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“Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing Studies in Graduate and Postdoctoral Education Pub Date : 2021-04-11 Charlotte Morris
Purpose The purpose of this paper is to explore belonging in relation to postgraduate wellbeing in the light of renewed concerns about the mental health and wellbeing this group of learners. It attends to postgraduates’ subjective wellbeing, identifying ways in which this is intertwined with a sense of belonging. Belonging is situated in relation to the social domains of postgraduate experiences. This
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Supporting part-time students in doctoral programs: a technology-based situated learning model Studies in Graduate and Postdoctoral Education Pub Date : 2021-04-05 Shaoan Zhang, Mark Carroll, Chengcheng Li, Emily Lin
Purpose This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design. Design/methodology/approach A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework. Findings Studies reveal
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Student, academic and professional services staff perspectives of postgraduate researcher well-being and help-seeking: a mixed-methods co-designed investigation Studies in Graduate and Postdoctoral Education Pub Date : 2021-04-05 Rebecca Crook, Patricia Gooding, Chloe Whittaker, Dawn Edge, Claire Faichnie, Melissa Westwood, Sarah Peters
Purpose This study aimed to address three key gaps in existing knowledge about postgraduate researchers’ (PGRs) well-being. It investigated 1) the frequency and nature of depression, anxiety and well-being amongst PGRs, and relatedly, characteristics that convey vulnerability, 2) factors that impact PGR well-being, and 3) factors that influence help-seeking. Design/methodology/approach The mixed-methods
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An exploration of graduate student peer mentorship, social connectedness and well-being across four disciplines of study Studies in Graduate and Postdoctoral Education Pub Date : 2021-02-10 Elizabeth Oddone Paolucci, Michele Jacobsen, Lorelli Nowell, Georgina Freeman, Liza Lorenzetti, Tracey Clancy, Alessandra Paolucci, Helen Pethrick, Diane L. Lorenzetti
Purpose Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The
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Discrimination, competitiveness, and support in US graduate student mental health Studies in Graduate and Postdoctoral Education Pub Date : 2021-03-01 Julie Posselt
Purpose Rising rates of anxiety and depression and the varied costs of these conditions indicate a clear need to create learning environments in which graduate and professional students can more readily thrive. However, the absence of multi-institutional, multi-disciplinary evidence about mental health in graduate education has obscured a clear picture of which populations, contexts and social dynamics
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Enhancing postgraduate researcher wellbeing through support groups Studies in Graduate and Postdoctoral Education Pub Date : 2021-02-09 Fryni Panayidou, Benjamin Priest
Purpose This paper aims to examine the effectiveness of PhD support groups as an intervention that improves mental well-being and increases confidence in timely PhD completion. Design/methodology/approach Participants of six PhD support groups, which we co-facilitated, completed a survey at the start of the intervention and at the end of the eight weeks of attendance. The survey measured subjective
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Transition points: well-being and disciplinary identity in the first years of doctoral studies Studies in Graduate and Postdoctoral Education Pub Date : 2021-02-04 John A. Gonzalez, Heeyun Kim, Allyson Flaster
Purpose The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study. Design/methodology/approach This study relies on data from a longitudinal study of PhD students enrolled at a large, research-intensive university in the USA. A group-based trajectory modeling approach is used to examine
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The Researcher Toolkit: a preventative, peer-support approach to postgraduate research student mental health Studies in Graduate and Postdoctoral Education Pub Date : 2021-02-03 Sophie R. Homer, Linda Solbrig, Despina Djama, Anne Bentley, Sarah Kearns, Jon May
Purpose Rates of mental ill-health among postgraduate research students (PGRs) are alarmingly high. PGRs face unique challenges and stigma around accessing support. The purpose of this paper is to introduce The Researcher Toolkit: a novel, open-source, preventative approach to PGR mental health. The Toolkit empowers PGRs and promotes positive research culture. This paper describes and evaluates the
