University doctoral student: dissertation, preparation for defense, personal organization

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.

Printable Table of Contents. IJDS, Volume 17, 2022

Table of Contents for Volume 17, 2022, of the International Journal of Doctoral Studies

Mentoring in an Online Environment

This chapter aims to illustrate how online mentorship can be as effective or even more effective as in-person mentorship. Individuals have been mentored online for years; however, because of the COVID-19 pandemic, it has become more popular out of necessity. Mentorship can happen in any number of settings. The focus for this chapter will be on different areas that foster mentor/protégé relationships. These include competency-based education programs, doctoral studies, instructional design, adjunct and fulltime faculty, and nonprofit leadership.

A FEW WORDS ABOUT FAMILY PENSION, FAMILY EMOLUMENT AND PROPORTIONALITY OF THE BENEFIT

Family pension entitlement applies to children up to the age of 25. If the subject has reached this age in the last year of studies in a higher school, family pension entitlement extends until the end of studies. The problem is the interpretation of the phrase ‘in the last year of studies in a higher school’. It is unknown whether its meaning is limited only to the higher education (up to master’s degree) or whether it covers all forms of studies conducted by a higher school. Extending the meaning of this phrase shall cause the category of children entitled to the family pension to enlarge significantly, because entitled shall be those children who are students as well as those who take up postgraduate or doctoral studies. Such an interpretation seems to go too far. The conditions for acquiring the right to a family emolument after the deceased performing the profession of the judge also need to be specified.

The System of Continuing Education at the Federal Scientific Agroengineering Center VIM

From 1930 to 1991 our country built a well-structured system of agroengineering higher education institutions and faculties of mechanization that, for 90 years, effectively developed and operated solving the problem of training engineering personnel for the evolving mechanized agriculture. The collapse of the USSR caused dramatic changes in the country system of agricultural engineering education. As a result of numerous reorganizations and reforms in the Russian system of higher education, agroengineering universities ceased to exist independently and had to join agricultural universities. The mergers and integration of research institutions and the establishment of large federal research centers on their basis have made it expedient to implement a continuing professional education system (master’s, postgraduate, doctoral studies).The Federal Scientific Agroengineering Center VIM is developing the system of continuing professional education for training modern agricultural engineering personnel in the field of automation, robotization, digital technologies. A current target of the Federal Scientific Agroengineering Center VIM is the implementation of Master’s degree programs.

Academic Resilience: The Ultimate Thriving Constituent Toward Persistence in Doctoral Studies

A doctoral degree is perceived as a milestone in one’s expedition of educational advancement; however, studies show that 40% to 60% doctoral candidates do not possess persistence to complete their degree. The purpose of this phenomenological inquiry is to explore the factors that contribute toward increasing the persistence level among the doctoral students. Semi structured in-person interviews of eight participants (four male and four female) selected through snowball sampling were conducted in a university setting. The thematic analysis identified certain motivational factors including career progression, gaining subject command, and the desire to achieve self-actualization. Autonomy, sense of purpose, self-determination, and problem-solving skills were found to be the most effective factors that promote resiliency in the students to help complete their degrees.

Inequality, social justice and the purpose of Early Childhood Education

Early childhood education and care (ECEC) – as with education more generally – should be a central plank of a suite of social policies designed to support more socially just societies. However, universal access to ECEC in itself, will not redress inequalities. This paper draws upon reports from the Australian Children’s Education and Care Quality Authority (ACECQA), and data from three doctoral studies nested within the Australian Exemplary Early Childhood Educators at Work research project, to argue for attention to the quality of the early childhood system and to consider the contribution that a deeply embedded socially just purpose makes to quality.

A letter to Agnes McCausland Richardson Etherington (1880-1854)

“Dear Agnes” is a fictitious correspondence that I shared with Agnes McCausland Richardson Etherington (1880–1954) during my doctoral studies in the Cultural Studies Program at Queen’s University (2014-2019). Agnes Etherington is a key figure in the development of fine arts programs at Queen’s, including its art collection. Owing to her bequest of the Etherington House, the university’s art facility bears her name. The entire correspondence that we shared, and that was inserted as textual interruptions into my final dissertation portfolio, includes personal photos and a genealogy that chronologically records activities of Indigenous resurgence that occurred during my studies. What follows is an excerpt of the correspondence. This text is based on one of the four letters found in the portfolio.

Phenomenological physical foundations of structural dynamics in technical mechanics

The article deals with the problem of forming dynamic thinking in the course of technical mechanics. This problem covers various forms and levels of professional training, including engineering courses in structural mechanics, postgraduate and doctoral studies. The study of this problem in the article is carried out using dynamic concepts in technical physics and metrology. The main method for analyzing this problem is the method and theory of vibroacoustic computational modeling developed by Prof. Hlystunov M.S. The article presents a comparative analysis of the reaction of a cantilever beam to static and dynamic load. The dynamic characteristics of such a beam, including its AFFC, AFC and FFC, resonances and antiresonances, are considered. Then we consider the reaction of the simplest two-rod frame to a dynamic load and its fundamental difference from the reaction to a static load. The article provides detailed mathematical calculations using the corresponding section of operational calculus. The terms, definitions, and mathematical representations used in the article correspond to similar classical concepts that are widely used in metrology, technical cybernetics, and technical physics. The article is provided with the necessary illustrations for a visual representation of the main dynamic characteristics and properties of building structures.

Institutional prestige, academic supervision and research productivity of international PhD students: Evidence from Chinese returnees

Since the emergence of global university rankings in the 2000s, East Asian universities have been recruiting academics with doctoral degrees from Western countries to strengthen their competitiveness in the global university league tables. Governments offer scholarships to support students in their overseas doctoral studies and encourage graduates to return. Although much attention is given to researchers with overseas degrees, little is known about their experiences and pre-employment academic productivity. Drawing on a nationwide survey and bibliometric data, this study examines whether and how the institutional prestige of a host university and academic supervision contribute to the academic productivity of government-funded Chinese PhD returnees during their doctoral studies. Results show that supervisors’ research support and collaboration positively affect pre-employment academic productivity. However, a university's prestige does not exert such an influence. Moreover, co-authorship with a supervisor is a crucial mechanism in the influence of supervisors’ research support on PhD students’ productivity.