Studies in Graduate and Postdoctoral Education最新文献_第4页

Research café: an informal learning space to promote research learning experiences of graduate students in a private university of Pakistan 研究性咖啡馆:一个非正式的学习空间，以促进研究学习经验的研究生在巴基斯坦的一所私立大学

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-08-14 DOI: 10.1108/sgpe-01-2023-0011

Sohail Ahmad, Aisha Naz Ansari, Sama Khawaja, S. M. Bhutta

PurposeThis paper aims to explore contribution of informal learning space - Research Cafe - to enrich research learning experiences of graduate students. Developing strong research skills among graduate students is a prime focus of higher education around the world. Thereby, universities are striving to maximise opportunities that can foster and enrich students’ learning experiences of research; however, the focus is mostly confined to formal opportunities such as research method courses and thesis writing. The provision of informal learning spaces has been recognised as a useful tool for fostering research learning experiences of graduates. This reflective paper is among a few focusing on a model of student-led informal learning space for enriching research experiences in higher education in the context of Pakistan.Design/methodology/approachThis paper uses a reflective approach to generate a metalogue. The research experiences shared by the participants were further reflected by the authors after each research café session. The authors then shared their collective metacognitive reflections with each other, generating a metalogue, which was used as the data set. The metalogue was analysed thematically to generate themes.FindingsFindings reveal that the research café is an informal space to promote academic socialisation by providing a conducive environment, peer support and informal supervision opportunities to foster the research learning experiences of graduate students. Importantly, the model presented in this paper provides a complimentary pathway for boosting learning experiences.Research limitations/implicationsThis paper would be useful for graduate students, faculty and university manager to acknowledge the potential of informal learning spaces in promoting research learning experiences. This paper highlights opportunities for replication, and further empirical research are needed to establish the efficacy of research café.Originality/valueThis study contributes to the global debate about graduate research learning experiences through informal learning space, which is yet to be explored, particularly in developing contexts like Pakistan. The idea of the research café is original, as it was conceived keeping in consideration the contextual and cultural aspects. The methodology used in this paper was specifically derived which can be replicated by other researchers.

目的探讨非正式学习空间——研究咖啡馆对丰富研究生研究性学习经验的贡献。培养研究生强大的研究技能是世界各地高等教育的主要重点。因此，大学正在努力最大限度地增加机会，以促进和丰富学生的研究学习经验;然而，重点大多局限于正式的机会，如研究方法课程和论文写作。提供非正式学习空间已被认为是培养毕业生研究学习经验的有用工具。这篇反思性的论文是少数几篇关注学生主导的非正式学习空间模式的论文之一，该模式旨在丰富巴基斯坦高等教育领域的研究经验。设计/方法/方法本文采用反思性方法生成元表。参与者分享的研究经验在每次研究会后由作者进一步反思。然后，作者们相互分享了他们集体的元认知反射，产生了一个元喻，用作数据集。对元表进行主题分析以产生主题。研究结果表明，研究咖啡馆是一个促进学术社会化的非正式空间，通过提供有利的环境，同伴支持和非正式监督机会来促进研究生的研究学习体验。重要的是，本文提出的模型为促进学习经验提供了一个互补的途径。本文将有助于研究生、教师和大学管理者认识到非正式学习空间在促进研究性学习经验方面的潜力。本文强调了复制的机会，需要进一步的实证研究来确定研究结果的有效性。原创性/价值本研究对通过非正式学习空间进行研究生研究性学习体验的全球辩论做出了贡献，这一领域尚待探索，特别是在巴基斯坦等发展中国家。研究咖啡馆的想法是原创的，因为它是在考虑语境和文化方面的情况下构思的。本文中使用的方法是专门推导出来的，可以被其他研究人员复制。

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引用次数: 0

Standards needed? An exploration of qualifying exams from a literature review and website analysis of university-wide policies 需要标准?从文献综述和大学政策的网站分析探讨资格考试

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-07-25 DOI: 10.1108/sgpe-11-2022-0073

Jacqueline E. McLaughlin, Kathryn Morbitzer, Margaux Meilhac, Natalie Poupart, Rebekah L. Layton, Michael B. Jarstfer

Purpose

While known by many names, qualifying exams function as gatekeepers to graduate student advancement to PhD candidacy, yet there has been little formal study on best qualifying exam practices particularly in biomedical and related STEM PhD programs. The purpose of this study is to examine the current state of qualifying exams through an examination of the literature and exploration of university-wide policies.

