Aim/Purpose This paper introduces the Feedback Expectation Tool (FET) as an easy-touse and flexible pedagogical tool to encourage dialogue on feedback between supervisors and candidates. The main aim of this pedagogical innovation is to allow negotiation to understand expectations and establish boundaries through transparent practices. Background Feedback is a key element of learning and development and vital to developing scholarship. The literature indicates that supervisors and candidates often have different expectations about feedback. We developed the FET as a tool to encourage dialogue on feedback between supervisors and candidates so that they could understand each other’s expectations, negotiate, and work together in the most beneficial way possible. Methodology We sought qualitative survey data from doctoral supervisors and candidates attending two universities. Participants identified key issues they faced with feedback. Based on current literature, qualitative survey data, and our insights as feedback researchers and academic developers, we developed a list of 13 conflicting statements. From this, we created the FET. Contribution This paper shows how the FET evolved as an educational, developmental tool. It includes the tool (the FET) for easy and immediate use by supervisors and candidates. The FET makes an innovative pedagogical contribution to supervision practice and the wider body of knowledge around these practices. Findings The paper presents and discusses the 13 FET statements that are the synthesized result of the literature review, the analysis of the qualitative survey data, Encouraging Dialogue in Doctoral Supervision 266 and our experience. Each statement has contradictions that offer opportunities for dialogue between the supervisor and the candidate. Recommendations for Practitioners Supervisors can use the FET successfully as a pedagogical tool when talking with their doctoral candidates. Every supervisor and candidate will use the FET in a way that works best for them both. Recommendations for Researchers Researchers could conduct studies in other research sites and countries and in specific disciplines. These studies would help us better understand the FET as a pedagogical tool so we could develop it further. Impact on Society The FET is designed to help learning take place. It achieves this by creating a common understanding of the complexities in the feedback process. To keep up with ongoing changes in society in general, and in Higher Education and doctoral education in particular, we present the FET as a living document. Future Research The authors are conducting follow-up research to discover how useful the FET is as a tool to help achieve more open and collegial feedback practices in doctoral supervision.
{"title":"Encouraging Dialogue in Doctoral Supervision: The Development of the Feedback Expectation Tool","authors":"Elke Stracke, Vijay Kumar","doi":"10.28945/4568","DOIUrl":"https://doi.org/10.28945/4568","url":null,"abstract":"Aim/Purpose This paper introduces the Feedback Expectation Tool (FET) as an easy-touse and flexible pedagogical tool to encourage dialogue on feedback between supervisors and candidates. The main aim of this pedagogical innovation is to allow negotiation to understand expectations and establish boundaries through transparent practices. Background Feedback is a key element of learning and development and vital to developing scholarship. The literature indicates that supervisors and candidates often have different expectations about feedback. We developed the FET as a tool to encourage dialogue on feedback between supervisors and candidates so that they could understand each other’s expectations, negotiate, and work together in the most beneficial way possible. Methodology We sought qualitative survey data from doctoral supervisors and candidates attending two universities. Participants identified key issues they faced with feedback. Based on current literature, qualitative survey data, and our insights as feedback researchers and academic developers, we developed a list of 13 conflicting statements. From this, we created the FET. Contribution This paper shows how the FET evolved as an educational, developmental tool. It includes the tool (the FET) for easy and immediate use by supervisors and candidates. The FET makes an innovative pedagogical contribution to supervision practice and the wider body of knowledge around these practices. Findings The paper presents and discusses the 13 FET statements that are the synthesized result of the literature review, the analysis of the qualitative survey data, Encouraging Dialogue in Doctoral Supervision 266 and our experience. Each statement has contradictions that offer opportunities for dialogue between the supervisor and the candidate. Recommendations for Practitioners Supervisors can use the FET successfully as a pedagogical tool when talking with their doctoral candidates. Every supervisor and candidate will use the FET in a way that works best for them both. Recommendations for Researchers Researchers could conduct studies in other research sites and countries and in specific disciplines. These studies would help us better understand the FET as a pedagogical tool so we could develop it further. Impact on Society The FET is designed to help learning take place. It achieves this by creating a common understanding of the complexities in the feedback process. To keep up with ongoing changes in society in general, and in Higher Education and doctoral education in particular, we present the FET as a living document. Future Research The authors are conducting follow-up research to discover how useful the FET is as a tool to help achieve more open and collegial feedback practices in doctoral supervision.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"2 1","pages":"265-284"},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87512217","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}
