Aim/Purpose: Graduate students face immense pressures and challenges as part of the graduate school experience, with few avenues to express their frustrations. While the crisis of graduate student mental health is well-documented quantitatively, and the stresses of graduate school are explored on the institutional level, there are few qualitative studies of these issues. Background: This study aims to explore graduate student attitudes and perceptions about graduate school and academia through the analysis of niche, graduate student-focused memes. Theories of emotional selection, emotional contagion, and collective coping predict that the creation and sharing of niche-interest memes reflect dominant attitudes and perceptions within niche communities under stress. Methodology: This study utilizes content analysis to thematically categorize a sample of 208 meme images created by and posted to the social media account High-Impact PhD Memes. The data is additionally categorized to measure resonance – how well each image was received by the page audience – and visualized using bar codes. Contribution: This study offers a new method for examining the attitudes and perceptions of niche groups online by proposing the measurement of emotional resonance, presents a novel visualization for the presentation of thematic coding and offers a new means to analyze internet memes for both content and emotional resonance. Findings: Findings indicate that the most frequently occurring themes in niche memes are not necessarily the ones that most highly emotionally resonate with the niche community of interest. The population of current and recent graduate students following High-Impact PhD Memes most highly resonated with the issues of literature access, financial/employment stresses, and overwork. Impact on Society: The findings of this study should encourage both researchers and higher education administrators to consider memes as reflections of the emotional states and perceptions of graduate students both collectively and individually, given how they comment on current, pressing issues. Based on the findings here, memes could feasibly be used as elicitation materials in well-being assessments or qualitative research studies to better understand and prompt reflections on the perspectives of graduate students, and ultimately improve programming and supports for the population. Future Research: Future research could apply similar methods to study other niche groups under pressure that use memes as a means of collective coping in order to better understand their attitudes and perceptions. Groups such as LGBTQ+ people, those with niche political affiliations, and neurodivergent people could all be studied with a similar approach.
{"title":"High Impact, Low Mood: An Analysis of Graduate Student Attitudes and Perceptions Through PHD Memes","authors":"Gordon W Maples","doi":"10.28945/5075","DOIUrl":"https://doi.org/10.28945/5075","url":null,"abstract":"Aim/Purpose: Graduate students face immense pressures and challenges as part of the graduate school experience, with few avenues to express their frustrations. While the crisis of graduate student mental health is well-documented quantitatively, and the stresses of graduate school are explored on the institutional level, there are few qualitative studies of these issues. Background: This study aims to explore graduate student attitudes and perceptions about graduate school and academia through the analysis of niche, graduate student-focused memes. Theories of emotional selection, emotional contagion, and collective coping predict that the creation and sharing of niche-interest memes reflect dominant attitudes and perceptions within niche communities under stress. Methodology: This study utilizes content analysis to thematically categorize a sample of 208 meme images created by and posted to the social media account High-Impact PhD Memes. The data is additionally categorized to measure resonance – how well each image was received by the page audience – and visualized using bar codes. Contribution: This study offers a new method for examining the attitudes and perceptions of niche groups online by proposing the measurement of emotional resonance, presents a novel visualization for the presentation of thematic coding and offers a new means to analyze internet memes for both content and emotional resonance. Findings: Findings indicate that the most frequently occurring themes in niche memes are not necessarily the ones that most highly emotionally resonate with the niche community of interest. The population of current and recent graduate students following High-Impact PhD Memes most highly resonated with the issues of literature access, financial/employment stresses, and overwork. Impact on Society: The findings of this study should encourage both researchers and higher education administrators to consider memes as reflections of the emotional states and perceptions of graduate students both collectively and individually, given how they comment on current, pressing issues. Based on the findings here, memes could feasibly be used as elicitation materials in well-being assessments or qualitative research studies to better understand and prompt reflections on the perspectives of graduate students, and ultimately improve programming and supports for the population. Future Research: Future research could apply similar methods to study other niche groups under pressure that use memes as a means of collective coping in order to better understand their attitudes and perceptions. Groups such as LGBTQ+ people, those with niche political affiliations, and neurodivergent people could all be studied with a similar approach.