scholarly journals Community as a Sustaining Force: Strategies for Online Scholarly Support

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Bonnie Mullinix ◽  
Alison Binger ◽  
Michael Lees
Keyword(s):  
Doctoral Students ◽  
Community Support ◽  
Faculty Mentor ◽  
Support Strategies ◽  
Community Connections ◽  
Online Tools ◽  
Recent Graduates

This paper discusses the ways that community connections serve to sustain and support scholarly growth, retention, and success, particularly in longer-term online contexts. These strategies are seen through the reflective experience of a faculty mentor and two recent graduates who co-developed community support strategies that help doctoral students stay motivated, connected, and succeed over many years of what might otherwise be a long, individual, and lonely journey—particularly when undertaken online. A matrix of strategies, apps, and online tools emerged from this process and is offered for consideration.

scholarly journals Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

2019 ◽  
Vol 31 (1) ◽  
pp. 36-44
Author(s):  
Lilian H. Hill ◽  
Simone C. O. Conceição
Keyword(s):  
Instructional Strategies ◽  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Instructional Support ◽  
Adult Educators ◽  
Student Progress ◽  
Significant Time ◽  
Support Strategies

Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators.

Challenges Facing Female Doctoral Students and Recent Graduates

1999 ◽  
Vol 23 (3) ◽  
pp. 607-630 ◽  
Author(s):  
Anne Moyer ◽  
Peter Salovey ◽  
Shannon Casey-Cannon
Keyword(s):  
Doctoral Students ◽  
Recent Graduates

scholarly journals Similar or different?

2018 ◽  
Vol 9 (2) ◽  
pp. 274-295 ◽  
Author(s):  
Solveig Cornér ◽  
Kirsi Pyhältö ◽  
Jouni Peltonen ◽  
Søren S.E. Bengtsen
Keyword(s):  
Doctoral Students ◽  
Community Support ◽  
Perceived Support ◽  
Unique Contribution ◽  
Cultural Variation ◽  
Supervisory Support ◽  
Content Type ◽  
Student Integration ◽  
Quantitative Analyses ◽  
Sources Of Support

Purpose This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit. Design/methodology/approach The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used. Findings The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support. Practical implications The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly. Originality/value This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.

scholarly journals An Analysis of Doctoral Students' Perceptions of Mentorship During Their Doctoral Studies

2015 ◽  
Vol 10 (3) ◽  
pp. 227-235 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Joanne C. Klossner
Keyword(s):  
Doctoral Students ◽  
Athletic Training ◽  
Skill Acquisition ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Faculty Mentor ◽  
Telephone Interviews ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty ◽  
The Relationship

Context Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective Gain an understanding of the relationship that develops between a doctoral student and the athletic training faculty mentor. Design Qualitative study. Setting Universities with athletic training doctoral students. Patients or Other Participants Twenty-eight doctoral students (19 females, 9 males; average age = 28 ± 3 years) participated in our study. The doctoral students were certified for 6 ± 3 years and represented 5 different National Athletic Trainers' Association districts and 9 different universities. Main Outcome Measures One-on-one telephone interviews following a semistructured script were recorded with all participants. Upon completion, each interview was transcribed and analyzed using a thematic approach. Peer review, multiple analyst triangulation, and stakeholder checks ensured trustworthiness. Results Three themes emerged from our thematic analysis procedure: (1) The relationship between the student and the faculty mentor needs to be one that is supportive, yet viewed as yielding autonomy and collaboration; (2) the relationship between the student and the faculty mentor needs to include opportunities for professional development specifically related to skill acquisition and development related to a future academic role; and (3) the relationship between the student and the faculty mentor must demonstrate a mutual investment in the educational experience. Conclusions Mentoring is necessary to help ensure a quality experience for doctoral students preparing for future positions in higher education or research. Like previous research in socialization, doctoral students want autonomy in their roles, but value their mentor's feedback and support. Therefore, doctoral faculty mentors should demonstrate strong communication skills and provide doctoral students opportunities for diverse learning experiences.

scholarly journals Supervisor wellbeing and identity: challenges and strategies

2016 ◽  
Vol 7 (2) ◽  
pp. 123-140 ◽  
Author(s):  
Gina Wisker ◽  
Gillian Robinson
Keyword(s):  
Professional Identity ◽  
Doctoral Students ◽  
Management Practices ◽  
Research Work ◽  
Community Support ◽  
Well Being ◽  
Three Dimensions ◽  
Research Progress ◽  
Content Type ◽  
Personal Learning

Purpose This research aims to explore the professional identity of supervisors and their perceptions of stress in doctoral learning supervision. The research determines ways of developing strategies of resilience and well-being to overcome stress, leading to positive outcomes for supervisors and students. Design/methodology/approach Research is in two parts: first, rescrutinising previous work, and second, new interviews with international and UK supervisors gathering evidence of doctoral supervisor stress, in relation to professional identity, and discovering resilience and well-being strategies. Findings Supervisor professional identity and well-being are aligned with research progress, and effective supervision. Stress and well-being/resilience strategies emerged across three dimensions, namely, personal, learning and institutional, related to emotional, professional and intellectual issues, affecting identity and well-being. Problematic relationships, change in supervision arrangements, loss of students and lack of student progress cause stress. Balances between responsibility and autonomy; uncomfortable conflicts arising from personality clashes; and the nature of the research work, burnout and lack of time for their own work, all cause supervisor stress. Developing community support, handling guilt and a sense of underachievement and self-management practices help maintain well-being. Research limitations/implications Only experienced supervisors (each with four doctoral students completed) were interviewed. The research relies on interview responses. Practical implications Sharing information can lead to informed, positive action minimising stress and isolation; development of personal coping strategies and institutional support enhance the supervisory experience for supervisors and students. Originality/value The research contributes new knowledge concerning doctoral supervisor experience, identity and well-being, offering research-based information and ideas on a hitherto under-researched focus: supervisor stress, well-being and resilience impacting on supervisors’ professional identity.