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Mitigating dilemmas in postgraduate researcher mental health and well-being project implementation: critical reflections from three former implementers Studies in Graduate and Postdoctoral Education Pub Date : 2021-02-04 Sophie Valeix, Rachel Moss, Charotte Morris
Purpose This paper aims to present the critical reflections of three women implementers formerly working in projects that seek to support the mental health and well-being (MHW) of postgraduate researchers (PGRs), which has become a recent focus for UK researchers and policymakers. The paper offers an experience-based perspective on tensions in PGR-MHW project implementation by providing personal accounts
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Reading routines: strategies of recall in graduate education Studies in Graduate and Postdoctoral Education Pub Date : 2021-02-08 Gary Alan Fine, Hannah Wohl, Simone Ispa-Landa
Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading
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Mentor support systems in a doctoral mentoring program Studies in Graduate and Postdoctoral Education Pub Date : 2020-11-19 Rachel Louise Geesa, Kat R. McConnell, Nicholas Patrick Elam, Ellie Clark
Purpose Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the
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The influence of neoliberalism on graduate student teaching preparation: a structural, interactionist study Studies in Graduate and Postdoctoral Education Pub Date : 2020-08-31 Kirk S. Robinson
Purpose The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered at Midwestern State University) shaped their experiences in the seminar. However, as this study unfolded, the author learned that the neoliberal social structure enveloping TEAC 530 informed how GTAs interacted with their
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Writing through theoretical frameworks in the doctoral classroom Studies in Graduate and Postdoctoral Education Pub Date : 2020-08-24 Stephanie Borgert Baird, Kerri S. Kearney, Alissa Nephew
Purpose Many doctoral students apply theoretical frameworks to writing assignments as part of their academic coursework and, later, in the practice of analyzing and reporting research. However, students often struggle to effectively apply theoretical frameworks to their writing processes. Thus, as one way of contributing to the writing pedagogies of doctoral-level instructors, the purpose of this study
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Mentoring relationships between doctoral students and postdocs in the lab sciences Studies in Graduate and Postdoctoral Education Pub Date : 2020-08-17 Jennifer M. Blaney, Jina Kang, Annie M. Wofford, David F. Feldon
Purpose This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships. Design/methodology/approach Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More
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Examining cohort models in the education doctorate Studies in Graduate and Postdoctoral Education Pub Date : 2020-08-14 Andrew S. Leland, William A. Firestone, Jill A. Perry, Robin T. McKeon
Purpose This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs. Design/methodology/approach Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three-
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Postdoctoral scholars’ perceptions of a university teaching certificate program Studies in Graduate and Postdoctoral Education Pub Date : 2020-07-06 Lorelli Nowell, Audrey Laventure, Anu Räisänen, Nicholas Strzalkowski, Natasha Kenny
Purpose This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed through the certificate program to improve their teaching practices. Design/methodology/approach In this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using
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Disparities in perceived disciplinary knowledge among new doctoral students Studies in Graduate and Postdoctoral Education Pub Date : 2020-06-29 Allyson Flaster, Kristen M. Glasener, John A. Gonzalez
The purpose of this study is to examine whether there are differences in beginning doctoral students’ perceptions of the disciplinary knowledge required to be successful in doctoral education and identify pre-doctoral characteristics and experiences that explain these differences.,This study relied on survey data of first-year PhD students enrolled at a large, research-intensive university. Survey
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Investigating the ways prior experience informs the research approaches of returning and direct-pathway students in engineering PhD programs Studies in Graduate and Postdoctoral Education Pub Date : 2020-06-10 Erika A. Mosyjowski, Shanna R. Daly