Design/methodology/approach

The authors conducted a literature review of studies on qualifying exams and completed an external evaluation of peer institutions’ and internal institutional qualifying exam requirements to inform our discussion of qualifying exams practices in PhD training at a research-intensive US institutions.

Findings

This study identified the need for more research on qualifying exams to establish evidence-based best practices. The authors found a wide variety of qualifying exam formats, with little evidence in support for specific formats. The authors also found little evidence that student expectations are made clear. The lack of evidence-based best practices coupled with insufficient clarity for students has a real potential to disadvantage PhD students, particularly first generation, underrepresented minority, international and/or other trainees who are not privileged or socialized to navigate training environments with vague landmarks such as the qualifying exams.

Originality/value

There are very few studies that evaluate qualifying exams in US doctoral education, particularly in STEM fields, and to the authors’ knowledge, there has been no analysis of campus-wide policies on qualifying exams reported. The lack of evidence for best practices and the need for to evaluate the implementation and effectiveness of qualifying exams are discussed.

虽然资格考试有很多名字，但它是研究生晋升为博士候选人的看门人，然而，关于最佳资格考试实践的正式研究很少，特别是在生物医学和相关STEM博士课程中。本研究的目的是通过对文献的研究和对大学政策的探索来研究资格考试的现状。设计/方法/方法作者对资格考试的研究进行了文献综述，并完成了对同行机构和内部机构资格考试要求的外部评估，以指导我们对美国研究密集型机构博士培训中资格考试实践的讨论。研究结果本研究表明，需要对资格考试进行更多的研究，以建立基于证据的最佳实践。作者发现了各种各样的合格考试格式，几乎没有证据支持特定的格式。作者还发现，几乎没有证据表明学生的期望是明确的。缺乏以证据为基础的最佳实践，再加上对学生的不明确，确实有可能使博士生处于不利地位，特别是第一代、未被充分代表的少数民族、国际和/或其他学员，他们没有特权或社交能力，无法在具有模糊标志(如资格考试)的培训环境中导航。很少有研究评估美国博士教育的资格考试，特别是在STEM领域，据作者所知，还没有对全校范围内的资格考试政策进行分析。讨论了最佳实践证据的缺乏以及评估资格考试实施和有效性的必要性。

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引用次数: 0

Train for the job you want (or will be asked to take): Envisioning the doctorate as preparation for equity-minded leadership in higher education 为你想要（或将被要求）的工作进行培训：将博士学位视为高等教育中公平领导的准备

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-07-19 DOI: 10.1108/sgpe-01-2023-0012

Meghan J. Pifer, Tenisha L. Tevis, V. Baker

PurposeThe purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey.Design/methodology/approachBy conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development.FindingsThe authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice.Originality/valueThis paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.

目的这项研究嵌套在一项关于高等教育领导力的更广泛研究中，旨在了解博士教育如何让人们为美国高等教育机构的领导角色做好准备。在学院和大学，人们对确保多元化的领导团队和热情的校园环境感兴趣。然而，这项研究表明，高等教育领导者面临挑战，代表性不足。一个干预点是高等教育和相关领域的博士项目，考虑到在博士旅程中发生的职业社会化、身份形成和知识获取。设计/方法/方法通过对在全球卫生疫情期间在美国高等教育领域拥有博士学位并在高等教育机构担任新领导角色的女性进行采访，作者确定了博士级培训和经验可能有助于支持领导者发展的特定领域。发现作者确定了博士级培训和经验可能有助于支持领导者发展的特定领域。基于这些发现，作者就博士项目如何支持高等教育中公平领导者的发展提出了初步建议，这些建议应该通过进一步的研究、理论发展和实践应用来检验和完善。独创性/价值本文重点介绍了博士项目如何公平地培训和培养具有公平意识的领导者，以实现一系列职业目标，包括但不限于高等教育中的学术任命。

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引用次数: 0

Dispositions towards learning: the importance of epistemic attributes for postgraduate learners 学习倾向：认知属性对研究生的重要性

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-06-12 DOI: 10.1108/sgpe-03-2022-0026

Erika J Spray, Allyson Holbrook, Jill Scevak, R. Cantwell

PurposeLearners’ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level.Design/methodology/approachThis study profiled the dispositions towards learning of 880 Master’s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort.FindingsThe profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement.Practical implicationsIt is argued that students at Master’s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees.Originality/valueThis study contributes a detailed analysis of Master’s students’ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.