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80424740","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: Our study explores the factors contributing to the Imposter Phenomenon among doctoral students in the United States. Background: Many studies show that Imposter Phenomenon impacts women doctoral students and students from minority groups, especially if they are enrolled in Predominantly White Institutions. Our study focuses explicitly on contributing factors to the Imposter Phenomenon among doctoral students in the United States. The study also explored how Imposter Phenomenon is related to doctoral students’ academic goals and achievements. Methodology: We utilized a qualitative phenomenological research design and conducted semi-structured interviews (45-90 minutes) in person and via Zoom. This study was conducted at a public research university in mid-western United States. A total of 14 (3 male and 11 female) doctoral students participated in the study. These students self-identified as White (9), African American (1), South Asian (2), mixed race (1), and Latina (1). Of the 14 students, 4 were international, and 10 were domestic. These students were from various disciplines, such as Education, Economics, Anthropology, Biology, Plant Sciences, and Engineering. Contribution: The study contributes to the field of psychology and higher education and helps us better understand doctoral students’ conceptions and experiences of the Imposter Phenomenon. The study provides empirical support to some of the previous claims by researchers and provides new insights related to the Imposter Phenomenon. Findings: In our study, participants did not consider the Imposter Phenomenon merely a personal or internal feeling or mental condition as presented in previous studies. We found there are multiple layers of the issue, and sociocultural factors play a contributing role to the Imposter Phenomenon. In our study, we found that relations with family, siblings, peers, and faculty played a significant role in shaping our participants’ sense of self and impacted how they responded to challenges in their academic life. We also noted that institutional culture impacts doctoral students’ self-concept and academic performance. Female doctoral students mentioned institutional culture and prevalent sexism in STEM fields as contributing factors to the Imposter Phenomenon. Overall, gender, race, age, and mental health emerged as major contributing factors to the Imposter Phenomenon among doctoral students. Recommendations for Practitioners: We recommend that higher education institutions should help doctoral students, especially students from underrepresented groups, by providing social, emotional, and economic support. To mitigate the challenges of institutional sexism, racism, and ageism, higher education institutions should consider creating peer support groups and try to foster a healthy and supportive environment for doctoral students. These groups could build on ontological inquiries to bolster student resiliency and self-perception. Also, there is a dire
{"title":"Factors Contributing to Imposter Phenomenon in Doctoral Students: A US-Based Qualitative Study","authors":"Sara Bano, Cailen O'Shea","doi":"10.28945/5195","DOIUrl":"https://doi.org/10.28945/5195","url":null,"abstract":"Aim/Purpose: Our study explores the factors contributing to the Imposter Phenomenon among doctoral students in the United States. Background: Many studies show that Imposter Phenomenon impacts women doctoral students and students from minority groups, especially if they are enrolled in Predominantly White Institutions. Our study focuses explicitly on contributing factors to the Imposter Phenomenon among doctoral students in the United States. The study also explored how Imposter Phenomenon is related to doctoral students’ academic goals and achievements. Methodology: We utilized a qualitative phenomenological research design and conducted semi-structured interviews (45-90 minutes) in person and via Zoom. This study was conducted at a public research university in mid-western United States. A total of 14 (3 male and 11 female) doctoral students participated in the study. These students self-identified as White (9), African American (1), South Asian (2), mixed race (1), and Latina (1). Of the 14 students, 4 were international, and 10 were domestic. These students were from various disciplines, such as Education, Economics, Anthropology, Biology, Plant Sciences, and Engineering. Contribution: The study contributes to the field of psychology and higher education and helps us better understand doctoral students’ conceptions and experiences of the Imposter Phenomenon. The study provides empirical support to some of the previous claims by researchers and provides new insights related to the Imposter Phenomenon. Findings: In our study, participants did not consider the Imposter Phenomenon merely a personal or internal feeling or mental condition as presented in previous studies. We found there are multiple layers of the issue, and sociocultural factors play a contributing role to the Imposter Phenomenon. In our study, we found that relations with family, siblings, peers, and faculty played a significant role in shaping our participants’ sense of self and impacted how they responded to challenges in their academic life. We also noted that institutional culture impacts doctoral students’ self-concept and academic performance. Female doctoral students mentioned institutional culture and prevalent sexism in STEM fields as contributing factors to the Imposter Phenomenon. Overall, gender, race, age, and mental health emerged as major contributing factors to the Imposter Phenomenon among doctoral students. Recommendations for Practitioners: We recommend that higher education