The purpose of this paper is to explore the ways engineering doctoral students draw on prior experiences to inform their doctoral research. This study includes the experiences of “returners” – those who have worked as practitioners for five or more years before entering a PhD program – who have distinct experiences from “direct-pathway students,” which may inform how they engage in doctoral research
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Intercultural competency among engineering doctoral students Studies in Graduate and Postdoctoral Education Pub Date : 2020-05-23 Joyce B. Main, Yanbing Wang
Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering challenges crossing national borders, there are few studies of their intercultural competency. The purpose of this study is to identify factors that are associated with intercultural competency – the ability to work effectively in multicultural
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Fostering collisions in interdisciplinary graduate education Studies in Graduate and Postdoctoral Education Pub Date : 2020-05-14 KerryAnn O’Meara, Dawn Culpepper
Using the lens of social physics, this study aims to examine how, if at all, one graduate training program fostered collisions or meaningful interactions, between students and faculty from different disciplinary backgrounds.,Qualitative, ethnographic case study methods.,The University of Maryland’s National Research Traineeship program fostered collisions between students and faculty from different
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Improving physician research training: understanding the student perspective Studies in Graduate and Postdoctoral Education Pub Date : 2020-03-09 Jacqueline Knapke, Erin N. Haynes, Lisa M. Vaughn
Using a mixed-methods approach, this study evaluated a Master of Science program in Clinical and Translational Research (MSCTR) geared toward training physicians in research methodology. The purpose of this study is to allow trainees to articulate their expectations, needs and experiences in the MSCTR and to develop novel training methods and/or curriculum modifications to improve physician-scholar
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The changing postdoc and key predictors of satisfaction with professional training Studies in Graduate and Postdoctoral Education Pub Date : 2020-03-02 Kathleen Van Benthem, Mohamad Nadim Adi, Christopher T. Corkery, Jiro Inoue, Nafisa M. Jadavji
The postdoctoral position was originally created as a short training period for PhD holders on the path to becoming university professors; however, the single-purpose paradigm of training has evolved considerably over time. The purpose of this paper is to report on the opportunities and challenges faced by postdocs as they navigate this complex training period.,To better understand the changes in postdoctoral
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My wellness is Studies in Graduate and Postdoctoral Education Pub Date : 2020-02-07 Robert Jason Lynch, Bettie Perry, Cheleah Googe, Jessica Krachenfels, Kristina McCloud, Brielle Spencer-Tyree, Robert Oliver, Kathy Morgan
As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to address this gap in understanding, this paper aims to explore the experiences of doctoral student wellness within the context of online distance education. Doctoral students, and their instructor, in an advanced qualitative
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Student reflections on doctoral learning: challenges and breakthroughs Studies in Graduate and Postdoctoral Education Pub Date : 2020-01-02 Alison Owens, Donna Lee Brien, Elizabeth Ellison, Craig Batty
There has been sustained interest in how to support doctoral students through the often-gruelling journey they undertake from enrolment to graduation. Although doctoral numbers and successful completions have been steadily increasing globally as well as in Australia, the quality of student progression and outcomes has been widely interrogated and criticised in the literature that is reported in this
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Preparing for PhD: exploring doctoral students’ preparation strategy Studies in Graduate and Postdoctoral Education Pub Date : 2020-01-02 Ahmad Thamrini Fadzlin Syed Mohamed, Ahmad Fahimi Amir, Nur Khadirah Ab. Rahman, Emily Abd Rahman, Afifah Quraishah Abdul Nasir
The purpose of this paper is to give insight on the important preparation task needed to be considered by prospective PhD candidates prior to the start of their study. As pursuing and obtaining a higher degree qualification is becoming more eminent for those who want to advance their academic career, crucial preparation is needed before embarking on the doctoral quest.,A small-scale study of the PhD
