Pub Date : 2023-04-03DOI: 10.1108/sgpe-07-2022-0052
Ufuk Keles
Purpose The 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/approach In 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. Findings The 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/implications The 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/value In 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.
{"title":"Mystory as an international graduate student: a socialization autoethnography","authors":"Ufuk Keles","doi":"10.1108/sgpe-07-2022-0052","DOIUrl":"https://doi.org/10.1108/sgpe-07-2022-0052","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000In 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.\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Research limitations/implications\u0000The 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.\u0000\u0000\u0000Originality/value\u0000In 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.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41955578","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 : 2023-03-28DOI: 10.1108/sgpe-03-2022-0021
Torrie Cropps
Purpose The 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/approach This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant. Findings Three 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/value This 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.
{"title":"Black doctoral women’s socialization experiences in agricultural science and education departments","authors":"Torrie Cropps","doi":"10.1108/sgpe-03-2022-0021","DOIUrl":"https://doi.org/10.1108/sgpe-03-2022-0021","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.\u0000\u0000\u0000Findings\u0000Three 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45225876","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 : 2023-03-01DOI: 10.1108/sgpe-08-2022-0053
Erin Nerlino
Purpose The 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/approach In 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. Findings The 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/value Scant 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.
{"title":"“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time","authors":"Erin Nerlino","doi":"10.1108/sgpe-08-2022-0053","DOIUrl":"https://doi.org/10.1108/sgpe-08-2022-0053","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000In 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.\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Originality/value\u0000Scant 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.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278832","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 : 2023-02-28DOI: 10.1108/sgpe-03-2022-0023
W. Ong, S. Dhakal
Purpose Although the international education sector is one of the significant contributors to the Australian economy, international students continue to experience various forms of social inequalities. This paper aims to focus on overseas doctoral researchers (ODRs) – candidates and graduates – and capture their experiences. Design/methodology/approach Drawing on the adaptive capacity framework, an exploratory qualitative study was carried out based on interviews with doctoral candidates (n = 6), doctoral graduates (n = 5) and supervisors (n = 4) in various Business Schools in Australian universities. Given this study’s exploratory and interpretive nature, the research question was deliberately broad: what insights can be generated for key stakeholders by capturing the experiences of ODRs in Australia through the lens of adaptive capacity? Findings Findings indicate that financial pressure, social exclusion and cultural bias were the three main challenges ODRs had to overcome; female ODRs perceived that supervisors and faculties often overlooked the mental health aspects; and better pedagogy of research supervision, institutional support and national policies are needed to develop adaptive ODRs. Research limitations/implications If ODRs are to become an integral part of the knowledge economy, key stakeholders need to focus on support mechanisms for these researchers. That way, Australian universities can not only improve their image of treating international students only as a part of the revenue flow but also enhance the educational experiences of ODRs and set them up for future success. Originality/value The contribution of this paper is twofold. First, it demonstrates the utility of the adaptive capacity lens to capture the experiences of ODRs. Second, it discusses research implications for the three key stakeholders: supervisors, higher education institutions and the government.
