Autoethnography and Other Self-Inquiry Methods for Practice-Based Doctoral Research

For some doctoral practitioner-researchers, the methods used within autoethnography and other self-inquiry-based research methods are appropriate for a practitioner dissertation as the phenomenon of inquiry is a central human, intrinsic, and experiential self-focused construct. The tenets of autoethnography and other self-as-subject research support the view that new knowledge can be discoverable from within the individual lived experience, and this chapter presents current trends and scholarship for the use of autoethnography and other self-inquiry research methods for practice-based doctoral research. The chapter also presents one case from a recent doctoral autoethnographer to illustrate the experience of a practice-based autoethnographic dissertation study within a practitioner doctoral program.

Dr. Richard C. Nelson: The Penn State Biomechanics Laboratory and Its Impact on My Career

In 1967, as an undergraduate gymnast, I developed an interest in the mechanics of twisting somersaults. In 1969, after expressing a desire to measure and model human motion in a doctoral program, I was advised that Dr Richard “Dick” Nelson was starting a unique program in biomechanics of sport at Penn State University. In September 1970, I was the fourth or fifth doctoral student to join the new program. In 1972, I photographed a cluster of 18 golf balls hung from a 4′ × 8′ sheet of plywood in Dick’s new biomechanics laboratory. The question: “Could I create a 3-dimensional scale that would allow me to locate these golf balls in 3 dimensions?” From these early beginnings, I went on to develop the mathematical foundation for “motion capture” and a career as an entrepreneur and scientist working in a very wide variety of industrial environments in the United States and abroad. Much of my success can be traced back to the 4 years I spent on the Penn State campus. Dick’s efforts in the late 60s and his persistence in the early 70s, and later, were instrumental in creating a new discipline: “Biomechanics of Sport.” Dick: Thank you.

Academic Advising and International Collaboration Agreements

The purpose of this quantitative study was to examine and compare the retention and graduation rates of students in a doctoral program in Education that holds collaboration agreements with institutions in Colombia, Mexico, and the Dominican Republic. Results reveal that the number of years to graduate from the program averaged 7.7 years. Seventy-five percent of the participants from Colombia graduated within four years, whereas 75% of participants in the Dominican Republic graduated within 6.7 years. Findings also highlight the importance of program support from academic advising personnel to assist doctoral students in completing their degrees on time.

Evaluating the Impact of the Accounting Doctoral Scholars Program on Academic Accounting in the US

The accounting establishment and AICPA Foundation responded to an inadequate supply of new accounting faculty by creating the Accounting Doctoral Scholars (ADS) program. Between 2009–2018, the $17 million program enabled 105 practitioners to become audit and tax faculty. Based on market data and an ADS participant survey, we find an increase in doctoral graduates at ADS and non-ADS schools relative to pre-ADS years, and unmet demand for audit has decreased after ADS, whereas tax remains in need. Compared to the market, ADS graduates experienced somewhat better placements by moving up to more prestigious strata and were more likely to place at schools with a doctoral program. Additionally, we present results for ADS students’ motivations, degree completion time, and differences between audit and tax participants. Our findings have important implications for academic accounting, business schools, regulators, and policymakers. We also provide important context for changes in market trends preceding COVID 19.

Mentoring, research self-efficacy, work–life balance and psychological well-being of doctoral program students

PurposeThe present correlational research study examined the theoretical and statistical relationship between mentoring, research self-efficacy, work–life balance and the psychological well-being of doctoral program students. The study highlights the positive role of mentoring for uplifting the eudemonic aspects of well-being of doctoral program students of natural sciences.Design/methodology/approachA purposive sample (N = 72) of natural sciences doctoral program students was selected from the Higher Education Commission recognized universities of Lahore and Sargodha. Participants' experiences regarding mentoring were operationalized utilizing the Mentorship Effectiveness Scale (Berk et al., 2005). Similarly, their levels of research self-efficacy, work–life balance and psychological well-being were operationalized via the Self-Efficacy in Research Measure (Phillips and Russell, 1994), Work–life Balance Scale (Brough et al., 2014) and Psychological Well-Being Scale (Ryff, 1989), respectively.FindingsResults indicated that mentoring, research self-efficacy, work–life balance and psychological well-being were significantly positively related to one another. The parallel mediation analysis through the process established the path model of mentoring and psychological well-being. The model highlights the importance of mentoring mechanisms in strengthening research self-efficacy and work–life balance and in turn enhancing the psychological well-being of doctoral program students.Originality/valueThis paper highlights the significance of mentoring for the psychological well-being of doctoral program students. It can guide policymakers and mentors to acknowledge and address the research-based needs of these students in terms of improved well-being and productivity.