目的学习者的性格属性构成了他们学习行为的基础，从而形成了学术成果。本研究旨在探索研究生在作业项目中的倾向性属性，并了解该水平的倾向性特征与学业成绩之间的关系。设计/方法/方法这项研究在一项在线调查中介绍了880名澳大利亚硕士生的学习倾向。使用统计分析来探索潜在倾向维度和队列中潜在参与者集群的可能性。研究结果对于一个精英学术群体来说，这一群体的总体状况是意料之中的，但个体之间存在很大差异。聚类分析确定了三组具有显著不同性格特征的学生。探索性因素分析揭示了两个潜在的倾向维度，分别代表认知属性和主体属性。认知属性与学业成绩的关系最为密切。实践含义有人认为，硕士水平的学生通常具有有效自我调节所必需的主体属性。因此，在这个层面上，认知属性更适合区分成绩较高和成绩较低的学生。获得复杂的认识属性符合研究生教育的既定目标。这支持了研究生学位中元认知和认知技能的显性教学。原创性/价值本研究对硕士生的性格特征进行了详细分析。确定了两个基本的倾向维度，分别代表主体属性和认识属性。认识属性对研究生学术成就的重要性为有针对性的干预措施提供了机会，以提高这一水平的学习质量。

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引用次数: 0

Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates 芬兰博士候选人的个人兴趣，监督和研究社区支持和退学意向

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-06-02 DOI: 10.1108/sgpe-09-2022-0062

Solveig Cornér, L. Tikkanen, H. Anttila, K. Pyhältö

PurposeThis study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and several individual and structural attributes potentially having an impact on the profiles.Design/methodology/approachThe authors explored the interrelationship between personal interest – social support profiles, and nationality, gender, research group and study status and the risk of dropping out. A total of 768 PhD candidates from a research-intensive university in Finland responded to a modified version of the cross-cultural doctoral experience survey. Latent profile analysis was used to explore the individual variations in PhD candidates’ interest and support from the supervisor and research community.FindingsThree distinctive PhD interest-social support profiles were detected; the high interest–high support profile (74.4%, n = 570), the high interest–moderate support profile (18.2%, n = 140) and the moderate interest–moderate support profile (7.4%, n = 56). The profiles exhibited high to moderate levels of research, development and instrumental interest. Individuals in the high interest–moderate support and in the moderate interest–moderate support profiles were more prone to consider dropping out from their PhD than in the high interest–high support profile.Originality/valueThe results indicate that by cultivating PhD candidates’ interest and providing sufficient supervisory and the research community offers a means for preventing candidates from discontinuing their doctorate. Hence, building a supportive learning environment that cultivates a PhD candidate’s personal interest is likely to reduce high dropout rates among the candidates.

目的本研究旨在加深对博士生个人兴趣、导师和研究团体支持的个体差异的理解，以及一些可能对个人和结构属性产生影响的个体和结构属性。设计/方法/方法作者探讨了个人兴趣-社会支持概况与国籍、性别、研究小组和学习状况以及辍学风险之间的相互关系。芬兰一所研究型大学共有768名博士候选人参与了一项修改版的跨文化博士经历调查。本研究采用潜在特征分析，探讨博士生对导师和研究团体的兴趣和支持的个体差异。研究发现:三种不同的博士兴趣-社会支持特征;高兴趣-高支持型(74.4%，n = 570)、高兴趣-中等支持型(18.2%，n = 140)和中等兴趣-中等支持型(7.4%，n = 56)。这些档案显示了高到中等水平的研究、开发和仪器兴趣。高兴趣-中等支持和中等兴趣-中等支持的个体比高兴趣-高支持的个体更倾向于考虑放弃博士学位。独创性/价值研究结果表明，通过培养博士生的兴趣和提供足够的监督，研究社区为防止博士生放弃博士学位提供了一种手段。因此，建立一个支持性的学习环境，培养博士生的个人兴趣，可能会降低博士生的高辍学率。

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引用次数: 0

Through many doors at once: rethinking the multiverse of graduate student professional development 同时通过多扇门:重新思考研究生专业发展的多元宇宙