institutions should help doctoral students, especially students from underrepresented groups, by providing social, emotional, and economic support. To mitigate the challenges of institutional sexism, racism, and ageism, higher education institutions should consider creating peer support groups and try to foster a healthy and supportive environment for doctoral students. These groups could build on ontological inquiries to bolster student resiliency and self-perception. Also, there is a dire","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448594","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 paper is to examine the perceived efforts, rewards, motives, and coping strategies of a sample of PhD students in Germany based on tested stress models, the Effort-Reward-Imbalance Model and the Transactional Model of Stress and Coping. Background: Pursuing a PhD can be challenging and stressful. Students face conflicts, isolation, and competition as well as difficulties with their supervisors. However, there is little known about how students perceive their PhD. Methodology: Semi-structured interviews were conducted in 2021 with 21 male and female doctoral students from various fields of research. The recorded interviews were transcribed and analyzed according to Mayring’s qualitative content analysis. Contribution: Little is known about the work stress of PhD students. Most studies focus on single aspects (e.g., the relationship with the supervisor or the heavy workload) and use questionnaires that do not show all aspects causing work stress and how to prevent it. In this study, we examined the elements of work stress and coping strategies by using the Effort-Reward-Imbalance Model and the Transactional Model of Stress and Coping in a theoretical framework. Findings: The analysis yielded two main categories for efforts and three main categories for rewards as well as several sub-categories. Participants persisted in the PhD program for five reasons: an intrinsic motivation, an interest in improving one’s skills, the motivation to become an expert in one’s field, the ability to contribute to research, and because of the flexibility and freedom offered during a PhD. Further, the study analyzed how PhD students cope with stress. Engaging in physical activities or spending time with family and friends were the most common coping strategies used, followed by work routines (like scheduling time for deep work and breaks) and seeking assistance from other PhD students. Recommendations for Practitioners: To decrease the stress factors and negative health outcomes, we recommend incorporating personal as well as organizational measurements in the university setting. Through kick-off events and personal development workshops, PhD students should be made aware of the potential stress factors and coping strategies. Mentoring programs with postdocs can further support the doctoral students. On an organizational level, the knowledge about the elements of work stress should be incorporated in the recruiting process and supervisor workshops. Recommendation for Researchers: As past research has investigated the effects of stress on physiological parameters, the framework of this study proposes the incorporation of the imbalance component into biological stress research. Impact on Society: Understanding the efforts, rewards, and motives for a doctoral degree will help to reduce work stress of PhD students and create a more positive over-all workplace, for example, by improving the relationship between students and their su
{"title":"The Effort-Reward-Imbalance Among PhD Students – A Qualitative Study","authors":"Melanie Vilser, Sabrina Rauh, I. Mausz, D. Frey","doi":"10.28945/5020","DOIUrl":"https://doi.org/10.28945/5020","url":null,"abstract":"Aim/Purpose: The purpose of this paper is to examine the perceived efforts, rewards, motives, and coping strategies of a sample of PhD students in Germany based on tested stress models, the Effort-Reward-Imbalance Model and the Transactional Model of Stress and Coping. Background: Pursuing a PhD can be challenging and stressful. Students face conflicts, isolation, and competition as well as difficulties with their supervisors. However, there is little known about how students perceive their PhD. Methodology: Semi-structured interviews were conducted in 2021 with 21 male and female doctoral students from various fields of research. The recorded interviews were transcribed and analyzed according to Mayring’s qualitative content analysis. Contribution: Little is known about the work stress of PhD students. Most studies focus on single aspects (e.g., the relationship with the supervisor or the heavy workload) and use questionnaires that do not show all aspects causing work stress and how to prevent it. In this study, we examined the elements of work stress and coping strategies by using the Effort-Reward-Imbalance Model and the Transactional Model of Stress and Coping in a theoretical framework. Findings: The analysis yielded two main categories for efforts and three main categories for rewards as well as several sub-categories. Participants persisted in the PhD program for five reasons: an intrinsic motivation, an interest in improving one’s skills, the motivation to become an expert in one’s field, the ability to contribute to research, and because of the flexibility and freedom offered during a PhD. Further, the study analyzed how PhD students cope with stress. Engaging in physical activities or spending time with family and friends were the most common coping strategies used, followed by work routines (like scheduling time for deep work and breaks) and seeking assistance from other PhD students. Recommendations for Practitioners: To decrease the stress factors