{"title":"Experiences of overseas doctoral researchers in Australian business schools: implications for stakeholders","authors":"W. Ong, S. Dhakal","doi":"10.1108/sgpe-03-2022-0023","DOIUrl":"https://doi.org/10.1108/sgpe-03-2022-0023","url":null,"abstract":"\u0000Purpose\u0000Although the international education sector is one of the significant contributors to the Australian economy, international students continue to experience various forms of social inequalities. This paper aims to focus on overseas doctoral researchers (ODRs) – candidates and graduates – and capture their experiences.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on the adaptive capacity framework, an exploratory qualitative study was carried out based on interviews with doctoral candidates (n = 6), doctoral graduates (n = 5) and supervisors (n = 4) in various Business Schools in Australian universities. Given this study’s exploratory and interpretive nature, the research question was deliberately broad: what insights can be generated for key stakeholders by capturing the experiences of ODRs in Australia through the lens of adaptive capacity?\u0000\u0000\u0000Findings\u0000Findings indicate that financial pressure, social exclusion and cultural bias were the three main challenges ODRs had to overcome; female ODRs perceived that supervisors and faculties often overlooked the mental health aspects; and better pedagogy of research supervision, institutional support and national policies are needed to develop adaptive ODRs.\u0000\u0000\u0000Research limitations/implications\u0000If ODRs are to become an integral part of the knowledge economy, key stakeholders need to focus on support mechanisms for these researchers. That way, Australian universities can not only improve their image of treating international students only as a part of the revenue flow but also enhance the educational experiences of ODRs and set them up for future success.\u0000\u0000\u0000Originality/value\u0000The contribution of this paper is twofold. First, it demonstrates the utility of the adaptive capacity lens to capture the experiences of ODRs. Second, it discusses research implications for the three key stakeholders: supervisors, higher education institutions and the government.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62358699","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 : 2023-01-31DOI: 10.1108/sgpe-04-2022-0032
P. Gooding, R. Crook, M. Westwood, Claire Faichnie, Sarah Peters
Purpose This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on depression, anxiety and well-being; and the extent to which psychological resilience buffered against academic pressures. Design/methodology/approach This was a longitudinal questionnaire study with predictor variables of six types of academic pressure, outcome variables of depression, anxiety and well-being, and a moderator of resilience. Findings Well-being significantly worsened across the six-month timeframe, but levels of depression and anxiety remained relatively stable. Negative perceptions of academic challenges at baseline significantly predicted anxiety, but not depression or well-being, six months later. Negative appraisals of relationships with supervisors, other university staff and work peers were not predictors of anxiety. Social support resilience which was present at baseline buffered the relationship between perceived academic challenges and anxiety. Practical implications Higher education institutions have a duty of care towards PGR students, many of whom struggle with the escalating interactions between mental health problems and academic pressures. Actively nurturing psychological resilience related to social support is key at the level of individual students and the PGR community but more broadly at an institutional level. Originality/value To the best of the authors’ knowledge, this is the first study to examine the effects of negative perceptions of multiple facets of academic life on depression, anxiety and well-being longitudinally. Additionally, it is the first study to investigate, and demonstrate, the extent to which psychological resilience can lessen the relationship between academic challenges and anxiety over time.
{"title":"Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis","authors":"P. Gooding, R. Crook, M. Westwood, Claire Faichnie, Sarah Peters","doi":"10.1108/sgpe-04-2022-0032","DOIUrl":"https://doi.org/10.1108/sgpe-04-2022-0032","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on depression, anxiety and well-being; and the extent to which psychological resilience buffered against academic pressures.\u0000\u0000\u0000Design/methodology/approach\u0000This was a longitudinal questionnaire study with predictor variables of six types of academic pressure, outcome variables of depression, anxiety and well-being, and a moderator of resilience.\u0000\u0000\u0000Findings\u0000Well-being significantly worsened across the six-month timeframe, but levels of depression and anxiety remained relatively stable. Negative perceptions of academic challenges at baseline significantly predicted anxiety, but not depression or well-being, six months later. Negative appraisals of relationships with supervisors, other university staff and work peers were not predictors of anxiety. Social support resilience which was present at baseline buffered the relationship between perceived academic challenges and anxiety.\u0000\u0000\u0000Practical implications\u0000Higher education institutions have a duty of care towards PGR students, many of whom struggle with the escalating interactions between mental health problems and academic pressures. Actively nurturing psychological resilience related to social support is key at the level of individual students and the PGR community but more broadly at an institutional level.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study to examine the effects of negative perceptions of multiple facets of academic life on depression, anxiety and well-being longitudinally. Additionally, it is the first study to investigate, and demonstrate, the extent to which psychological resilience can lessen the relationship between academic challenges and anxiety over time.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42743793","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 : 2023-01-06DOI: 10.1108/sgpe-11-2021-0081
Deborah E. Tyndall, S. Powell
Purpose This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study. Design/methodology/approach The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18). Findings Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course. Practical implications These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others. Originality/value This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community.