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-04-24 DOI: 10.1108/sgpe-03-2022-0022

Sara E. Cavallo, Laura E. Cruz, Jamie Kim, Chas Brua

PurposeThe purpose of this study is to explore how the phenomenon of academic professional development looks through the eyes of graduate students navigating the increasing complexity of postgraduate careers. This study pays particular attention to how current students navigate the interplay between their beliefs, intentions and behaviors when it comes to making choices regarding their engagement in professional development.Design/methodology/approachThis is a qualitative study, based on a phenomenological analysis of seven in-depth interviews with advanced PhD students from the earth sciences college at a large, public, research-intensive university located in the mid-Atlantic area of the USA (Penn State).FindingsFramed in the Theory of Planned Behavior, the findings of this study suggest that the interviewees varied across all aspects of Theory of Planned Behavior: in their beliefs about valued career paths, in their convergence or divergence from the departmental or institutional norms they perceived and in their sense of control over their career pathways. They all shared, however, a strong desire to successfully navigate the widening array of possibilities to achieve a range of personal and professional goals, but they often lacked the ability to align those intentions with actions related to professional development.Originality/valueThis study suggests that institutions may wish to rethink their positionality in the professional development of graduate students, moving away from centralized models of direct support and towards more indirect, informal and co-created means of exerting influence and building community.

本研究的目的是探讨研究生如何看待学术专业发展现象，以应对日益复杂的研究生职业生涯。这项研究特别关注在校生如何在他们的信念、意图和行为之间的相互作用中进行导航，当涉及到他们参与专业发展的选择时。设计/方法/方法这是一项定性研究，基于对来自位于美国大西洋中部地区的一所大型公立研究型大学(宾夕法尼亚州立大学)地球科学学院的高级博士生的七次深度访谈的现象学分析。在计划行为理论框架下，本研究的发现表明，受访者在计划行为理论的各个方面都存在差异:他们对有价值的职业道路的信念，他们与部门或机构规范的趋同或分歧，以及他们对职业道路的控制感。然而，他们都有一个共同的强烈愿望，那就是成功地驾驭不断扩大的可能性，实现一系列个人和职业目标，但他们往往缺乏将这些意图与职业发展相关的行动结合起来的能力。独创性/价值本研究表明，院校可能希望重新思考它们在研究生专业发展中的地位，从直接支持的集中模式转向更间接、非正式和共同创造的施加影响和建立社区的方式。

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引用次数: 0

Beyond technical mastery: inequality in doctoral research skill development in the biological sciences 超越技术掌握:生物科学博士研究技能发展的不平等

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-04-10 DOI: 10.1108/sgpe-05-2022-0037

J. McCain, Josipa Roksa

PurposeThe purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.Design/methodology/approachBased on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.FindingsThe findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”Originality/valueWhile prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.

本研究的目的是探讨生物科学博士生如何理解他们的研究技能发展，并探讨在科学学习过程中潜在的种族/民族和性别不平等。设计/方法/方法基于对87名生物科学博士生的访谈，本研究探讨了博士生如何描述他们研究技能的发展。更具体地说，一个建构主义扎根理论的方法被用来理解博士生如何使他们的研究技能发展过程的意义，以及如何可能因性别和种族/民族而异。研究结果揭示了两个新兴群体:专注于离散任务和数据收集的“技术人员”，以及将技术专长与对更大科学领域的关注结合起来的“口译员”。虽然这两个群体都在发展重要的技能，但“口译员”拥有更广泛的技能，可以支持科学领域成功的学术事业。值得注意的是，白人男性在“口译员”中所占比例过高，而白人女性和少数种族/民族的学生则集中在“技术员”中。原创性/价值虽然先前的文献对博士社会化的各个方面的不平等提供了有价值的见解，但学者们很少关注研究技能发展中的不平等。本研究对研究生院的科学学习过程提供了新的认识。研究结果表明，研究技能的发展并不是一种统一的经历，博士教育培养的不同类型的学习因性别和种族/民族而异。

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引用次数: 0

Mystory as an international graduate student: a socialization autoethnography 我作为国际研究生的故事:一个社会化的自我民族志

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-04-03 DOI: 10.1108/sgpe-07-2022-0052

Ufuk Keles

PurposeThe purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.Design/methodology/approachIn this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.FindingsThe findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.Research limitations/implicationsThe author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.Originality/valueIn this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.

