Pub Date : 2021-02-04DOI: 10.1108/SGPE-07-2020-0045
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 varying trajectories of well-being and disciplinary identity. Findings The authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership. Originality/value Although there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories.
{"title":"Transition points: well-being and disciplinary identity in the first years of doctoral studies","authors":"John A. Gonzalez, Heeyun Kim, Allyson Flaster","doi":"10.1108/SGPE-07-2020-0045","DOIUrl":"https://doi.org/10.1108/SGPE-07-2020-0045","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This 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 varying trajectories of well-being and disciplinary identity.\u0000\u0000\u0000Findings\u0000The authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership.\u0000\u0000\u0000Originality/value\u0000Although there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42502494","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 : 2020-07-06DOI: 10.1108/sgpe-12-2019-0088
L. Nowell, Audrey Laventure, A. Räisänen, Nicholas D. J. Strzalkowski, Natasha A. Kenny
PurposeThis 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/approachIn this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys.FindingsThe teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning.Practical implicationsThe findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars.Originality/valueThis paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.
{"title":"Postdoctoral scholars’ perceptions of a university teaching certificate program","authors":"L. Nowell, Audrey Laventure, A. Räisänen, Nicholas D. J. Strzalkowski, Natasha A. Kenny","doi":"10.1108/sgpe-12-2019-0088","DOIUrl":"https://doi.org/10.1108/sgpe-12-2019-0088","url":null,"abstract":"PurposeThis 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/approachIn this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys.FindingsThe teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning.Practical implicationsThe findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars.Originality/valueThis paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-12-2019-0088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45360519","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 : 2020-06-29DOI: 10.1108/sgpe-05-2019-0053
Allyson Flaster, Kristen M. Glasener, John A. Gonzalez
Purpose 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. Design/methodology/approach This study relied on survey data of first-year PhD students enrolled at a large, research-intensive university. Survey responses were matched to institutional information, missing data were imputed and responses were weighted to account for groups’ differential probabilities of being included in the analytical sample. The authors used regression analysis to examine the relationship between students’ background characteristics, anticipatory socialization experiences, academic performance and perceived levels of disciplinary knowledge. Findings The study findings indicated significant differences in doctoral students’ perceived levels of disciplinary knowledge. Students who identify as female or URM had significantly lower levels of perceived disciplinary knowledge than students who identify as male or non-URM. Moreover, several anticipatory socialization experiences were significantly and positively related to perceived disciplinary knowledge. Originality/value While there is evidence that doctoral students start graduate school with varying identities and experiences, little is known about how students perceive their abilities and knowledge. This study reported that students differ in their self-assessment of disciplinary knowledge as they embark on doctoral work with implications for academic identity development and student success.
{"title":"Disparities in perceived disciplinary knowledge among new doctoral students","authors":"Allyson Flaster, Kristen M. Glasener, John A. Gonzalez","doi":"10.1108/sgpe-05-2019-0053","DOIUrl":"https://doi.org/10.1108/sgpe-05-2019-0053","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This study relied on survey data of first-year PhD students enrolled at a large, research-intensive university. Survey responses were matched to institutional information, missing data were imputed and responses were weighted to account for groups’ differential probabilities of being included in the analytical sample. The authors used regression analysis to examine the relationship between students’ background characteristics, anticipatory socialization experiences, academic performance and perceived levels of disciplinary knowledge.\u0000\u0000\u0000Findings\u0000The study findings indicated significant differences in doctoral students’ perceived levels of disciplinary knowledge. Students who identify as female or URM had significantly lower levels of perceived disciplinary knowledge than students who identify as male or non-URM. Moreover, several anticipatory socialization experiences were significantly and positively related to perceived disciplinary knowledge.\u0000\u0000\u0000Originality/value\u0000While there is evidence that doctoral students start graduate school with varying identities and experiences, little is known about how students perceive their abilities and knowledge. This study reported that students differ in their self-assessment of disciplinary knowledge as they embark on doctoral work with implications for academic identity development and student success.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-05-2019-0053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44077791","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 : 2020-03-02DOI: 10.1108/sgpe-06-2019-0055
Kathleen Van Benthem, M. N. Adi, Christopher T. Corkery, Jiro Inoue, N. Jadavji
Purpose 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. Design/methodology/approach To better understand the changes in postdoctoral training the Canadian Association of Postdoctoral Scholars – l’Association Canadienne des Stagiaires Postdoctoraux (CAPS-ACSP) conducted three professional national surveys of postdocs working in Canada and Canadian postdocs working internationally. Using the data from each survey, the authors investigated demographics, career goals and mental health and developed a theory-based path model for predicting postdoctoral training satisfaction, using structural equation modeling. Findings The analysis revealed that during their training postdocs face mental health symptoms, which play a role in job satisfaction. Additionally, predictors of satisfaction with career training were opportunities for skills development and encouragement from supervisors. Predictors of satisfaction with compensation were salary, skills training, mental health and encouragement from supervisors. Originality/value This first in-depth analysis of mental health symptoms illuminates the postdoc experience in academia. The study highlights the need for substantive changes to address the challenges facing postdoctoral training in the current research model in North America.