Aim/Purpose The purpose of this study is to identify the challenges Saudi doctoral students studying in UK universities face with their supervisors, shed light on their experiences, and examine the extent to which these experiences impact their ability to complete their thesis. Furthermore, the aim is to examine the aspects of supervision the students found to be effective during their studies. Background The overall intention of this article is to provide more information about the experiences and challenges Saudi mathematics students face with their doctoral supervisors in UK universities. Therefore, overcoming these difficulties will enhance the academic success rates of Saudi students, and will help them to complete their studies on time when studying at UK universities. Methodology This was a multi method project resulting in the collection of both qualitative and quantitative data. It started with a questionnaire, which was administered to 300 Saudi doctoral students, 32 of whom subsequently agreed to be interviewed. The sample was randomly selected from doctoral students who were specializing in curricula and methods of teaching mathematics and other related areas. Contribution This study added information to the literature on Saudi mathematics students’ experiences and challenges with their doctoral supervisors in UK universities. This also represents the first study to be context on this subject within Saudi Arabia. Findings There are some positive and negative challenges experienced between doctoral students and their supervisors, which are comprised of four main dimensions: team supervision, the supervisory relationship, the elements of effective supervision in their current supervisors, and supervisors’ written feedback. Additionally, based on their experiences, the students stated the specific elements of supervision that were effective, including general knowledge of the research area and research methods, receiving continued support from the supervisory team, and the establishment of regular and realistic deadlines, friendliness, approachability and Saudi Mathematics Students’ Experiences and Challenges 238 flexibility, the provision of detailed feedback on students’ work, joint meetings with both first and second supervisors, constructive criticism, and sufficient interest in their research. Recommendations for Practitioners The stakeholders in Saudi Arabia should take advantage of the answers given by the participants to help those and future students. Furthermore, this study invites doctoral students to solve the challenges they face with their supervisors immediately, in order to be able to complete their thesis on time. Additionally, it is important that university and departmental administrative bodies consider tracking their study paths to better assist students. Furthermore, universities should be clear regarding the different roles and responsibilities of the students and their supervisors before the candidates commence th
{"title":"Saudi Mathematics Students’ Experiences and Challenges with Their Doctoral Supervisors in UK Universities","authors":"M. Alabdulaziz","doi":"10.28945/4538","DOIUrl":"https://doi.org/10.28945/4538","url":null,"abstract":"Aim/Purpose The purpose of this study is to identify the challenges Saudi doctoral students studying in UK universities face with their supervisors, shed light on their experiences, and examine the extent to which these experiences impact their ability to complete their thesis. Furthermore, the aim is to examine the aspects of supervision the students found to be effective during their studies. Background The overall intention of this article is to provide more information about the experiences and challenges Saudi mathematics students face with their doctoral supervisors in UK universities. Therefore, overcoming these difficulties will enhance the academic success rates of Saudi students, and will help them to complete their studies on time when studying at UK universities. Methodology This was a multi method project resulting in the collection of both qualitative and quantitative data. It started with a questionnaire, which was administered to 300 Saudi doctoral students, 32 of whom subsequently agreed to be interviewed. The sample was randomly selected from doctoral students who were specializing in curricula and methods of teaching mathematics and other related areas. Contribution This study added information to the literature on Saudi mathematics students’ experiences and challenges with their doctoral supervisors in UK universities. This also represents the first study to be context on this subject within Saudi Arabia. Findings There are some positive and negative challenges experienced between doctoral students and their supervisors, which are comprised of four main dimensions: team supervision, the supervisory relationship, the elements of effective supervision in their current supervisors, and supervisors’ written feedback. Additionally, based on their experiences, the students stated the specific elements of supervision that were effective, including general knowledge of the research area and research methods, receiving continued support from the supervisory team, and the establishment of regular and realistic deadlines, friendliness, approachability and Saudi Mathematics Students’ Experiences and Challenges 238 flexibility, the provision of detailed feedback on students’ work, joint meetings with both first and second supervisors, constructive criticism, and sufficient interest in their research. Recommendations for Practitioners The stakeholders in Saudi Arabia should take advantage of the answers given by the participants to help those and future students. Furthermore, this study invites doctoral students to solve the challenges they face with their supervisors immediately, in order to be able to complete their thesis on time. Additionally, it is important that university and departmental administrative bodies consider tracking their study paths to better assist students. Furthermore, universities should be clear regarding the different roles and responsibilities of the students and their supervisors before the candidates commence th","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"38 1","pages":"237-263"},"PeriodicalIF":0.0,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76888359","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}