scholarly journals Prevention and Management of Compassion Fatigue (CF) in Clinical Nurses: a Qualitative Content Analysis

2020 ◽  
Author(s):  
azade safa ◽  
Farzaneh Sabery ◽  
Mahdieh Sabery
Keyword(s):  
Social Support ◽  
Content Analysis ◽  
Compassion Fatigue ◽  
Organizational Support ◽  
Qualitative Content Analysis ◽  
Management Strategies ◽  
Self Care ◽  
Community Support ◽  
Structured Interviews ◽  
Support Strategies

Abstract BackgroundPrevention and management of compassion fatigue (CF) is one of the most serious issues facing the nursing profession today because CF is a complex phenomenon with many negative and destructive consequences. Given that cultural, religious, and socioeconomic differences can affect nurses’ perception about preventive strategies of CF; this study was conducted to obtain greater understanding about prevention and management strategies of CF among Iranian nurses. MethodsInductive content analysis study was conducted by the method proposed by Elo and Kyngäs. It includes three steps of open coding, creating classes and abstracting it. Purposive sampling was used to select the nurses in Tehran and Kashan (two cities in the center of Iran). Data was gathered by semi-structured interviews from June to October 2020. ResultsThe following two main themes, 5 categories and 13 subcategories were extracted. The labels of themes included "self-care strategies" and "social support strategies ". Self-care strategies consisted of 2 main categories of problem-based strategies and escape/ avoidance strategies. Social support strategies included 3 main categories of family support, organizational support and community support. ConclusionThe results showed that Iranian nurses use self-care strategies and social support strategies to prevent and manage CF; nevertheless, it seemed social support strategies outweighed self-care strategies. As a result, in addition to the importance of family and organizational support, the governmental support is also noticeable, thus, appropriate policy- making and culture-building activities to promote nursing dignity are necessary.

scholarly journals Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

10.28945/3792 ◽  
2017 ◽  
Vol 12 ◽  
pp. 157-173 ◽  
Author(s):  
Jouni A Peltonen ◽  
Jenna Vekkaila ◽  
Pauliina Rautio ◽  
Kaisa Haverinen ◽  
Kirsi Pyhältö
Keyword(s):  
Social Support ◽  
Doctoral Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Community Support ◽  
Drop Out ◽  
Satisfaction With Supervision ◽  
Community Contribution ◽  
Disciplinary Background ◽  
The Individual

Aim/Purpose: The primary aim of this study was to better understand the individual variations in supervisory and researcher community support among doctoral students by analyzing the social support profiles of Finnish doctoral students. The differences among the profiles, in terms of satisfaction with supervision, experienced burnout, time to candidacy and disciplinary background were also examined. Background: This study explores social support profiles and their association with the experienced burnout, satisfaction with supervision, drop-out intentions, disciplinary background, and form of dissertation among doctoral students by employing a person-oriented approach. Methodology: In total, 402 doctoral students from a Finnish university completed a Doctoral Experience survey. Latent Profile Analysis (LPA) was used to group doctoral students according to social support from supervisors and the researcher community. Contribution: The present study is among the first quantitative studies to explore doctoral student social support profiles and their association with burnout, drop-out intentions, and time to candidacy. It brings into focus the importance of supervisory and researcher community support as one of the most crucial assets of doctoral education in researcher communities. Findings: Two social support profiles, a) sufficient support from supervisor and researched community, and b) insufficient support from both of these, were identified. Further investigation suggested that the doctoral students who received sufficient support were less likely to suffer from burnout and were less likely to develop drop-out intentions than students who received insufficient support from their supervisor and the researcher community. Recommendations for Practitioners: A recommendation deriving from this research is to identify students at risk as early as possible and assist them with sufficient support.

scholarly journals A tale of two doctoral students: social media tools and hybridised identities

2014 ◽  
Vol 22 ◽  
Author(s):  
Liz Bennett ◽  
Sue Folley
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Doctoral Students ◽  
Learning Technology ◽  
Doctoral Study ◽  
Web 2.0 Tools ◽  
Digital Scholarship ◽  
Online Tools ◽  
Personal Experiences ◽  
Social Media Tools

This paper explores the experiences of two doctoral students who embraced Web 2.0 tools in their digital scholarship practices. The paper gives an insider perspective of the challenges and potential of working with online tools, such as blogs, and participating in online communities, such as Twitter’s #phdchat. We explore by drawing on our personal experiences as to how this participation was affected by our hybridised identity as both members of staff at a UK university and as PhD students. We argue that social media tools provide access to a community of doctoral students and knowledgeable others that reduce isolation and provide challenge and support along the challenging journey of undertaking a doctoral study. Whilst the tools involved exposure and risk in relation to managing our hybridised identities, our experience of their use was one we would recommend to others.Keywords: doctoral students; liminality; blogging; Web 2.0; Twitter(Published: 26 May 2014)Citation: Research in Learning Technology 2014, 22: 23791 - http://dx.doi.org/10.3402/rlt.v22.23791

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