设立博士后职位的初衷是为博士研究生提供短期培训，帮助他们成为大学教授;然而，随着时间的推移，单一目的的训练模式已经发生了很大的变化。本文的目的是报告博士后在这一复杂的培训时期所面临的机遇和挑战。为了更好地了解博士后培养的变化，加拿大博士后学者协会- l 'Association Canadienne des Stagiaires Postdoctoraux (CAPS-ACSP)对在加拿大工作的博士后和在国外工作的加拿大博士后进行了三次专业调查。利用每项调查的数据，作者调查了人口统计学、职业目标和心理健康状况，并利用结构方程模型建立了一个基于理论的预测博士后培训满意度的路径模型。研究结果分析显示，在接受培训期间，博士后面临心理健康症状，这些症状对工作满意度有影响。此外，职业培训满意度的预测因子是技能发展的机会和主管的鼓励。薪酬满意度的预测因子包括工资、技能培训、心理健康和主管的鼓励。原创性/价值这是对心理健康症状的首次深入分析，阐明了学术界博士后的经历。该研究强调需要进行实质性的改革，以解决北美目前研究模式中博士后培训面临的挑战。
{"title":"The changing postdoc and key predictors of satisfaction with professional training","authors":"Kathleen Van Benthem, M. N. Adi, Christopher T. Corkery, Jiro Inoue, N. Jadavji","doi":"10.1108/sgpe-06-2019-0055","DOIUrl":"https://doi.org/10.1108/sgpe-06-2019-0055","url":null,"abstract":"Purpose 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. Design/methodology/approach To better understand the changes in postdoctoral training the Canadian Association of Postdoctoral Scholars – l’Association Canadienne des Stagiaires Postdoctoraux (CAPS-ACSP) conducted three professional national surveys of postdocs working in Canada and Canadian postdocs working internationally. Using the data from each survey, the authors investigated demographics, career goals and mental health and developed a theory-based path model for predicting postdoctoral training satisfaction, using structural equation modeling. Findings The analysis revealed that during their training postdocs face mental health symptoms, which play a role in job satisfaction. Additionally, predictors of satisfaction with career training were opportunities for skills development and encouragement from supervisors. Predictors of satisfaction with compensation were salary, skills training, mental health and encouragement from supervisors. Originality/value This first in-depth analysis of mental health symptoms illuminates the postdoc experience in academia. The study highlights the need for substantive changes to address the challenges facing postdoctoral training in the current research model in North America.","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-06-2019-0055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41803954","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 : 2020-01-02DOI: 10.1108/sgpe-04-2019-0048
A. Owens, D. Brien, E. Ellison, C. Batty
Purpose 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 paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves. Design/methodology/approach This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors. Findings The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships; understanding expectations of research study and embracing the need for agility in managing these; and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project. Research limitations/implications The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings; however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines. Practical implications Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts. Social implications Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes. Originality/value This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in diverse setting.