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Graduate students’ agency and resistance after oppressive experiences Studies in Graduate and Postdoctoral Education Pub Date : 2019-12-19 Rosemary J. Perez, L. Wesley Harris, Jr, Claire K. Robbins, Cheryl Montgomery
The purpose of this study was to explore how graduate students demonstrated agency after having oppressive or invalidating experiences based on their socially constructed identities during graduate school and the effects of leveraging agency.,This study used critical constructivist qualitative methods (i.e. interviews and visual methods) to explore how 44 graduate students across an array of disciplines
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Professional learning and development initiatives for postdoctoral scholars Studies in Graduate and Postdoctoral Education Pub Date : 2019-12-09 Lorelli Nowell, Glory Ovie, Natasha Kenny, K. Alix Hayden, Michele Jacobsen
Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development.,This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining
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The purpose and impact of postgraduate knowledge Studies in Graduate and Postdoctoral Education Pub Date : 2019-10-14 Gina Wisker, Gillian Diana Robinson, Brenda Leibowitz
Much research into outcomes of doctoral learning focuses on employability, or the dearth of academic employment in relation to doctoral graduate expectations, emphasising precarity of academic future work. This new work begins with and moves beyond employment issues, highlighting professional practice and personal knowledge development and impact.,Much doctoral education research focuses on the academic
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Embedding transferrable skills into the higher degree by research candidature Studies in Graduate and Postdoctoral Education Pub Date : 2019-10-14 Dani Milos
Higher degree by research (HDR) graduates are often perceived to be overly specialised and are unable to adapt to non-academic settings (Jaeger and Rudra, 2013). Universities are under increasing pressure to embed research and transferrable skills into the candidature in a flexible and meaningful way to equip graduates with the skills to succeed in a range of careers. The paper aims to study how Flinders
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Mentoring for employability: a state-level impact study Studies in Graduate and Postdoctoral Education Pub Date : 2019-10-14 Claire Jackson, Dani Milos, Monica Kerr
Industry mentoring has been repeatedly called out in sector reports on research training in Australian Universities as an effective way to develop PhD capacity and capabilities during research degrees (ACOLA, 2016; NOUS, 2017). Despite the understood importance of this type of experiential development, there is little published evidence on how effective mentoring is to develop the capabilities linked
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Supporting higher degree research collaboration Studies in Graduate and Postdoctoral Education Pub Date : 2019-10-14 Susan C. Gasson, Christine Bruce
This theoretical paper demonstrates the value of a collaborative research culture framework (Gasson & Bruce, 2018a), featuring trust and respect as core elements of healthy collaborations, to support the research success of Higher Degree Research (HDR) students. Higher Degree Research is a term used in Australia to reference Doctoral and Master by Research programs. We propose that by positioning collaboration
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Transforming doctoral education: preparing multidimensional and adaptive scholars Studies in Graduate and Postdoctoral Education Pub Date : 2019-08-21 Clinton A. Patterson, Chi-Ning Chang, Courtney N. Lavadia, Marta L. Pardo, Debra A. Fowler, Karen Butler-Purry
Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary
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The role of accreditation in establishing academic legitimacy in graduate level non-profit management education Studies in Graduate and Postdoctoral Education Pub Date : 2019-07-29 Emiko Blalock
The purpose of this study is to examine the tension that a graduate education field called non-profit management education (NME) faces as it decides whether or not to adopt accreditation. The tension at hand is the politically wrought process of accreditation and the challenge many professional graduate education programs face in maintaining distinctive characteristics of their programs while conforming
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Assembling lines in research education Studies in Graduate and Postdoctoral Education Pub Date : 2019-07-01 Petra Angervall, Eva Silfver
Purpose – The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition f ...