and negative health outcomes, we recommend incorporating personal as well as organizational measurements in the university setting. Through kick-off events and personal development workshops, PhD students should be made aware of the potential stress factors and coping strategies. Mentoring programs with postdocs can further support the doctoral students. On an organizational level, the knowledge about the elements of work stress should be incorporated in the recruiting process and supervisor workshops. Recommendation for Researchers: As past research has investigated the effects of stress on physiological parameters, the framework of this study proposes the incorporation of the imbalance component into biological stress research. Impact on Society: Understanding the efforts, rewards, and motives for a doctoral degree will help to reduce work stress of PhD students and create a more positive over-all workplace, for example, by improving the relationship between students and their su","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85209564","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}
Ahmed Mohammed Saleh Alduais, Abdulghani Muthanna, Fabian William Nyenyembe, Jim Chatambalala, Markos Tezera Taye, Md Shahabul Haque, Mjege Kinyota, Patrick Severine Kavenuke
Aim/Purpose: Our study explores the perspectives of international doctoral graduates on (national) dissertation assessment in China. Background: In the absence of national standards or in the presence of impractical ones for assessing doctoral dissertations, these factors have inevitably led to what Granovsky et al. (1992, p. 375) called “up to standard rejected” and “below standard accepted.” Improving upon this debate, this study examines the lived experiences of seven doctoral graduates who have completed their doctoral degrees in a leading university in China. Methodology: An interpretive phenomenological analysis (IPA) method was used, which entails seven participant observations, seven semi-structured e-interviews, and 29 external reviews. Contribution: In the present study, we addressed the issue of doctoral dissertation assessment standards with a view to enhancing understanding of the quality of doctoral education. It emphasizes the strengths of this aspect in China and critically describes the weaknesses based on the experiences of doctoral graduates in China. Findings: Among the major findings of this study are: (a) the external review of the dissertations presented in the literature review appears to be extremely unique in comparison to the countries discussed in the literature and the countries of the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the national assessment strengthens higher education on a macro level, but is detrimental at the micro-level; and (c) while external reviews appear credible as a policy towards the standardization of doctoral dissertation assessment, this credibility evaporates when one considers the quality of reviews provided and the motivation of reviewers to pass or reject a dissertation, including the supervisor’s exclusion from this process. Recommendations for Practitioners: Students seeking a doctoral degree or dissertation should become familiar with the A-Z detail of the requirements for the degree and thesis. In addition to meeting this overt requirement, their efforts must also be directed to meet the covert requirements, including the requirements of the external reviewers, their supervisors, and the country’s laws. There is a necessity for external reviewers to rethink their decisions and attempt to assess objectively, putting aside their personal views and preferences. There is a need to re-examine the flexibility granted to external reviewers for making decisions regarding doctoral degrees. Recommendation for Researchers: Future research should consider involving an increased number of parties in the conflict between doctoral students, supervisors, and external reviewers. Impact on Society: The Chinese government allocates substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by a
{"title":"The (National) Doctoral Dissertations Assessment in China: An Interpretive Phenomenological Analysis","authors":"Ahmed Mohammed Saleh Alduais, Abdulghani Muthanna, Fabian William Nyenyembe, Jim Chatambalala, Markos Tezera Taye, Md Shahabul Haque, Mjege Kinyota, Patrick Severine Kavenuke","doi":"10.28945/4938","DOIUrl":"https://doi.org/10.28945/4938","url":null,"abstract":"Aim/Purpose: Our study explores the perspectives of international doctoral graduates on (national) dissertation assessment in China. Background: In the absence of national standards or in the presence of impractical ones for assessing doctoral dissertations, these factors have inevitably led to what Granovsky et al. (1992, p. 375) called “up to standard rejected” and “below standard accepted.” Improving upon this debate, this study examines the lived experiences of seven doctoral graduates who have completed their doctoral degrees in a leading university in China. Methodology: An interpretive phenomenological analysis (IPA) method was used, which entails seven participant observations, seven semi-structured e-interviews, and 29 external reviews. Contribution: In the present study, we addressed the issue of doctoral dissertation assessment standards with a view to enhancing understanding of the quality of doctoral education. It emphasizes the strengths of this aspect in China and critically describes the weaknesses based on the experiences of doctoral graduates in China. Findings: Among the major findings of this study are: (a) the external review of the dissertations presented in the literature review appears to be extremely unique in comparison to the countries discussed in the literature and