Pub Date : 2023-09-05DOI: 10.1108/sgpe-12-2022-0084
Elizabeth A. Jach, Anthony P. Rinaldi
Purpose The purpose of this paper is to highlight suicide risk factors experienced by graduate students and postdoctoral scholars, and then outline suicide prevention strategies for these populations. Design/methodology/approach Through analysis of literature and application of theory, the authors use the diathesis-stress model and Joiner’s (2005) interpersonal theory of suicidality to outline suicide prevention strategies specific to graduate students and postdoctoral scholars. Findings The authors’ review of the literature and application of theory suggest that both individuals and groups can engage in suicide prevention strategies, specifically pertaining to reducing stressors unique to graduate students and postdoctoral scholars, as well as addressing feelings of thwarted belongingness and perceived burdensomeness that can lead to the development of suicidality within these populations. Practical implications Engaging in suicide prevention strategies can save lives and address the mental health conditions exhibited among graduate student and postdoctoral scholars. Originality/value The authors offer a synthesis of good practices addressing suicide risk factors and prevention with attention to the stress-diathesis model and Joiner’s (2005) interpersonal theory of suicidality toward reducing suicidality among graduate students and postdoctoral scholars.
{"title":"Applying theory and research toward reducing suicidality among graduate students and postdoctoral scholars","authors":"Elizabeth A. Jach, Anthony P. Rinaldi","doi":"10.1108/sgpe-12-2022-0084","DOIUrl":"https://doi.org/10.1108/sgpe-12-2022-0084","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to highlight suicide risk factors experienced by graduate students and postdoctoral scholars, and then outline suicide prevention strategies for these populations.\u0000\u0000\u0000Design/methodology/approach\u0000Through analysis of literature and application of theory, the authors use the diathesis-stress model and Joiner’s (2005) interpersonal theory of suicidality to outline suicide prevention strategies specific to graduate students and postdoctoral scholars.\u0000\u0000\u0000Findings\u0000The authors’ review of the literature and application of theory suggest that both individuals and groups can engage in suicide prevention strategies, specifically pertaining to reducing stressors unique to graduate students and postdoctoral scholars, as well as addressing feelings of thwarted belongingness and perceived burdensomeness that can lead to the development of suicidality within these populations.\u0000\u0000\u0000Practical implications\u0000Engaging in suicide prevention strategies can save lives and address the mental health conditions exhibited among graduate student and postdoctoral scholars.\u0000\u0000\u0000Originality/value\u0000The authors offer a synthesis of good practices addressing suicide risk factors and prevention with attention to the stress-diathesis model and Joiner’s (2005) interpersonal theory of suicidality toward reducing suicidality among graduate students and postdoctoral scholars.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45030045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1108/sgpe-01-2023-0004
Erika Löfström, L. Tikkanen, H. Anttila, K. Pyhältö
Purpose Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the changing landscape of doctoral education has affected supervision from the supervisors’ perspective. Design/methodology/approach This survey addressed change, challenges and impact in supervisory responsibilities due to COVID-19 pandemic. The survey was completed by 561 doctoral supervisors from a large multi-field research-intensive university in Finland. Findings Results show that supervisors estimated that their supervision had been negatively affected by the pandemic, but to a lesser extent than their doctoral candidates’ progress and well-being. In the changed landscape of supervision, the supervisors grappled with challenges related to recognising doctoral candidates’ need of help. Supervisors’ experiences of the challenges and the impact of changed circumstances varied depending on the field and the position of the supervisor, whether they supervised part- or full-time candidates, and the organisation of supervision. Practical implications The slowed-down progression and diminishing well-being of doctoral candidates reported by supervisors is likely to influence supervision in a delayed way. Supervisors may be anticipating some issues with stalled studying and stress, but the question is the extent to which they are prepared to handle these as they emerge in supervision encounters. The fact that the experiences varied across field, position, organisation of supervision and the type of candidates (full or part time) suggests that support provided for supervisors to overcome challenges needs to be tailored and engineered. Originality/value This study contributes to the literature on doctoral supervision by exploring the impact of transitioning to online supervision and the rapid changes in doctoral supervision as a consequence of the recent global pandemic.
{"title":"Supervisors’ experiences of doctoral supervision in times of change","authors":"Erika Löfström, L. Tikkanen, H. Anttila, K. Pyhältö","doi":"10.1108/sgpe-01-2023-0004","DOIUrl":"https://doi.org/10.1108/sgpe-01-2023-0004","url":null,"abstract":"Purpose Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the changing landscape of doctoral education has affected supervision from the supervisors’ perspective. Design/methodology/approach This survey addressed change, challenges and impact in supervisory responsibilities due to COVID-19 pandemic. The survey was completed by 561 doctoral supervisors from a large multi-field research-intensive university in Finland. Findings Results show that supervisors estimated that their supervision had been negatively affected by the pandemic, but to a lesser extent than their doctoral candidates’ progress and well-being. In the changed landscape of supervision, the supervisors grappled with challenges related to recognising doctoral candidates’ need of help. Supervisors’ experiences of the challenges and the impact of changed circumstances varied depending on the field and the position of the supervisor, whether they supervised part- or full-time candidates, and the organisation of supervision. Practical implications The slowed-down progression and diminishing well-being of doctoral candidates reported by supervisors is likely to influence supervision in a delayed way. Supervisors may be anticipating some issues with stalled studying and stress, but the question is the extent to which they are prepared to handle these as they emerge in supervision encounters. The fact that the experiences varied across field, position, organisation of supervision and the type of candidates (full or part time) suggests that support provided for supervisors to overcome challenges needs to be tailored and engineered. Originality/value This study contributes to the literature on doctoral supervision by exploring the impact of transitioning to online supervision and the rapid changes in doctoral supervision as a consequence of the recent global pandemic.","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.1108/sgpe-01-2023-0011
Sohail Ahmad, Aisha Naz Ansari, Sama Khawaja, S. M. Bhutta
Purpose This 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/approach This 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. Findings Findings 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/implications This 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/value This 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.
{"title":"Research café: an informal learning space to promote research learning experiences of graduate students in a private university of Pakistan","authors":"Sohail Ahmad, Aisha Naz Ansari, Sama Khawaja, S. M. Bhutta","doi":"10.1108/sgpe-01-2023-0011","DOIUrl":"https://doi.org/10.1108/sgpe-01-2023-0011","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000This 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.\u0000\u0000\u0000Findings\u0000Findings 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.\u0000\u0000\u0000Research limitations/implications\u0000This 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45118555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}