challenges can occur. As social justice is the central value of the profession, social work doctoral students may focus on research with vulnerable or marginalized populations; however, little research has been done that focuses on social work dissertations, samples used, and the process of recruitment. In this study, 215 doctoral-level social work graduates who completed their degree within the past ten years were surveyed about their dissertation research, with a focus on the sampling strategy and recruitment processes. Findings show that students have a wide diversity of experiences with the dissertation process. While 64.6% anticipant challenges around recruitment and sampling, only 54.9% encounter challenges. Less than half (44.7%) of study participants received guidance during this process and most (80.5%) felt the dissertation experience impacted subsequent research, both positively (40.5%) and negatively (9.8%). Based on these findings, doctoral programs are encouraged to increase supports available to dissertating students, particularly those recruiting study participants from vulnerable and marginalized populations. These supports include community connections, skills for obtaining gatekeeper buy-in, and both relational support and advice from dissertation committees and other colleagues. 

scholarly journals Exploring the causes of stress and coping with it amongst doctoral level students: Highlighting the importance of information collection and management

2016 ◽  
pp. 19-39
Author(s):  
Sheikh Usman Yousaf ◽  
Bushra Usman ◽  
Muhammad Akram
Keyword(s):  
Coping Strategies ◽  
Doctoral Students ◽  
Time Management ◽  
Information Collection ◽  
Stress Coping ◽  
Doctoral Level ◽  
Work Related ◽  
Depth Analysis ◽  
And Performance ◽  
Information Ambiguity

Stress may hinder the efficiency and performance of individuals. However, little attention has been given to academic stress especially stress experienced by doctoral level university students. Understanding and comprehending the causes of their stress and relevant coping strategies is indeed essential for their better performance. Hence, to address this gap, the purpose of the study was to explore the stressors produced by academic environment and the stress coping strategies adopted by doctoral scholars. Unit of analysis were the individuals enrolled in doctoral studies at the Business School of University Kebangsaan, Malaysia. In-depth analysis of eight doctoral level students revealed that they, in general, share the same experiences and adopt similar coping strategies as were reported to have been experienced and adopted by students of other disciplines (i.e., nursing or psychology students). However, a lack of ability to manage information, information ambiguity and ambiguity regarding quality of one's own work emerged as the major stressors in this study, which have not previously been commonly highlighted by past researches. This study, therefore, reveals that information collection, scarcity of information resources, information ambiguity and work related ambiguity are major stressors for doctoral students. Further, it is also identified that social support, problem diversion, effective information management and time management are significant stress coping techniques. The implications and future recommendation are also discussed in the paper.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals “People are reading your work,” scholarly identity and social networking sites

2020 ◽  
Vol 76 (6) ◽  
pp. 1233-1260
Author(s):  
Marie L. Radford ◽  
Vanessa Kitzie ◽  
Stephanie Mikitish ◽  
Diana Floegel ◽  
Gary P. Radford ◽  
...  
Keyword(s):  
Social Networking ◽  
Doctoral Students ◽  
Impression Management ◽  
Social Networking Sites ◽  
Academic Library ◽  
Content Type ◽  
Online Social Media ◽  
Online Platforms ◽  
Scholarly Identity ◽  
Library Support

PurposeScholarly identity refers to endeavors by scholars to promote their reputation, work and networks using online platforms such as ResearchGate, Academia.edu and Twitter. This exploratory research investigates benefits and drawbacks of scholarly identity efforts and avenues for potential library support.Design/methodology/approachData from 30 semi-structured phone interviews with faculty, doctoral students and academic librarians were qualitatively analyzed using the constant comparisons method (Charmaz, 2014) and Goffman’s (1959, 1967) theoretical concept of impression management.FindingsResults reveal that use of online platforms enables academics to connect with others and disseminate their research. scholarly identity platforms have benefits, opportunities and offer possibilities for developing academic library support. They are also fraught with drawbacks/concerns, especially related to confusion, for-profit models and reputational risk.Research limitations/implicationsThis exploratory study involves analysis of a small number of interviews (30) with self-selected social scientists from one discipline (communication) and librarians. It lacks gender, race/ethnicity and geographical diversity and focuses exclusively on individuals who use social networking sites for their scholarly identity practices.Social implicationsResults highlight benefits and risks of scholarly identity work and the potential for adopting practices that consider ethical dilemmas inherent in maintaining an online social media presence. They suggest continuing to develop library support that provides strategic guidance and information on legal responsibilities regarding copyright.Originality/valueThis research aims to understand the benefits and drawbacks of Scholarly Identity platforms and explore what support academic libraries might offer. It is among the first to investigate these topics comparing perspectives of faculty, doctoral students and librarians.