Aim/Purpose While scientists play a crucial role within modern knowledge societies, the attractiveness of scientific careers in Germany is moderate due to career uncertainty and the limited perspectives of long-term retention in academia. This study identifies (intra-individual) changes in the career intentions of early career researchers. Furthermore, supporting factors for the stability of research career intentions are shown. Background Recent studies investigated early career researchers’ career intentions and predictors for their development in cross-section. These studies determine influences of individual factors, such as interests or self-efficacy beliefs, and organizational aspects like working and doctoral training conditions. By contrast, there is little knowledge about intra-individual changes in career intentions in the course of academic qualification. Methodology Longitudinal data of 101 research associates at a German university were collected via survey questionnaires in 2016 and 2018. Descriptive analysis was used to investigate changes in career intentions in consideration of doctoral phases. Logistic regression was applied to predict the stability of research career intentions over time. Contribution So far, research investigated the career intentions of early career researchers in Germany solely in cross-section. The present paper contributes in two ways. Firstly, intra-individual changes in career intentions are identified from a longitudinal perspective. Secondly, the stability of research career intentions is explained, considering various individual and contextual factors based on the Social Cognitive Model of Career Choice. Findings Descriptive analyses illustrate the tendency of declining interest in scientific careers in the course of academic qualification. The stability of research caWhat Keeps Them Interested? 218 reer intentions is predicted by changes in attractiveness ratings of a professorship and subjective assessments of research abilities relative to peers. Changes in academic self-efficacy beliefs have no significant effect. Recommendations for Practitioners Firstly, the attraction of and the path to a professorship must be structurally strengthened. Secondly, early career researchers should be supported in developing realistic assessments of their subjective research skills relative to peers. Mentoring in addition to academic supervision, mental support, or opportunities for peer counseling are expected to be valuable offers. Recommendations for Researchers Researchers seeking to explain the career intentions of early career researchers should be aware of their changeability. Hence, they should be investigated in extended longitudinal studies. Furthermore, impostor feelings as influencing factors on career intentions need further research. Impact on Society Research and knowledge are the basis for innovation and progress. In today’s knowledge society, research is in direct competition with both other countr
{"title":"What Keeps Them Interested? Influences on the Stability of Research Career Intentions in the Course of Academic Qualification","authors":"Doreen Forbrig","doi":"10.28945/4537","DOIUrl":"https://doi.org/10.28945/4537","url":null,"abstract":"Aim/Purpose While scientists play a crucial role within modern knowledge societies, the attractiveness of scientific careers in Germany is moderate due to career uncertainty and the limited perspectives of long-term retention in academia. This study identifies (intra-individual) changes in the career intentions of early career researchers. Furthermore, supporting factors for the stability of research career intentions are shown. Background Recent studies investigated early career researchers’ career intentions and predictors for their development in cross-section. These studies determine influences of individual factors, such as interests or self-efficacy beliefs, and organizational aspects like working and doctoral training conditions. By contrast, there is little knowledge about intra-individual changes in career intentions in the course of academic qualification. Methodology Longitudinal data of 101 research associates at a German university were collected via survey questionnaires in 2016 and 2018. Descriptive analysis was used to investigate changes in career intentions in consideration of doctoral phases. Logistic regression was applied to predict the stability of research career intentions over time. Contribution So far, research investigated the career intentions of early career researchers in Germany solely in cross-section. The present paper contributes in two ways. Firstly, intra-individual changes in career intentions are identified from a longitudinal perspective. Secondly, the stability of research career intentions is explained, considering various individual and contextual factors based on the Social Cognitive Model of Career Choice. Findings Descriptive analyses illustrate the tendency of declining interest in scientific careers in the course of academic qualification. The stability of research caWhat Keeps Them Interested? 