ISLAMIC RELIGIOUS EDUCATION IN THE ARCHIPELAGO: A STUDY OF DOCTORAL PROGRAM CURRICULUM

This article analyzes the developing curriculum content of Islamic education in doctoral programs in the archipelago as a response to changes in the academic and social cultural community. This study is formed using qualitative research with content analysis as a data analysis technique. The primary sources are the official websites of three doctoral programs: Doctoral Programs of Interdisciplinary Studies-Based Islamic Education of Universitas Islam Negeri (UIN) Maulana Malik Ibrahim, Islamic Education of Universitas Muhammadiyah Malang (UMM), and Multicultural Islamic Education of Universitas Islam Malang (UNISMA). The findings of this study reveal that the developing curriculums denote the vision and mission of the respective programs and the prevailing sociological progress within the society. The current doctoral programs on Islamic Education attempt to adjust to the needs of the nation and state by including Islamic and multidisciplinary content within their curriculums. In addition, they also convey scientific methods and critical thinking, the development of educational sciences, and preparation of dissertations. These doctoral program curriculums produce the best graduates that excel in multidisciplinary scientific fields and provide multicultural national insight in their areas.

Webinar Socialization of Presidential Regulations Related to Digital Transformation and Strengthening Economic Foundations in Digitalization Era

The Industrial Revolution is indeed familiar, Indonesia has known that the 4.0 industrial revolution has existed since 2011 but has been implemented by the Indonesian government since 2019. Currently, Indonesia in terms of its economy often associates it with the Industrial Revolution. The Industrial Revolution is a change that occurs rapidly in the implementation of the production process or the way of making or increasing the use value of an item that originally used human power (traditional) to use machine tools (modern). The purpose of this community service is to help the community in implementing, being able to implement digitalization in everyday life and being able to develop it. People really need to know how important technology is in today's era. This activity is designed for 1 day starting with the socialization of presidential regulations on digital transformation, how to strengthen the economic foundation in the digitalization era and consumer behavior towards the digitalization era. The preparation for the socialization which was held through this webinar was preceded by coordination and communication with the Governor of the Riau Islands, the leadership of Bank Indonesia and the Head of the Doctoral Program in Human Resource Management at the University of Batam. The results of this activity are in line with what is expected, namely the activities carried out can help the community in preparing themselves and developing themselves in order to compete in the era of digitalization transformation. how to strengthen the economic foundation in the digitalization era and consumer behavior towards the digitalization era. The preparation for the socialization which was held through this webinar was preceded by coordination and communication with the Governor of the Riau Islands, the leadership of Bank Indonesia and the Head of the Doctoral Program in Human Resource Management at the University of Batam. The results of this activity are in line with what is expected, namely the activities carried out can help the community in preparing themselves and developing themselves in order to compete in the era of digitalization transformation. how to strengthen the economic foundation in the digitalization era and consumer behavior towards the digitalization era. The preparation for the socialization which was held through this webinar was preceded by coordination and communication with the Governor of the Riau Islands, the leadership of Bank Indonesia and the Head of the Doctoral Program in Human Resource Management at the University of Batam. The results of this activity are in line with what is expected, namely the activities carried out can help the community in preparing themselves and developing themselves in order to compete in the era of digitalization transformation.

North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University

The Ethiopian educational system has made promising advancements since the turn of the century. Despite this progress, education continues to grapple with a myriad of challenges, including differences in educational access and quality, insecure living conditions, and gender inequalities. Research can offer knowledge for tackling these challenges, but often it is knowledge from the global North that dominates, despite its questionable relevance to the global South. Therefore, this study analyses the evolvement of a Center for Comparative Education and Policy Studies, situated in an Ethiopian higher education context and supported by the Swedish International Development Cooperation Agency (SIDA), and how the Center has contributed to developing knowledge that is relevant to local contexts. An important outcome of the Center was the development of a doctoral program in International and Comparative Education and the knowledge produced in the doctoral theses that emerged. Our inquiry concerns how Southern theory contributes to an increased understanding of the development of the Center and the relevance of the doctoral theses. The findings underscore the importance of expanding Southern knowledge in education and the need for further reflection on the geopolitics of knowledge in research capacity development cooperation.