{"title":"Student reflections on doctoral learning: challenges and breakthroughs","authors":"A. Owens, D. Brien, E. Ellison, C. Batty","doi":"10.1108/sgpe-04-2019-0048","DOIUrl":"https://doi.org/10.1108/sgpe-04-2019-0048","url":null,"abstract":"\u0000Purpose\u0000There 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 paper. The authors’ interest as experienced research higher degree supervisors and research leaders in the creative arts and humanities prompted a research project that aimed to better understand the challenges and breakthroughs involved in completing a doctorate from the perspective of candidates themselves.\u0000\u0000\u0000Design/methodology/approach\u0000This was implemented through an action learning collaboration with 18 students from three Australian universities facilitated by four research supervisors.\u0000\u0000\u0000Findings\u0000The main findings presented in this paper include the necessity for maintaining, brokering and supporting a range of relationships; understanding expectations of research study and embracing the need for agility in managing these; and finally, using techniques to improve personal agency and ownership of the transformative journey of research higher degree candidature. The importance of establishing an understanding of the multidimensional human experience of doing a doctorate and providing appropriate support through enhanced forms of research training emerged as a core finding from this research project.\u0000\u0000\u0000Research limitations/implications\u0000The relatively small number of research participants in this study and the discipline-specific focus prohibits generalizability of findings; however, the collaborative, action learning method adopted represents an approach that is both productive and transferable to other contexts and disciplines.\u0000\u0000\u0000Practical implications\u0000Further research might investigate the relevance of the findings from this research to doctoral students in other disciplines and/or institutions or apply the collaborative action learning approach to doctoral training presented here to a range of contexts and cohorts.\u0000\u0000\u0000Social implications\u0000Improving doctoral training options to support the multidimensional needs of candidates can better assure the mental and emotional well-being of doctoral students (essential to their continuing intellectual development and sense of agency) through developing sustainable relationships and realistic expectations. This in turn has the potential to address the consistently high attrition rates in doctoral programmes.\u0000\u0000\u0000Originality/value\u0000This research contributes new insights from doctoral students on the challenges and breakthroughs experienced by them as they pursue original research through formal study and present a novel, collaborative and empowering approach to doctoral training that can be applied in diverse setting.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-04-2019-0048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47714148","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 : 2019-12-09DOI: 10.1108/sgpe-03-2019-0032
L. Nowell, Glory R. Ovie, Natasha A. Kenny, K. A. Hayden, M. Jacobsen
Purpose 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. Design/methodology/approach This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.
{"title":"Professional learning and development initiatives for postdoctoral scholars","authors":"L. Nowell, Glory R. Ovie, Natasha A. Kenny, K. A. Hayden, M. Jacobsen","doi":"10.1108/sgpe-03-2019-0032","DOIUrl":"https://doi.org/10.1108/sgpe-03-2019-0032","url":null,"abstract":"\u0000Purpose\u0000Postdoctoral 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.\u0000\u0000\u0000Design/methodology/approach\u0000This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature.\u0000\u0000\u0000Findings\u0000Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands.\u0000\u0000\u0000Originality/value\u0000In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-03-2019-0032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43064061","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 : 2019-10-14DOI: 10.1108/SGPE-04-2019-0047
C. Jackson, D. Miloš, M. Kerr
Purpose 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 to improved employability. The University of South Australia developed the industry mentoring network in STEM (IMNIS) Impact Evaluation Instrument (IIEI) to capture advanced self-assessed data from mentees and demonstrate what impact the IMNIS program has on developing industry-relevant knowledge and skills in PhD participants. In 2017, the three universities in South Australia implemented a state-wide study using the IIEI to understand the impact of the national IMNIS scheme on the South Australian cohort. Design/methodology/approach This paper presents a case study on the impact of mentoring on PhD students during the IMNIS program. A self-assessed, competency-based study design has been used to collect pre, mid and post experience data, which measures the extent to which objectives of the IMNIS program are met. The evaluation of the results, using the Vitae Impact Framework (Vitae, 2012), seeks to understand the development of mentees’ skills and knowledge as a result of their mentoring experience to support program development and build an evidence base of impact. Findings This paper presents the 2017/2018 results from the South Australian IMNIS impact evaluation. Through analysis of the three data sets, findings show that skills and knowledge have been developed in mentees as a result of the program. Originality/value This study provides an extended approach to the existing evaluation undertaken in the national IMNIS program. The IIEI is now available for other universities to use as a method for extended evaluation of their IMNIS program or potentially other WIL opportunities, providing an opportunity for institutional and national benchmarking.