218 reer intentions is predicted by changes in attractiveness ratings of a professorship and subjective assessments of research abilities relative to peers. Changes in academic self-efficacy beliefs have no significant effect. Recommendations for Practitioners Firstly, the attraction of and the path to a professorship must be structurally strengthened. Secondly, early career researchers should be supported in developing realistic assessments of their subjective research skills relative to peers. Mentoring in addition to academic supervision, mental support, or opportunities for peer counseling are expected to be valuable offers. Recommendations for Researchers Researchers seeking to explain the career intentions of early career researchers should be aware of their changeability. Hence, they should be investigated in extended longitudinal studies. Furthermore, impostor feelings as influencing factors on career intentions need further research. Impact on Society Research and knowledge are the basis for innovation and progress. In today’s knowledge society, research is in direct competition with both other countr","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"20 1","pages":"217-235"},"PeriodicalIF":0.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85912386","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}
Aim/Purpose: This paper examines the experiences of African American students in a doctor of education program at a comprehensive university in Southern California. Background: Qualitative case study methodology and critical race theory is used to highlight asset rather than deficit narratives of the participants, illuminating another aspect of commonly understood experiences for underrepresented students in education. Methodology: Qualitative case study methodology was used for a sample of 14 African American doctoral students in the Southern California area. Critical race theory provided a framework through which to support data analysis and subsequent findings. Contribution: The original contribution of this paper is the asset-narrative of African American doctoral students at an institution that is not research-driven. Findings: Findings assert that (1) asset narratives of African American students need to be highlighted, (2) action-research as an option for dissertation completion is important for Ed.D. programs, and (3) racial identity of African Americans is complex, therefore broader understandings of black identity are needed, and must be coupled with anti-deficit ideology. Recommendations for Practitioners: Recommendations for practitioners include expanding understandings of African American identity coupled with anti-deficit ideology to enhance student interactions with both faculty and peers throughout doctoral education. Recommendation for Researchers: It is suggested that future research continue to focus on doctoral student experiences in institutions that are not research intensive. Impact on Society: This research provides an original contribution by furthering understandings of the complexity of the African American experience with identity, research, and doctoral education experiences. Future Research: Future research should focus on other underrepresented populations in doctoral education at universities that are not research-intensive.
{"title":"My Narrative is Not What You Think It Is: Experiences of African Americans in a Doctor of Education Program","authors":"Shametrice Davis, Leslie Reese, C. S. Griswold","doi":"10.28945/4534","DOIUrl":"https://doi.org/10.28945/4534","url":null,"abstract":"Aim/Purpose: This paper examines the experiences of African American students in a doctor of education program at a comprehensive university in Southern California.\u0000\u0000Background: Qualitative case study methodology and critical race theory is used to highlight asset rather than deficit narratives of the participants, illuminating another aspect of commonly understood experiences for underrepresented students in education.\u0000\u0000Methodology: Qualitative case study methodology was used for a sample of 14 African American doctoral students in the Southern California area. Critical race theory provided a framework through which to support data analysis and subsequent findings.\u0000\u0000Contribution: The original contribution of this paper is the asset-narrative of African American doctoral students at an institution that is not research-driven.\u0000\u0000Findings: Findings assert that (1) asset narratives of African American students need to be highlighted, (2) action-research as an option for dissertation completion is important for Ed.D. programs, and (3) racial identity of African Americans is complex, therefore broader understandings of black identity are needed, and must be coupled with anti-deficit ideology.\u0000\u0000Recommendations for Practitioners: Recommendations for practitioners include expanding understandings of African American identity coupled with anti-deficit ideology to enhance student interactions with both faculty and peers throughout doctoral education.\u0000\u0000Recommendation for Researchers: It is suggested that future research continue to focus on doctoral student experiences in institutions that are not research intensive.\u0000\u0000Impact on Society: This research provides an original contribution by furthering understandings of the complexity of the African American experience with identity, research, and doctoral education experiences.\u0000\u0000Future Research: Future research should focus on other underrepresented populations in doctoral education at universities that are not research-intensive. \u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"1 1","pages":"199-216"},"PeriodicalIF":0.0,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87130783","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}