本研究的目的是寻求作者作为一名来自土耳其的国际研究生，在阿拉巴马大学获得博士学位是如何影响他正在进行的学术话语社会化的答案。为此，笔者将第二语言和学术话语社会化理论与“欲望”概念结合到TESOL中。在这篇自我民族志论文中，作者以一种唤起性的自我民族志的形式讨论了他作为一名国际研究生的学术话语社会化。作者以自我反省的形式，利用个人记忆收集的资料。使用Chang的“编年史过去策略”(2008,p. 72)，作者准备了一个数据图表，其中包括关于数据来源、模式、时间、地点和收集的故事的信息。作者将这张数据图表作为自己生成的文档，在写作mystory的过程中，有组织地指导自己对个人记忆的选择过程。研究结果表明，他的学术话语社会化主要受到美国当地公民和现有国际社会成员在校内和校外环境中的态度的影响。随着时间的推移，他的学术话语社会化变成了一个复杂的过程，作者经常发现自己很难在课外对话和互动中找到切入点。研究的局限性/启示作者建议进一步的研究集中在老(老)时间和新来者的内心世界，以了解国际学生在第二语言社会化和学术话语社会化中所面临的挑战、情感和细微差别。在这个自我民族志研究中，作者提供了一个独特的例子，一个国际博士生的跨国社会化经历。未来的国际学生、高等教育管理人员、教职员工和当地研究生可以从他的民族志中学习，并以更明智的方式处理他们未来的学术关系。

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引用次数: 0

Black doctoral women’s socialization experiences in agricultural science and education departments 农业科教部门黑人女博士的社会化经验

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-03-28 DOI: 10.1108/sgpe-03-2022-0021

Torrie Cropps

PurposeThe purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education.Design/methodology/approachThis study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.FindingsThree themes regarding participants’ socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences.Originality/valueThis study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.

本研究的目的是探讨受压迫身份的交叉如何影响黑人女性在传统白人机构的农业学科博士生的社会化经历。本文解决了在研究黑人妇女在高等农业科学教育背景下的经历的文献差距。设计/方法/方法本研究采用叙事探究法，通过对每位参与者进行三次访谈，来考察五位黑人女性博士候选人的经历。研究结果确定了参与者社交经历的三个主题。根据其社会化地点提出的主题:在建议关系中缺乏信任，部门归属和与部门教师的负面互动以及会议上的孤立和排斥。独创性/价值这项研究增加了对高等农业科学教育中黑人妇女的研究。此外，本研究对高等农业科学教育中边缘化群体社会化研究的规模和规模都有所贡献。

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引用次数: 0

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time “强大的协同作用”:完成博士课程的好处和挑战，同时全职教学

IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studies in Graduate and Postdoctoral Education

Pub Date : 2023-03-01 DOI: 10.1108/sgpe-08-2022-0053

Erin Nerlino

PurposeThe purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom.Design/methodology/approachIn this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher.FindingsThe findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits – the synergy between research and practice – and challenges – the frustration that occurred when potential crossover faced resistance – resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author’s plans, raising questions about where to go upon finishing her degree.Originality/valueScant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers’ experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another.

目的本研究的目的是研究同时参加兼职博士课程和在K-12教室全职教学的好处和挑战。在这项研究中，作者使用自我民族志来研究她作为兼职博士生和全日制公立高中英语语言艺术教师所面临的好处和挑战。研究结果包括，管理有限的个人资源(如时间和精神带宽)是一项挑战，而同时存在于两个世界的人，从两个世界的知识、思想和事件中获得了独特的视角，这些知识、思想和事件不断促使人们对另一个世界进行反思。此外，好处——研究和实践之间的协同作用——和挑战——当潜在的交叉面临阻力时发生的挫折——源于学习和教学之间的交叉授粉。最后，两个世界的共存最终改变了作者的计划，提出了完成学位后该去哪里的问题。一般来说，关于非全日制博士生的研究很少，关于从事任何职业的非全日制博士生的研究就更少了，关于教师在博士项目中全职教学的经历的研究就更少了。考虑到课堂现实需要更好地为研究和政策提供信息，研究教师兼职博士课程的可能性，有可能使实践和研究相互交流。

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