This paper aims to examine the use of online social networks by doctoral students.,A quantitative online survey was conducted – 448 doctoral students from 15 universities and 11 research institutes in Lithuania were asked about their participation in both academic and non-academic online social networks.,The results show that despite efforts to link academics to society, doctoral students are not supported by universities/research institutes nor are doctoral students trained for this purpose, including regarding such threats as offensive posts. Additionally, more comprehensive information is disclosed in academic social networks, but these networks are less common and less frequently used.,International doctoral students in Lithuania cover about 4.4 per cent of the total population of doctoral students. They were not invited to participate in the survey. Furthermore, doctoral students consider any online social network as their professional (academic) network, as was found from our results. This resulted in the confusion of our definition of academic online social networks.,Learning about the diverse online roles doctoral students may take could be facilitated were doctoral students to receive clear and consistent awareness-raising and develop self-awareness in the importance of the roles, the most central online social networks and potential threats, and related institutional support to address them.,This study provides results on how engagement of doctoral students in online social networks might affect their links with society and what academic institutions should promote in doctoral education.

中文翻译：

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博士生参与在线社交网络

本文旨在研究博士生对在线社交网络的使用情况。进行了定量在线调查–来自立陶宛15所大学和11个研究机构的448名博士生被要求参加学术和非学术性在线社交网络结果表明，尽管努力使学术界与社会联系起来，但博士生并没有得到大学/研究机构的支持，也没有为此目的而接受过博士生的培训，包括关于进攻性职位等威胁。此外，学术社交网络中公开了更全面的信息，但是这些网络不那么普遍，使用频率也较低。立陶宛的国际博士生约占博士生总数的4.4％。他们没有被邀请参加调查。此外，根据我们的研究结果，博士生将任何在线社交网络视为他们的专业（学术）网络。这导致我们对学术在线社交网络的定义感到困惑。如果博士生接受清晰一致的意识提升并在角色的重要性方面发展自我意识，则可以促进对博士生可能扮演的各种在线角色的了解。 ，最主要的在线社交网络和潜在威胁，以及相关的机构支持来应对这些问题。本研究提供了有关博士生参与在线社交网络如何影响他们与社会的联系以及学术机构应在博士教育中促进哪些方面的结果。我们的研究结果表明，博士生认为任何在线社交网络都是其专业（学术）网络。这导致我们对学术在线社交网络的定义感到困惑。如果博士生接受清晰一致的意识提升并在角色的重要性方面发展自我意识，则可以促进对博士生可能扮演的各种在线角色的了解。 ，最主要的在线社交网络和潜在威胁，以及相关的机构支持来应对这些问题。本研究提供了有关博士生参与在线社交网络如何影响他们与社会的联系以及学术机构应在博士教育中促进哪些方面的结果。我们的研究结果表明，博士生认为任何在线社交网络都是其专业（学术）网络。这导致我们对学术在线社交网络的定义感到困惑。如果博士生接受清晰一致的意识提升并在角色的重要性方面发展自我意识，则可以促进对博士生可能扮演的各种在线角色的了解。 ，最主要的在线社交网络和潜在威胁，以及相关的机构支持来应对这些问题。本研究提供了有关博士生参与在线社交网络如何影响他们与社会的联系以及学术机构应在博士教育中促进哪些方面的结果。