Aim/Purpose: The purpose of this study was to determine if there was a relationship between doctoral students’ candidacy examination scores and estimated time to degree completion, measured by dissertation progression. Background: Time to degree completion in doctoral programs continues to be an issue and reasons for high attrition rates for doctoral students are broad and include varied core components of the academic pathway such as challenges with critical thinking during coursework, stress about passing comprehensive examinations, poor academic writing, and lack of knowledge around scholarly practitioner research. Methodology: An ex post facto, correlational research design utilized quantitative data to determine whether a relationship existed between candidacy examination scores and time to doctoral degree completion. Contribution: If student’s ability to score higher on the candidacy examination increases their likelihood of dissertation activity, completion of specified benchmarks such as a pre-prospectus, prospectus, and final dissertation defenses, one year following the candidacy examination, programs have evidence-based support to retain a comprehensive examination. Findings: The findings denoted a weak to moderate relationship between candidacy examination score and dissertation progression (defending pre-prospectus and/or prospectus) within one year from taking the candidacy examination. Thus, the researchers believe this identification of this relationship warrants further research to continue to examine how candidacy examination scores impact progress to degree completion with a focus on academic writing and scholarly practitioner research. Recommendations for Practitioners: We recommend for practitioners the continued implementation of the candidacy examination for students to aid in addressing any issues or misunderstandings students may have prior to the bulk of their data collection and analysis by assessing students’ abilities in academic writing and scholarly practitioner research and in turn, improve time to degree completion. Recommendation for Researchers: We recommend that future research is conducted to gather a longitudinal understanding of the implications of administering a comprehensive examination followed by a pre-prospectus and prospectus defense will positively impact student’s progression through their research and result in the dissertation being completed in a more timely manner. Impact on Society: Doctoral programs need to provide support to avoid students who are progressing through a doctoral program and successfully completing coursework, being halted at the All But Dissertation (ABD) stage and as a result fail to complete these programs due to poor academic writing and lack of knowledge around scholarly practitioner research. Future Research: A longer analysis timeline and larger sample size would help in further understanding the true beneficial or potentially harmful implications
{"title":"Doctoral Candidacy Examination Scores and Time to Degree Completion","authors":"J. McBrayer, Steven Tolman, Katherine F. Fallon","doi":"10.28945/4529","DOIUrl":"https://doi.org/10.28945/4529","url":null,"abstract":"Aim/Purpose: The purpose of this study was to determine if there was a relationship between doctoral students’ candidacy examination scores and estimated time to degree completion, measured by dissertation progression. Background: Time to degree completion in doctoral programs continues to be an issue and reasons for high attrition rates for doctoral students are broad and include varied core components of the academic pathway such as challenges with critical thinking during coursework, stress about passing comprehensive examinations, poor academic writing, and lack of knowledge around scholarly practitioner research. Methodology: An ex post facto, correlational research design utilized quantitative data to determine whether a relationship existed between candidacy examination scores and time to doctoral degree completion. Contribution: If student’s ability to score higher on the candidacy examination increases their likelihood of dissertation activity, completion of specified benchmarks such as a pre-prospectus, prospectus, and final dissertation defenses, one year following the candidacy examination, programs have evidence-based support to retain a comprehensive examination. Findings: The findings denoted a weak to moderate relationship between candidacy examination score and dissertation progression (defending pre-prospectus and/or prospectus) within one year from taking the candidacy examination. Thus, the researchers believe this identification of this relationship warrants further research to continue to examine how candidacy examination scores impact progress to degree completion with a focus on academic writing and scholarly practitioner research. Recommendations for Practitioners: We recommend for practitioners the continued implementation of the candidacy examination for students to aid in addressing any issues or misunderstandings students may have prior to the bulk of their data collection and analysis by assessing students’ abilities in academic writing and scholarly practitioner research and in turn, improve time to degree completion. Recommendation for Researchers: We recommend that future research is conducted to gather a longitudinal understanding of the implications of administering a comprehensive examination followed by a pre-prospectus and prospectus defense will positively impact student’s progression through their research and result in the dissertation being completed in a more timely manner. Impact on Society: Doctoral programs need to provide support to avoid students who are progressing through a doctoral program and successfully completing coursework, being halted at the All But Dissertation (ABD) stage and as a result fail to complete these programs due to poor academic writing and lack of knowledge around scholarly practitioner research. Future Research: A longer analysis timeline and larger sample size would help in further understanding the true beneficial or potentially harmful implications","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88628806","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}