the countries of the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the national assessment strengthens higher education on a macro level, but is detrimental at the micro-level; and (c) while external reviews appear credible as a policy towards the standardization of doctoral dissertation assessment, this credibility evaporates when one considers the quality of reviews provided and the motivation of reviewers to pass or reject a dissertation, including the supervisor’s exclusion from this process. Recommendations for Practitioners: Students seeking a doctoral degree or dissertation should become familiar with the A-Z detail of the requirements for the degree and thesis. In addition to meeting this overt requirement, their efforts must also be directed to meet the covert requirements, including the requirements of the external reviewers, their supervisors, and the country’s laws. There is a necessity for external reviewers to rethink their decisions and attempt to assess objectively, putting aside their personal views and preferences. There is a need to re-examine the flexibility granted to external reviewers for making decisions regarding doctoral degrees. Recommendation for Researchers: Future research should consider involving an increased number of parties in the conflict between doctoral students, supervisors, and external reviewers. Impact on Society: The Chinese government allocates substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by a","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78877364","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}
Luis P. Prieto, Paula Odriozola-González, María Jesús Rodríguez-Triana, Y. Dimitriadis, Tobias Ley
Aim/Purpose: This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates. Background: Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population. Among structural, psychosocial, and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. Methodology: This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students’ everyday practice. We gathered mixed data over four iterations, with a total of 82 doctoral students from multiple disciplines in Spain and Estonia. Contribution: An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences, and indicators of progress, as well as self-tracking, analysis, and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional well-being, and dropout ideation in two new contexts. Finally, the paper also distills design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions, and researchers. Findings: Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout, and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students’ positive psychological capital after the workshops (Cohen’s d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits. Recommendations for Practitioners: Intervention design guidelines for doctoral trainers include: focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection. Recommendation for Researchers: The construct of progress, its components, and its relationships with both emotional well-being and doctoral dropout need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries). Impact on Society: The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional
{"title":"Progress-Oriented Workshops for Doctoral Well-being: Evidence From a Two-Country Design-Based Research","authors":"Luis P. Prieto, Paula Odriozola-González, María Jesús Rodríguez-Triana, Y. Dimitriadis, Tobias Ley","doi":"10.28945/4898","DOIUrl":"https://doi.org/10.28945/4898","url":null,"abstract":"Aim/Purpose: This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates. Background: Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population. Among structural, psychosocial, and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. Methodology: This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students’ everyday practice. We gathered mixed data over four iterations, with a total of 82 doctoral students from multiple disciplines in Spain and Estonia. Contribution: An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences, and indicators of progress, as well as self-tracking, analysis, and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional well-being, and dropout ideation in two new contexts. Finally, the paper also distills design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions, and researchers. Findings: Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout, and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students’ positive psychological capital after the workshops (Cohen’s d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits. Recommendations for Practitioners: Intervention design guidelines for doctoral trainers include: focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection. Recommendation for Researchers: The construct of progress, its components, and its relationships with both emotional well-being and doctoral dropout need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries). Impact on Society: The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional ","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90641372","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}
Table of Contents for Volume 17, 2022, of the International Journal of Doctoral Studies
《国际博士研究杂志》2022年第17卷目录表
{"title":"Printable Table of Contents. IJDS, Volume 17, 2022","authors":"Michael Jones","doi":"10.28945/4905","DOIUrl":"https://doi.org/10.28945/4905","url":null,"abstract":"Table of Contents for Volume 17, 2022, of the International Journal of Doctoral Studies","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78415259","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}
John Anthony Fulton, L. Hall, D. Watson, Gillian Hagan-Green