{"title":"Good critical friends are hard to find: promoting peer review among doctoral students","authors":"Deborah E. Tyndall, S. Powell","doi":"10.1108/sgpe-11-2021-0081","DOIUrl":"https://doi.org/10.1108/sgpe-11-2021-0081","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study.\u0000\u0000\u0000Design/methodology/approach\u0000The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18).\u0000\u0000\u0000Findings\u0000Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course.\u0000\u0000\u0000Practical implications\u0000These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others.\u0000\u0000\u0000Originality/value\u0000This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41323747","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 : 2023-01-06DOI: 10.1108/sgpe-05-2022-0033
Laura N. Schram, Emma M. Flores-Scott, Paula Clasing-Manquian
Purpose The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate students for their future careers. This study aims to investigate the demographic characteristics of graduate students participating in co-curricular professional development (PD) and sociocultural development (SD) programming at a graduate college at a large, selective and research-intensive public university in the Midwestern USA. Design/methodology/approach Using institutional data from six semesters, the authors examined the characteristics of students that attended the graduate college’s programs at one university. The authors analyzed which students were most likely to attend PD and SD programs using multinomial logistic regression models. Findings Female students, students from US historically marginalized racial groups, and US Pell Grant recipients (low-income students) were found to have a higher likelihood of attending both PD and SD programs at the centralized graduate college. Practical implications The findings will be of interest to graduate deans and educators who support graduate students. Further evaluative research on the usefulness of such programs at other institutions would help graduate colleges better understand the role they play in meeting graduate students’ needs. Originality/value The findings contribute to the understanding of the important role of the US graduate college in the development of graduate students. To the best of the authors’ knowledge, it is the first study to evaluate the backgrounds of graduate students who pursue co-curricular PD and SD opportunities.
{"title":"Demographic characteristics of participants in graduate college professional and sociocultural development programming","authors":"Laura N. Schram, Emma M. Flores-Scott, Paula Clasing-Manquian","doi":"10.1108/sgpe-05-2022-0033","DOIUrl":"https://doi.org/10.1108/sgpe-05-2022-0033","url":null,"abstract":"\u0000Purpose\u0000The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate students for their future careers. This study aims to investigate the demographic characteristics of graduate students participating in co-curricular professional development (PD) and sociocultural development (SD) programming at a graduate college at a large, selective and research-intensive public university in the Midwestern USA.\u0000\u0000\u0000Design/methodology/approach\u0000Using institutional data from six semesters, the authors examined the characteristics of students that attended the graduate college’s programs at one university. The authors analyzed which students were most likely to attend PD and SD programs using multinomial logistic regression models.\u0000\u0000\u0000Findings\u0000Female students, students from US historically marginalized racial groups, and US Pell Grant recipients (low-income students) were found to have a higher likelihood of attending both PD and SD programs at the centralized graduate college.\u0000\u0000\u0000Practical implications\u0000The findings will be of interest to graduate deans and educators who support graduate students. Further evaluative research on the usefulness of such programs at other institutions would help graduate colleges better understand the role they play in meeting graduate students’ needs.\u0000\u0000\u0000Originality/value\u0000The findings contribute to the understanding of the important role of the US graduate college in the development of graduate students. To the best of the authors’ knowledge, it is the first study to evaluate the backgrounds of graduate students who pursue co-curricular PD and SD opportunities.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48217616","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 : 2023-01-03DOI: 10.1108/sgpe-12-2021-0088
H. Turner
Purpose This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT). Design/methodology/approach Following an explanatory sequential mixed methods design, data sources consisted of a survey (N = 100) and focus groups (N = 20) of part-time PhD students. Findings Findings suggest that part-time PhD students achieve greater satisfaction when they are autonomously motivated. Part-time PhD student satisfaction may be increased through shifting motivation from an external to an internal locus of control, such as when doctoral work is framed within the context of solving practice-based problems. Facilitating this change requires those involved in the practice of research doctoral education to work toward satisfying students’ innate needs of autonomy, competence and relatedness with others, yet many part-time PhD students describe experiences within their doctoral education that do not meet these needs. Implications for research and practice are presented. Originality/value This paper tests the applicability of SDT, a widely used theory in doctoral studies, to part-time PhD students, an understudied student population in the USA.