Aim/Purpose This US-based study explored various facets of impostor phenomenon experienced during PhD training in science, technology, engineering, and mathematics (STEM). Specifically, the purpose of this research was to identify certain experiences that trigger this phenomenon. Background Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. It is characterized by the notion that one has fooled others into overestimating their ability, not attributing one’s accomplishments to ability, and living with the fear of being discovered as a fraud. Methodology Data were collected using convenience and snowball sampling. Qualitative, semistructured interviews from 90 PhD students were analyzed thematically. Contribution Study findings contribute to a less-understood area of what constitutes triggers for the impostor phenomenon among PhD students in STEM fields. Findings Participants described the following themes that triggered impostor phenomenon during PhD training: 1) Progress and public recognition, 2) Comparing oneself with others, 3) Developing skills: public speaking and scientific writing. 4) Application of new knowledge, and 5) Asking for help. Recommendations for Practitioners PhD faculty, mentors, advisers, and administrators should be cognizant of the triggers that could give rise to the impostor phenomenon among their students. Professional development activities for students could focus on earlier and more rigorous training for improving scientific communication. Recommendations for Researchers Future research should continue to explore if other stakeholders in academia such as postdoctoral trainees and faculty also experience similar stress due to the impostor phenomenon. PhD Student and Impostor Phenomenon in STEM 160 Impact on Society Institutes of higher education should continue to focus on improving student mental health and retention rates, alleviating some of the PhD training stressors by designing interventions that improve students’ mindset and self-efficacy. Future Research Findings point to avenues for further research on how to support those with impostor phenomenon. Future research could explore the topic in other disciplines outside STEM and examine if long-term interventions could mitigate impostorfeelings, including the nature and length of interventions that could be helpful.
{"title":"PhD Student Experiences with the Impostor Phenomenon in STEM","authors":"Devasmita Chakraverty","doi":"10.28945/4513","DOIUrl":"https://doi.org/10.28945/4513","url":null,"abstract":"Aim/Purpose This US-based study explored various facets of impostor phenomenon experienced during PhD training in science, technology, engineering, and mathematics (STEM). Specifically, the purpose of this research was to identify certain experiences that trigger this phenomenon. Background Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. It is characterized by the notion that one has fooled others into overestimating their ability, not attributing one’s accomplishments to ability, and living with the fear of being discovered as a fraud. Methodology Data were collected using convenience and snowball sampling. Qualitative, semistructured interviews from 90 PhD students were analyzed thematically. Contribution Study findings contribute to a less-understood area of what constitutes triggers for the impostor phenomenon among PhD students in STEM fields. Findings Participants described the following themes that triggered impostor phenomenon during PhD training: 1) Progress and public recognition, 2) Comparing oneself with others, 3) Developing skills: public speaking and scientific writing. 4) Application of new knowledge, and 5) Asking for help. Recommendations for Practitioners PhD faculty, mentors, advisers, and administrators should be cognizant of the triggers that could give rise to the impostor phenomenon among their students. Professional development activities for students could focus on earlier and more rigorous training for improving scientific communication. Recommendations for Researchers Future research should continue to explore if other stakeholders in academia such as postdoctoral trainees and faculty also experience similar stress due to the impostor phenomenon. PhD Student and Impostor Phenomenon in STEM 160 Impact on Society Institutes of higher education should continue to focus on improving student mental health and retention rates, alleviating some of the PhD training stressors by designing interventions that improve students’ mindset and self-efficacy. Future Research Findings point to avenues for further research on how to support those with impostor phenomenon. Future research could explore the topic in other disciplines outside STEM and examine if long-term interventions could mitigate impostorfeelings, including the nature and length of interventions that could be helpful.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"25 1","pages":"159-179"},"PeriodicalIF":0.0,"publicationDate":"2020-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79226888","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}