{"title":"Mentoring for employability: a state-level impact study","authors":"C. Jackson, D. Miloš, M. Kerr","doi":"10.1108/SGPE-04-2019-0047","DOIUrl":"https://doi.org/10.1108/SGPE-04-2019-0047","url":null,"abstract":"\u0000Purpose\u0000Industry 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 to improved employability. The University of South Australia developed the industry mentoring network in STEM (IMNIS) Impact Evaluation Instrument (IIEI) to capture advanced self-assessed data from mentees and demonstrate what impact the IMNIS program has on developing industry-relevant knowledge and skills in PhD participants. In 2017, the three universities in South Australia implemented a state-wide study using the IIEI to understand the impact of the national IMNIS scheme on the South Australian cohort.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents a case study on the impact of mentoring on PhD students during the IMNIS program. A self-assessed, competency-based study design has been used to collect pre, mid and post experience data, which measures the extent to which objectives of the IMNIS program are met. The evaluation of the results, using the Vitae Impact Framework (Vitae, 2012), seeks to understand the development of mentees’ skills and knowledge as a result of their mentoring experience to support program development and build an evidence base of impact.\u0000\u0000\u0000Findings\u0000This paper presents the 2017/2018 results from the South Australian IMNIS impact evaluation. Through analysis of the three data sets, findings show that skills and knowledge have been developed in mentees as a result of the program.\u0000\u0000\u0000Originality/value\u0000This study provides an extended approach to the existing evaluation undertaken in the national IMNIS program. The IIEI is now available for other universities to use as a method for extended evaluation of their IMNIS program or potentially other WIL opportunities, providing an opportunity for institutional and national benchmarking.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-04-2019-0047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45704763","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 : 2019-10-14DOI: 10.1108/SGPE-04-2019-0046
D. Miloš
Purpose 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 University has embedded the Research and Employability Skills Training (REST) Program into the HDR. Design/methodology/approach REST was established to replace the workshop-based professional development program, with a structured, compulsory, comprehensive program for HDR students, based on the Vitae Researcher Development Framework (RDF). The Program aims to provide students with the research skills they need to complete their studies and the transferrable skills employers seek, through an online, supported program that helps them identify their needs, plan and control their skills development. Such a comprehensive online candidature management system has enabled Flinders to implement the RDF and successfully and comprehensively embed REST into the HDR candidature, assisting students to articulate and demonstrate their skills with documented evidence. Findings The Program has been running for one year, and so far, has been successful. Students are increasingly completing the initial online Skills Needs Analysis assessment component, which helps to identify their skills gaps and recommend workshops to meet their needs. Supervisors and students are engaging with the Program through structured discussion and refection of skills at each annual milestone, thanks to the help of the Inspire online candidature management system. Originality/value REST is a valuable resource for HDR students, providing them with a range of skills to progress with their research, writing and professional development training that complements, but is separate from, their degree. Providing a structured training program which follows and supports students’ candidature, and is based around the training needs and career trajectories of the student assists the students be more equipped and supported to complete on time and are well prepared for a range of career outcomes.
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Pub Date : 2019-10-14DOI: 10.1108/SGPE-05-2019-0054
G. Wisker, G. Robinson, B. Leibowitz
Purpose 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. Design/methodology/approach Much doctoral education research focuses on the academic identities of postgraduates, their change and alignment to the work and experience of being a doctoral student and beyond, in academic or other jobs. This longitudinal work explores professional and social impact from doctoral research and transformational changes experienced and reported by graduates in two projects. Based on narrative interviewing turned into case studies, it asks fundamental questions about the purpose and impact of postgraduate knowledge. Findings Respondents emphasised change in their sense of personal, academic and professional identity; immediate impact on professional practice leading to job change, status, changes in practices and longer-term impacts of further influences on professional practice, some international in reach. Research limitations/implications This small-scale study has widespread implications for understanding the impact of postgraduate knowledge on professional practice and personal development. Practical implications The work could influence doctoral student intentions and the focus of doctoral programmes. Social implications Postgraduate knowledge is seen as crucial in theorised and practical contributions to social development. Originality/value This longitudinal work generates new knowledge, answering questions: What is the purpose of postgraduate knowledge? Who benefits from results? What is the impact from the research? How are outcomes put into professional practice? It found significant developments in professional practice and personal development.
{"title":"The purpose and impact of postgraduate knowledge","authors":"G. Wisker, G. Robinson, B. Leibowitz","doi":"10.1108/SGPE-05-2019-0054","DOIUrl":"https://doi.org/10.1108/SGPE-05-2019-0054","url":null,"abstract":"\u0000Purpose\u0000Much 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.\u0000\u0000\u0000Design/methodology/approach\u0000Much doctoral education research focuses on the academic identities of postgraduates, their change and alignment to the work and experience of being a doctoral student and beyond, in academic or other jobs. This longitudinal work explores professional and social impact from doctoral research and transformational changes experienced and reported by graduates in two projects. Based on narrative interviewing turned into case studies, it asks fundamental questions about the purpose and impact of postgraduate knowledge.\u0000\u0000\u0000Findings\u0000Respondents emphasised change in their sense of personal, academic and professional identity; immediate impact on professional practice leading to job change, status, changes in practices and longer-term impacts of further influences on professional practice, some international in reach.\u0000\u0000\u0000Research limitations/implications\u0000This small-scale study has widespread implications for understanding the impact of postgraduate knowledge on professional practice and personal development.\u0000\u0000\u0000Practical implications\u0000The work could influence doctoral student intentions and the focus of doctoral programmes.\u0000\u0000\u0000Social implications\u0000Postgraduate knowledge is seen as crucial in theorised and practical contributions to social development.\u0000\u0000\u0000Originality/value\u0000This longitudinal work generates new knowledge, answering questions: What is the purpose of postgraduate knowledge? Who benefits from results? What is the impact from the research? How are outcomes put into professional practice? It found significant developments in professional practice and personal development.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-05-2019-0054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47193551","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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