{"title":"Exploring motivation and satisfaction in part-time PhD students","authors":"H. Turner","doi":"10.1108/sgpe-12-2021-0088","DOIUrl":"https://doi.org/10.1108/sgpe-12-2021-0088","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT).\u0000\u0000\u0000Design/methodology/approach\u0000Following an explanatory sequential mixed methods design, data sources consisted of a survey (N = 100) and focus groups (N = 20) of part-time PhD students.\u0000\u0000\u0000Findings\u0000Findings suggest that part-time PhD students achieve greater satisfaction when they are autonomously motivated. Part-time PhD student satisfaction may be increased through shifting motivation from an external to an internal locus of control, such as when doctoral work is framed within the context of solving practice-based problems. Facilitating this change requires those involved in the practice of research doctoral education to work toward satisfying students’ innate needs of autonomy, competence and relatedness with others, yet many part-time PhD students describe experiences within their doctoral education that do not meet these needs. Implications for research and practice are presented.\u0000\u0000\u0000Originality/value\u0000This paper tests the applicability of SDT, a widely used theory in doctoral studies, to part-time PhD students, an understudied student population in the USA.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955023","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 : 2022-12-14DOI: 10.1108/sgpe-03-2022-0028
Adekola Afolabi Ashonibare
Purpose This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability. Design/methodology/approach A qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study. Findings The research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs. Social implications In response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors. Originality/value This study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills.
{"title":"Doctoral education in Europe: models and propositions for transversal skill training","authors":"Adekola Afolabi Ashonibare","doi":"10.1108/sgpe-03-2022-0028","DOIUrl":"https://doi.org/10.1108/sgpe-03-2022-0028","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study.\u0000\u0000\u0000Findings\u0000The research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs.\u0000\u0000\u0000Social implications\u0000In response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors.\u0000\u0000\u0000Originality/value\u0000This study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43314380","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 : 2022-12-08DOI: 10.1108/sgpe-03-2022-0020
W. B. Schiff, K. M. Gadzichowski, Matthew G. Le Brasseur, Melissa C. Carlin
Purpose This study aimed to investigate the impact of a university’s abrupt closure on the lives of graduate students and examined the role of grit, social support and school identification as they transferred to a new institution. Design/methodology/approach An online survey was administered to a diverse sample of 130 psychology graduate students after their university unexpectedly closed and the students transferred to another institution to complete their degrees. The survey included both qualitative and quantitative measures of the impact on different areas of their lives, anxiety and depression, life satisfaction, social support, grit and school identification. Findings Students reported experiencing financial loss, family and marital strain, anger, fear, uncertainty and loss of progress toward professional goals. Nearly 40% of participants had scores indicating elevated anxiety and depression. Students with higher anxiety and depression and lower life satisfaction tended to identify less with their new institution. Both social support and grit were related to better adjustment and life satisfaction. Originality/value To the best of the authors’ knowledge, this is the first study to examine the impact on graduate students following the closure of an institution of higher education. The findings have implications for educational policy and graduate student support services.
{"title":"The impact on graduate students when a university closes","authors":"W. B. Schiff, K. M. Gadzichowski, Matthew G. Le Brasseur, Melissa C. Carlin","doi":"10.1108/sgpe-03-2022-0020","DOIUrl":"https://doi.org/10.1108/sgpe-03-2022-0020","url":null,"abstract":"\u0000Purpose\u0000This study aimed to investigate the impact of a university’s abrupt closure on the lives of graduate students and examined the role of grit, social support and school identification as they transferred to a new institution.\u0000\u0000\u0000Design/methodology/approach\u0000An online survey was administered to a diverse sample of 130 psychology graduate students after their university unexpectedly closed and the students transferred to another institution to complete their degrees. The survey included both qualitative and quantitative measures of the impact on different areas of their lives, anxiety and depression, life satisfaction, social support, grit and school identification.\u0000\u0000\u0000Findings\u0000Students reported experiencing financial loss, family and marital strain, anger, fear, uncertainty and loss of progress toward professional goals. Nearly 40% of participants had scores indicating elevated anxiety and depression. Students with higher anxiety and depression and lower life satisfaction tended to identify less with their new institution. Both social support and grit were related to better adjustment and life satisfaction.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study to examine the impact on graduate students following the closure of an institution of higher education. The findings have implications for educational policy and graduate student support services.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036027","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}
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