Aim/Purpose This qualitative study examined the racist and sexist experiences of doctoral women of color in the academy. Background Doctoral women of color (e.g., Asian Americans, Pacific Islanders, African Americans, Latina Americans, and Native Americans) continue to experience racism and sexism in academic spaces. While few studies have explored the experiences of doctoral students of color and doctoral women of color, with a larger emphasis on how they respond to racism, our study sought to further the knowledge and discourse surrounding the intersectionality of racism and sexism in academic contexts by examining the intersectionality of race and gender systems that impact the lived realities of doctoral women of color as women and people of color. Methodology This qualitative study employed multiracial feminism and Mellor’s taxonomy of coping styles as theoretical foundations to explore and understand how doctoral women of color experience and navigate racist and sexist incidents. Contribution The study contributes to research in various areas: (1) it expands our understanding of how doctoral women of color experience racism and sexism, (2) it deepens our perspective about the strategies and methods that they employ to negotiate and overcome these experiences, which can directly inform efforts to support and retain doctoral and other students of color, and (3) it encourages scholars to examine the experiences of doctoral women of color from an anti-deficit approach that acknowledges the social networks, skills, and knowledge that doctoral women of color rely on to disrupt and persist in inequitable contexts as they pursue academic success. Findings Our findings contribute a classification system that incorporates experiences of doctoral women of color with racism and sexism. Categories in this classification include covert, overt, and physical and material experiences. Our findings also Doctoral Women of Color 136 present a classification system that represents navigational strategies of doctoral women of color, or the ways they respond to and overcome racist and sexist experiences. Categories in this classification include defensive, controlled, and direct strategies. Recommendations for Practitioners First, our findings suggest a critical need for administrators and educators to understand the experiences of women of color and recognize the impact these experiences have on their persistence and success in college. Research on doctoral women of color is limited and very little is known about the entirety of their experiences in graduate programs. This study addresses this gap by exploring how doctoral women of color persist despite the intersectionality of racist and sexist alienation and marginalization. It is important that faculty and staff engage in culturally relevant education and training in order to better understand how to support doctoral women of color as they face these situations. We need more educators who engage in culturally
{"title":"Doctoral Women of Color Coping with Racism and Sexism in the Academy","authors":"Delma Ramos, Varaxy Yi","doi":"10.28945/4508","DOIUrl":"https://doi.org/10.28945/4508","url":null,"abstract":"Aim/Purpose This qualitative study examined the racist and sexist experiences of doctoral women of color in the academy. Background Doctoral women of color (e.g., Asian Americans, Pacific Islanders, African Americans, Latina Americans, and Native Americans) continue to experience racism and sexism in academic spaces. While few studies have explored the experiences of doctoral students of color and doctoral women of color, with a larger emphasis on how they respond to racism, our study sought to further the knowledge and discourse surrounding the intersectionality of racism and sexism in academic contexts by examining the intersectionality of race and gender systems that impact the lived realities of doctoral women of color as women and people of color. Methodology This qualitative study employed multiracial feminism and Mellor’s taxonomy of coping styles as theoretical foundations to explore and understand how doctoral women of color experience and navigate racist and sexist incidents. Contribution The study contributes to research in various areas: (1) it expands our understanding of how doctoral women of color experience racism and sexism, (2) it deepens our perspective about the strategies and methods that they employ to negotiate and overcome these experiences, which can directly inform efforts to support and retain doctoral and other students of color, and (3) it encourages scholars to examine the experiences of doctoral women of color from an anti-deficit approach that acknowledges the social networks, skills, and knowledge that doctoral women of color rely on to disrupt and persist in inequitable contexts as they pursue academic success. Findings Our findings contribute a classification system that incorporates experiences of doctoral women of color with racism and sexism. Categories in this classification include covert, overt, and physical and material experiences. Our findings also Doctoral Women of Color 136 present a classification system that represents navigational strategies of doctoral women of color, or the ways they respond to and overcome racist and sexist experiences. Categories in this classification include defensive, controlled, and direct strategies. Recommendations for Practitioners First, our findings suggest a critical need for administrators and educators to understand the experiences of women of color and recognize the impact these experiences have on their persistence and success in college. Research on doctoral women of color is limited and very little is known about the entirety of their experiences in graduate programs. This study addresses this gap by exploring how doctoral women of color persist despite the intersectionality of racist and sexist alienation and marginalization. It is important that faculty and staff engage in culturally relevant education and training in order to better understand how to support doctoral women of color as they face these situations. We need more educators who engage in culturally","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"33 1","pages":"135-158"},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76883298","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}
Aim/Purpose This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Methodology In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations Implications for doctoral programs are the need for more formal familyfriendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Women’s Experiences with Parenting during Doctoral Education 90 Future Research Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.