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The experiences of research fellows seeking independence in multiple communities of practice Studies in Graduate and Postdoctoral Education Pub Date : 2019-07-01 Christos Petichakis, Eli Saetnan, Lynn Clark
The purpose of this study is to examine the lived experiences of current or recent research fellows holding a prestigious research fellowship, and are based in a research-intensive university in the UK. The authors of this study explored the challenges and opportunities that come with the transition of these individuals from a postdoctoral position to a fellowship.,Using a qualitative research method
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Preparing for dissertation writing: doctoral education students’ perceptions Studies in Graduate and Postdoctoral Education Pub Date : 2019-07-01 Katia Ciampa, Zora Wolfe
This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations.,Qualitative data,
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‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students Studies in Graduate and Postdoctoral Education Pub Date : 2019-07-01 Alessa Hillbrink, Regina Jucks
Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated?,In an experimental study with 167 psychology
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EdD students’ identity development in a Carnegie Project on the Education Doctorate program Studies in Graduate and Postdoctoral Education Pub Date : 2019-05-13 Ray R. Buss
This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over
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Supports and barriers to new faculty researcher development Studies in Graduate and Postdoctoral Education Pub Date : 2019-05-13 Laura M. Gonzalez, Kelly L. Wester, L. DiAnne Borders
Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members.,The investigators solicited open-ended responses from early career faculty members (N = 49) in an
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Impostor phenomenon in STEM: occurrence, attribution, and identity Studies in Graduate and Postdoctoral Education Pub Date : 2019-05-13 Devasmita Chakraverty
This study aims to explore different themes related to impostor phenomenon, as experienced by graduate students and postdocs in science, technology, engineering and mathematics (STEM) fields.,Open-ended survey responses from 120 US-based participants from 40 states and Washington, D.C., describing an occasion when they felt like an impostor, were analyzed thematically.,Following content analysis, three
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Doctoral student experiences in biological sciences laboratory rotations Studies in Graduate and Postdoctoral Education Pub Date : 2019-05-13 Michelle A. Maher, Annie M. Wofford, Josipa Roksa, David F. Feldon
The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students.,Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about
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Experiences of using the researching professional development framework Studies in Graduate and Postdoctoral Education Pub Date : 2019-05-13 Hilary Lindsay, Alan Floyd
The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.,Following an initial questionnaire completed by students and supervisors (n = 18), six students
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Burdens and benefits of diversity work: emotion management in STEM doctoral students Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-19 Kamaria B. Porter, Julie R. Posselt, Kimberly Reyes, Kelly E. Slay, Aurora Kamimura
As part of the broader effort to diversify higher education in the USA, many science, technology, engineering and mathematics (STEM) doctoral programs are deeply engaged in diversity work – an array of formal activities and practices meant to boost the representation of women and students of color. This paper aims to examine how underrepresented doctoral students in high-diversity STEM PhD programs
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Assessing the landscape of US postdoctoral salaries Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-19 Rodoniki Athanasiadou, Adriana Bankston, McKenzie Carlisle, Caroline A. Niziolek, Gary S. McDowell
Purpose Postdocs make up a significant portion of the biomedical workforce. However, data about the postdoctoral position are generally scarce, and no systematic study of the landscape of individual postdoc salaries in the USA has previously been carried out. The purpose of this study was to assess actual salaries for postdocs using data gathered from US public institutions; determine how these salaries
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Participation of doctoral students in online social networks Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-16 Loreta Tauginienė, Rima Kalinauskaitė
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
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Reasons, motives and motivations for completing a PhD: a typology of doctoral studies as a quest Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-16 Isabelle Skakni
Purpose This study aims to examine how PhD students with diverse profiles, intentions and expectations manage to navigate their doctoral paths within the same academic context under similar institutional conditions. Drawing on Giddens’ theory of structuration, this study explores how their primary reasons, motives and motivations for engaging in doctoral studies influence what they perceive as facilitating
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Doctoral student mentorship in social work education: a Canadian example Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-16 Amy Elizabeth Fulton, Christine A. Walsh, Carolyn Gulbrandsen, Hongmei Tong, Anna Azulai
Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented
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Seeking “better ways”: early career faculty researcher development Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-16 Claire K. Robbins, Lucy A. LePeau
Researcher development is an important but underexplored topic with implications for knowledge production, graduate education, faculty development and equity in higher education. The purpose of this constructivist instrumental case study was to understand how the process of writing and publishing from qualitative dissertations sparked researcher development among two pre-tenure faculty members in higher