scholarly journals Molecules to Mankind: Bridging Laboratory and Population Training

2019 ◽  
Author(s):  
Rachel M. Burke ◽  
Julie A. Gazmararian ◽  
Nael A. McCarty ◽  
Benjamin L. Rambo-Martin ◽  
Kelly A. Shaw
Keyword(s):  
Doctoral Students ◽  
Early Stage ◽  
Future Research ◽  
Central Feature ◽  
Biomedical Sciences ◽  
Research Experiences ◽  
Doctoral Level ◽  
Track Record ◽  
Unique Model ◽  
Evolving Model

ABSTRACTAim/PurposeToday’s biomedical researchers are expected to apply understanding of basic biology to improve human health. Meeting this goal requires mastery of both laboratory and population sciences, each of which has its own knowledge base, techniques, and training paradigms.BackgroundEmory University’s “Molecules-to-Mankind” (M2M) doctoral pathway was established in 2009 to be an evolving model of interdisciplinary PhD education. M2M supplements fellows’ home programs, ensuring they receive training in both population and laboratory sciences.MethodologyThe present paper describes the M2M program in detail. Surveys of faculty and fellows were also carried out, and the results are presented herein.ContributionThe M2M program follows a unique model by which doctoral students receive training in both population and laboratory sciences. The present paper describes this model, such that the information can be disseminated to other educational institutions interested in implementing similar programs.FindingsThis unique model facilitates engagement of stakeholders including the fellow’s home program, dissertation advisor, and Emory’s professional schools. Recruited across biomedical PhD and MD/PhD programs, fellows have diverse research experiences and represent “spokes” bound together by the M2M “hub.” This hub’s central feature is a weekly seminar class where fellows and faculty members gather for open discussion with interdisciplinary speakers with successful research careers, emphasizing speakers who have tied laboratory and population sciences in their own work. This forum provides an encouraging environment for dialogue on all aspects of biomedical research from the science itself, to the speaker’s career path, and the logistics of garnering institutional support and building transdisciplinary collaborations. A decade since its inception, M2M has a proven track record of shaping early-stage careers for its 49 alumni to date.Recommendations for PractitionersEngaging trainees outside their home doctoral programs can have positive implications on overall quality of education.Recommendation for ResearchersAs interdisciplinary models grow ever more important in biomedical sciences, it is important to further examine the best teaching methods for training the next generation of scientists.Impact on SocietyInterdisciplinary training at the doctoral level is important to produce future cohorts of engaged and versatile scientific leaders.Future ResearchFuture research should continue to explore novel methods of training graduate students at the doctoral level.

Enacting a Cycle of Inquiry Capstone Research Project in Doctoral-Level Leadership Preparation

2016 ◽  
pp. 1460-1481
Author(s):  
Shelby Cosner ◽  
Steve Tozer ◽  
Paul Zavitkovsky
Keyword(s):  
Doctoral Students ◽  
Leadership Preparation ◽  
Program Improvement ◽  
Research Experience ◽  
Preparation Program ◽  
Doctoral Level ◽  
Cycle Of Inquiry ◽  
Principal Preparation Program ◽  
The University ◽  
Professional Doctorates

Over the last decade, the doctorate in Urban Education Leadership at the University of Illinois at Chicago (UIC) has been redesigned to respond to two distinct but important challenges: (a) the challenge of creating greater distinction between the academic and professional doctorates, and (b) the challenge of improving the nature and quality of its principal preparation program. Within the context of a broader multi-year program improvement and redesign effort, program faculty designed and enacted an alternate Culminating Research Experience (CRE) for their doctoral students. This CRE emphasizes the leadership of cycles of inquiry for school-wide improvement over a two-year period of time and the subsequent analysis of this work using empirical and scholarly literature. The accounting provided in this article advances existing literature by making visible many of the important granular details associated with this CRE as well as considerations associated with its design and implementation within a doctoral-level leadership preparation program.

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