Aim/Purpose: This paper explores how professional doctorate candidates responded to the restrictions and changed context of COVID-19. Using connectivism as a theoretical framework, it explores the ways in which their patterns of study were recalibrated in light of the restrictions caused by the pandemic. Specifically, this study aims to: explore the experience of the professional doctorate student during the pandemic; and demonstrate the ways in which networks are recalibrated and adapt to changing circumstances. Background: In 2020, in response to COVID-19 many countries, including the UK, went into lockdown resulting in most doctoral candidates being confined to their homes and restricted to online contact with peers and supervisors. Part-time students have a finely balanced pattern of work which was required to be recalibrated and refocused which required considerable adaptation on the part of the candidates. Methodology: A qualitative methodology was used comprising four focus groups, each consisting of four professional doctorate candidates. Participants were professional doctorate candidates and as such were all mid-career professionals from a variety of backgrounds. Purposeful sampling was combined with theoretical sampling, which ensures the sample is deliberately selected and ensures the emergent development of the theoretical ideas. The focus groups were recorded and transcribed. Thematic analysis was used to analyse the data and identify the main findings, allowing themes to be identified. Contribution: The findings indicated that professional doctorate candidates were highly adaptable and were able to adjust rapidly in response to COVID-19 restrictions. The networks they had previously established had to be refocused through adapting and adjusting patterns of study and developing digital skills to enable them to progress in their doctoral studies. Findings: Three themes emerged from the analysis: recalibrating work-life-study balance; adaptivity in studies and research; and empowerment through Information and Communications Technology (ICT). To progress their doctoral studies, the networks they had previously established had to be refocused through adapting and adjusting patterns of study. Recommendations for Practitioners: While lockdown was an unusual experience, some factors can inform future developments for doctoral education, mainly: the importance of establishing a pattern of study; the importance of connectivism and Information Technology (IT); and how such use can enhance and expand the research process. Recommendation for Researchers: Adaptivity achieved through IT; connectivity and the recalibration of networks were key to enabling doctoral candidates to continue their research. The use of connectivism as a theoretical framework for research merits further exploration, as do methods for online learning and approaches to incorporating digital skills into doctoral studies. Impact on Society: According to connectivis
{"title":"The Open Cage: A Force for Transformative Learning in Professional Doctoral Studies During COVID-19","authors":"John Anthony Fulton, L. Hall, D. Watson, Gillian Hagan-Green","doi":"10.28945/4987","DOIUrl":"https://doi.org/10.28945/4987","url":null,"abstract":"Aim/Purpose: This paper explores how professional doctorate candidates responded to the restrictions and changed context of COVID-19. Using connectivism as a theoretical framework, it explores the ways in which their patterns of study were recalibrated in light of the restrictions caused by the pandemic. Specifically, this study aims to: explore the experience of the professional doctorate student during the pandemic; and demonstrate the ways in which networks are recalibrated and adapt to changing circumstances. Background: In 2020, in response to COVID-19 many countries, including the UK, went into lockdown resulting in most doctoral candidates being confined to their homes and restricted to online contact with peers and supervisors. Part-time students have a finely balanced pattern of work which was required to be recalibrated and refocused which required considerable adaptation on the part of the candidates. Methodology: A qualitative methodology was used comprising four focus groups, each consisting of four professional doctorate candidates. Participants were professional doctorate candidates and as such were all mid-career professionals from a variety of backgrounds. Purposeful sampling was combined with theoretical sampling, which ensures the sample is deliberately selected and ensures the emergent development of the theoretical ideas. The focus groups were recorded and transcribed. Thematic analysis was used to analyse the data and identify the main findings, allowing themes to be identified. Contribution: The findings indicated that professional doctorate candidates were highly adaptable and were able to adjust rapidly in response to COVID-19 restrictions. The networks they had previously established had to be refocused through adapting and adjusting patterns of study and developing digital skills to enable them to progress in their doctoral studies. Findings: Three themes emerged from the analysis: recalibrating work-life-study balance; adaptivity in studies and research; and empowerment through Information and Communications Technology (ICT). To progress their doctoral studies, the networks they had previously established had to be refocused through adapting and adjusting patterns of study. Recommendations for Practitioners: While lockdown was an unusual experience, some factors can inform future developments for doctoral education, mainly: the importance of establishing a pattern of study; the importance of connectivism and Information Technology (IT); and how such use can