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Researcher development in Malaysia: a reflection-on-action Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-12 Ismail Ait Saadi, Heidi Ellise Collins, D.P. Dash
Purpose This paper aims to share reflections on a collaborative researcher development initiative in Malaysia – the Borneo Research Education Conference (BREC) series. Although the immediate focus is on graduate students, the intention is to trigger wider discussions of researcher development theory in the context of policy and practice in the region. Design/methodology/approach The paper takes a
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Similar or different? Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-12 Solveig Cornér, Kirsi Pyhältö, Jouni Peltonen, Søren S.E. Bengtsen
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
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Integrative possibilities in Fine Arts doctoral supervision: a four-quadrant model Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-05 Kylie M. Shaw, Allyson P. Holbrook
Purpose This paper aims to respond to the need for a model of doctoral supervision that can capture and represent the focus, range and complexity of instructional intentions, practices and possibilities. Design/methodology/approach The study draws on the substantive literature on supervision and changing doctoral programs in the Fine Arts and relatively new empirical findings about supervision and
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Exercising professional autonomy: Doctoral students’ preparation for academic careers Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-05 Alexandra Coso Strong, Dia Sekayi
The purpose of this study is to examine how doctoral students navigate preparing for an academic career, particularly through instructional professional development, in the context of the entire doctoral program. For doctoral students pursuing an academic position, the dissertation process provides one avenue for developing their skills and identities as independent researchers. Yet, research shows
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The role of conferences in doctoral student socialization Studies in Graduate and Postdoctoral Education Pub Date : 2018-11-05 Aliya Kuzhabekova, Aizhan Temerbayeva
Purpose The purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students. Design/methodology/approach Using data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive
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Perceptions of success of women early career researchers Studies in Graduate and Postdoctoral Education Pub Date : 2018-05-14 Amy C. Reynolds, Catherine O’Mullan, Anja Pabel, Ann Martin-Sardesai, Stephanie Alley, Susan Richardson, Linda Colley, Jacquelin Bousie, Janya McCalman
In the highly gendered academic sector, womens’ high participation rates have not translated into equal career progression with men. Existing literature suggests that early career publication success is a good indicator of long-term publication success. This research is intended to provide a better understanding of whether the notions of success espoused by neo-liberal universities align with the subjective
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Supporting scientists from underrepresented minority backgrounds Studies in Graduate and Postdoctoral Education Pub Date : 2018-05-14 Kimberly Griffin, Vicki Baker, KerryAnn O’Meara, Gudrun Nyunt, Tykeia Robinson, Candice L. Staples
Purpose The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minority students gain access to needed supports through building
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Graduate student writing: Complexity in literature reviews Studies in Graduate and Postdoctoral Education Pub Date : 2018-05-14 Cecile M. Badenhorst
Purpose The purpose of this study is to explore Master’s students’ literature reviews to better understand the literacies required for engaging in complexity in this genre and to inform graduate student pedagogy. Design/methodology/approach In this qualitative study, data were collected in the form of student literature review papers (23 drafts and 23 final versions) from students attending a research
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A difference in priorities? Studies in Graduate and Postdoctoral Education Pub Date : 2018-05-14 Casey E. George, Evthokia Stephanie Saclarides, Sarah Theule Lubienski
Purpose This study aims to focus on survey reports of doctoral students’ experiences in the USA, providing a look at factors influencing “in the moment” decisions students make about persistence. Specifically, the authors investigate the reasons doctoral students consider leaving their programs, and how these reasons may differ for international and domestic students. The authors also examine international–domestic
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Doctoral student funding portfolios across and within engineering, life sciences and physical sciences Studies in Graduate and Postdoctoral Education Pub Date : 2018-05-14 David Knight, Timothy Kinoshita, Nathan Choe, Maura Borrego
Purpose This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational
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Post-PhD researchers’ experiences: an emotionally rocky road Studies in Graduate and Postdoctoral Education Pub Date : 2017-11-13 Isabelle Skakni, Lynn McAlpine
Purpose This study aims to examine how post-PhD researchers construct their identities through significant work experiences as they endeavour to develop their research independence and a distinct scholarly profile. The authors were especially interested in how they made meaning of their important work experiences, the ones that were emotionally salient. Design/methodology/approach Using a narrative
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Building on success? Future challenges for doctoral education globally Studies in Graduate and Postdoctoral Education Pub Date : 2017-11-13 Lynn McAlpine
In the past 20 years, doctoral programmes have become the focus of policy initiatives. This has led to considerable changes in their structures and consequently student experience. In this essay, the author explores some of the changes by situating an examination of doctoral education-past, present, future-within the broader context of academic life, and the nature and role of research in developed
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