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Author(s):  
Thiago Martins Meira ◽  
Maiara Medeiros Ronsani ◽  
Sérgio Aparecido Ignácio ◽  
Caio Seiti Miyoshi ◽  
Matheus Melo Pithon ◽  
...  

2022 ◽  
Author(s):  
Semen Reznik

The practical manual discusses the content, system and technologies of training in doctoral studies of higher educational institutions. Special attention is paid to the distinctive features of the dissertation for the degree of Doctor of Sciences and the analysis of the requirements for a doctoral dissertation. The issues of methodology of scientific creativity at the level corresponding to the doctoral dissertation are highlighted, recommendations on writing, design and defense of the dissertation are presented. Considerable attention is paid to the issues of personal organization and planning of the activities of doctoral students and all those who seek to write and defend a doctoral dissertation. For doctoral students and applicants for the degree of Doctor of Sciences, scientific consultants of doctoral students, heads of departments of the university responsible for the training of scientific and pedagogical personnel.


2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Jing Zhang

This self-reflective paper examines my experience as a Chinese doctoral student while studying in a large research university in America. Through my self-reflection, with Foucault's analysis on power, I hope to shed some light on my experience with the neoliberal academy, which caused much discomfort and created my fragmented identities. Instead of questioning the problematic neoliberal power relations that caused my discomfort in the first place, as the madman of higher ed, I was directed to psychotherapy to treat my symptoms, which only caused more confusion. Through my story, I hope to reveal how social context, Neoliberalism in this case, and social discourse of psychotherapy, work hand in hand in higher education space, which have exercised intangible power and created the fragmented identities among many international doctoral students in America. At the end of the paper, I also provided suggestions for graduate students to navigate the neoliberal academy.


2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Jing Mao

International doctoral students live with more uncertainty than most academic populations. In this essay, I attempt to provide a framework for living an international doctoral life by reflecting on my academic studies and personal living practices, drawing on van Lier’s (2008) notion of learner agency. Living a rhythm of life through compassion, connection, commitment, and creativity could holistically benefit the academic studies and wellbeing of international doctoral students.


2022 ◽  
pp. 260-282
Author(s):  
Nirupama R. Akella

This chapter, written in the first person, uses the research method of autoethnography to identify, explore, and discuss six key elements essential for writing a qualitative dissertation in a social science discipline. The author bases her autoethnographic account of reflections, dialogue, and theory within a conceptual framework of critical literacy and a grounded theory analytical approach to detail six foundational elements of qualitative dissertation writing which must be present in the doctoral student's arsenal before beginning to write the dissertation and/or draft. The chapter attempts to solve a dilemma of paucity of empirical research by doctoral students/candidates about how to write qualitative dissertations. The purpose of the chapter is to showcase and unravel the dissertation writing web from a doctoral student/candidate's active learning experience and perspective.


2022 ◽  
pp. 182-203
Author(s):  
Melissa Riley Bradford

In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.


2022 ◽  
Vol 53 (1) ◽  
pp. 65-84

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.


10.28945/4900 ◽  
2022 ◽  
Vol 17 ◽  
pp. 001-023
Author(s):  
Danielle Hradsky ◽  
Ali Soyoof ◽  
Shaoru Zeng ◽  
Elham M Foomani ◽  
Ngo Cong-Lem ◽  
...  

Aim/Purpose: It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities. Background: Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care. Methodology: We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field. Contribution: We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital. Findings: We demonstrate that doctoral writing groups foster students’ sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the self-reflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy. Recommendations for Practitioners: Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive. Recommendation for Researchers: This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility. Impact on Society: The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future. Future Research: Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing.


2022 ◽  
pp. 273-288
Author(s):  
Connie Johnson ◽  
Jenna Obee ◽  
Samuel Sambasivam ◽  
Amy Sloan ◽  
Robin Throne

Current research trends, insights, and recommendations for use of mobile technologies in the advent of 5G technologies continue as technologies are adopted and employed within online learning environments. This chapter considers the higher education literature specific to the synchronous communications available via ubiquitous mobile devices and the pedagogical implications these mobile technologies create in the context of online doctoral education. Mobile instant messaging, mobile learning, and other mobile applications are considered to foster engagement of both doctoral faculty and doctoral students. While these mobile technologies may foster engagement and disrupt voice dispossession among underrepresented doctoral students, the research into this specific demographic and the social-relational aspects of synchronous communications within mobile learning remains limited. Continued research into the use of synchronous communications for underrepresented online doctoral students to prevent attributional accommodation and nonuse is needed.


2022 ◽  
pp. 240-259
Author(s):  
Shirley Marie Matteson ◽  
Rebecca W. DeLozier

While still considered non-traditional, the popularity of the three-article dissertation is increasing. This variation on the conventional dissertation format consists of three publication-ready articles that cohesively address an overarching research problem. As much as the traditional format, it showcases students' research and writing skills while providing an opportunity to engage in multiple research projects. This chapter describes the differences between a conventional dissertation and a three-article dissertation format, delving into the different phases of the latter. Based on their experiences with the format, the authors offer insight for faculty mentors and doctoral students interested in pursuing a three-article dissertation, including its associated challenges and advantages.


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