enhance and expand the research process. Recommendation for Researchers: Adaptivity achieved through IT; connectivity and the recalibration of networks were key to enabling doctoral candidates to continue their research. The use of connectivism as a theoretical framework for research merits further exploration, as do methods for online learning and approaches to incorporating digital skills into doctoral studies. Impact on Society: According to connectivis","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85324282","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 present qualitative study examined the perceptions of Iranian Ph.D. candidates toward the responsibilities and activities that supervisors should take during the dissertation writing. Background: Writing the dissertation is the main concern for Ph.D. candidates. In the view of doctorate students, supervisors are the main contributors to establishing a well-prepared dissertation. Methodology: To this end, 15 Ph.D. candidates who either graduated recently or were about to have their viva sessions participated in the study. The data were collected through phone interviews as well as narrative inquiry. The current study adopted the mentorship model as its theoretical framework. The framework is well suited because the supervisors as mentors and persons that are more competent transfer their experience and knowledge to the supervisees as less competent students. The multiple case study has been applied as the design of the current study. Geared toward the objectives of the qualitative study, the data analysis process embraced Braun and Clarke’s (2006) thematic analysis approach. Contribution: The study has a number of theoretical and practical implications for both supervisors of Ph.D. students as well as teacher educators. Findings: The authors presented and discussed their perceived themes, and they consented to the following four major themes: practicality, professionalism, emotional engagement, and career traits. Recommendations for Practitioners: To ease the burden of writing a Ph.D. dissertation and to soothe the stress of Ph.D. candidates’ experience, supervisors should take the responsibility for their task of supervision by providing moment-by-moment care and guidance to their students. Recommendation for Researchers: The researchers utilized the two instruments of telephone interviews and narrations to collect data. It is suggested that other sources of data collection like observations and focus group interviews be included to gain further conceptions of the attendants. The researchers interviewed the dissertation writer in various majors; however, the topic was not questioned. It is recommended to evaluate the extent of the supervisor’s interest in the topic on the success rate of the project. Impact on Society: The present study revealed that students have different and varying needs and expectations of their supervisors. To meet these needs, supervisors should ask their students to submit a weekly report of their work as well as possible problems and questions. Future Research: The findings were based on the Ph.D. candidates’ perspectives; it is recommended that future research include the voices of the supervisors, too, particularly the supervisors of the same supervisees.
{"title":"Iranian Ph.D. Candidates’ Perceptions Toward Their Supervisors’ Responsibilities and Activities","authors":"F. Rostami, mohammad hosseein Yousefi","doi":"10.28945/4974","DOIUrl":"https://doi.org/10.28945/4974","url":null,"abstract":"Aim/Purpose: The present qualitative study examined the perceptions of Iranian Ph.D. candidates toward the responsibilities and activities that supervisors should take during the dissertation writing. Background: Writing the dissertation is the main concern for Ph.D. candidates. In the view of doctorate students, supervisors are the main contributors to establishing a well-prepared dissertation. Methodology: To this end, 15 Ph.D. candidates who either graduated recently or were about to have their viva sessions participated in the study. The data were collected through phone interviews as well as narrative inquiry. The current study adopted the mentorship model as its theoretical framework. The framework is well suited because the supervisors as mentors and persons that are more competent transfer their experience and knowledge to the supervisees as less competent students. The multiple case study has been applied as the design of the current study. Geared toward the objectives of the qualitative study, the data analysis process embraced Braun and Clarke’s (2006) thematic analysis approach. Contribution: The study has a number of theoretical and practical implications for both supervisors of Ph.D. students as well as teacher educators. Findings: The authors presented and discussed their perceived themes, and they consented to the following four major themes: practicality, professionalism, emotional engagement, and career traits. Recommendations for Practitioners: To ease the burden of writing a Ph.D. dissertation and to soothe the stress of Ph.D. candidates’ experience, supervisors should take the responsibility for their task of supervision by providing moment-by-moment care and guidance to their students. Recommendation for Researchers: The researchers utilized the two instruments of telephone interviews and narrations to collect data. It is suggested that other sources of data collection like observations and focus group interviews be included to gain further conceptions of the attendants. The researchers interviewed the dissertation writer in various majors; however, the topic was not questioned. It is recommended to evaluate the extent of the supervisor’s interest in the topic on the success rate of the project. Impact on Society: The present study revealed that students have different and varying needs and expectations of their supervisors. To meet these needs, supervisors should ask their students to submit a weekly report of their work as well as possible problems and questions. Future Research: The findings were based on the Ph.D. candidates’ perspectives; it is recommended that future research include the voices of the supervisors, too, particularly the supervisors of the same supervisees.