{"title":"Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory","authors":"Rebecca G. Mirick, Stephanie P Wladkowski","doi":"10.28945/4484","DOIUrl":"https://doi.org/10.28945/4484","url":null,"abstract":"Aim/Purpose This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Methodology In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations Implications for doctoral programs are the need for more formal familyfriendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Women’s Experiences with Parenting during Doctoral Education 90 Future Research Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"53 1","pages":"089-110"},"PeriodicalIF":0.0,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73591516","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}
Aim/Purpose: This study investigates the professional development needs of educators with a Master’s degree and seeking or having a doctoral degree in education. Background: Understanding the professional development needs of educators is important for meeting these needs. The literature focuses on post-bachelor education but does not address professional development and doctoral degree needs. Methodology: Educators with a Master’s degree in education seeking or having completed a doctoral degree participated in one 30 minute semi-structured interview. Contribution: This research can be used as a guide for how to support Master’s-level educators seeking doctoral degrees. Findings: Master’s level students earning a doctorate degree in education found professional development satisfied through their programs when experiential learning opportunities were provided and in-depth institutional support. Recommendations for Practitioners: Educators seeking a doctorate degree in education to meet their professional development needs should seek out higher education opportunities that include mentorships and experiential learning opportunities. Recommendation for Researchers: Further research is necessary to understand how additional professional development needs can be met in higher education and in the creation of successful professional development partnerships. Impact on Society: Required teacher professional development can increase classroom performance if necessary educator needs are met. Future Research: Additional research on professional development successes in schools partnering with higher education institutions potentially for a dual purpose of obtaining doctorate degrees may provide an invaluable increase in classroom performance.
{"title":"Factors Leading Educators to Pursue a Doctorate Degree to Meet Professional Development Needs","authors":"E. Burton","doi":"10.28945/4476","DOIUrl":"https://doi.org/10.28945/4476","url":null,"abstract":"Aim/Purpose: This study investigates the professional development needs of educators with a Master’s degree and seeking or having a doctoral degree in education.\u0000\u0000Background: Understanding the professional development needs of educators is important for meeting these needs. The literature focuses on post-bachelor education but does not address professional development and doctoral degree needs.\u0000\u0000Methodology: Educators with a Master’s degree in education seeking or having completed a doctoral degree participated in one 30 minute semi-structured interview.\u0000\u0000Contribution: This research can be used as a guide for how to support Master’s-level educators seeking doctoral degrees.\u0000\u0000Findings: Master’s level students earning a doctorate degree in education found professional development satisfied through their programs when experiential learning opportunities were provided and in-depth institutional support.\u0000\u0000Recommendations for Practitioners: Educators seeking a doctorate degree in education to meet their professional development needs should seek out higher education opportunities that include mentorships and experiential learning opportunities.\u0000\u0000Recommendation for Researchers: Further research is necessary to understand how additional professional development needs can be met in higher education and in the creation of successful professional development partnerships.\u0000\u0000Impact on Society: Required teacher professional development can increase classroom performance if necessary educator needs are met.\u0000\u0000Future Research: Additional research on professional development successes in schools partnering with higher education institutions potentially for a dual purpose of obtaining doctorate degrees may provide an invaluable increase in classroom performance.\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"50 1","pages":"075-087"},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77698729","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}
Aim/Purpose The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs Validation of the Mentoring Integrity Scale 30 were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners The researcher discussed the practical implicat
{"title":"The Validation of Using Assessment Tools and a Theory to Mentor Doctoral Students with Integrity and Trustworthiness","authors":"Laura R. Roberts","doi":"10.28945/4475","DOIUrl":"https://doi.org/10.28945/4475","url":null,"abstract":"Aim/Purpose The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs Validation of the Mentoring Integrity Scale 30 were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners The researcher discussed the practical implicat","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"21 1","pages":"029-056"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86823582","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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