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89744169","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 aims to understand and assess the self-care perceptions and habits of US domestic versus international graduate students in doctoral programs at an R1 university in Texas. Background: The number of domestic and international students entering doctoral programs in US universities continues to increase each year. However, completion rates within the Ph.D. program remain low, especially for domestic students. Previous research has suggested that mental health and issues of well-being are equated with high-stress levels and depression rather than balance and success. One way to address the low completion rates is to understand how doctoral students balance academic progress and achievement in their prospective doctoral programs with self-care efforts. This study is designed to assess the self-care perceptions and habits of domestic and international graduate students in doctoral programs as well as to understand the differences in perceptions of self-care between domestic students and international students Methodology: In the present study, researchers used an explanatory mixed methods research design to investigate the self-care practices and perceptions of domestic and international doctoral students enrolled in a public university in Texas. In the first phase, quantitative data were collected through a survey to examine the extent to which doctoral students utilize self-care practices (six self-care variables were examined in the survey: physical, cognitive, psychological/emotional, behavior, interpersonal, and existential). The descriptive statistics collected in this phase aided in the purposeful sampling of participants for the second phase of the study. In phase 2, interviews were conducted to identify the nature of self-care and self-care choices practiced by doctoral students and how these characteristics were similar and/or different between international and domestic students. Contribution: Few studies have investigated the self-care practices and perceptions of domestic and international students. The present study contributes to the body of knowledge on self-care perceptions and practices amongst domestic and international doctoral students in a Texas public university. Findings: Through a survey of doctoral students, international students reported higher levels of self-care than their domestic counterparts. After interviews were conducted the researchers found that the students interviewed each understood the need for self-care to avoid stress and burnout, however only some were able to prioritize self-care in their day-to-day routines, citing workload from courses and faculty advisors as preventing self-care. Many attributed this to their family and cultural backgrounds. Recommendations for Practitioners: In conducting this study, researchers concluded that self-care practices among doctoral students should become a priority in higher education programs. The participants in this study understood that th
{"title":"Self-Care Amongst Doctoral Students: A Pilot Study of Domestic and International Students in a Texas Public University","authors":"Emily Holtz, Xin Li, Ying Xu, Salandra Grice","doi":"10.28945/5046","DOIUrl":"https://doi.org/10.28945/5046","url":null,"abstract":"Aim/Purpose: This study aims to understand and assess the self-care perceptions and habits of US domestic versus international graduate students in doctoral programs at an R1 university in Texas. Background: The number of domestic and international students entering doctoral programs in US universities continues to increase each year. However, completion rates within the Ph.D. program remain low, especially for domestic students. Previous research has suggested that mental health and issues of well-being are equated with high-stress levels and depression rather than balance and success. One way to address the low completion rates is to understand how doctoral students balance academic progress and achievement in their prospective doctoral programs with self-care efforts. This study is designed to assess the self-care perceptions and habits of domestic and international graduate students in doctoral programs as well as to understand the differences in perceptions of self-care between domestic students and international students Methodology: In the present study, researchers used an explanatory mixed methods research design to investigate the self-care practices and perceptions of domestic and international doctoral students enrolled in a public university in Texas. In the first phase, quantitative data were collected through a survey to examine the extent to which doctoral students utilize self-care practices (six self-care variables were examined in the survey: physical, cognitive, psychological/emotional, behavior, interpersonal, and existential). The descriptive statistics collected in this phase aided in the purposeful sampling of participants for the second phase of the study. In phase 2, interviews were conducted to identify the nature of self-care and self-care choices practiced by doctoral students and how these characteristics were similar and/or different between international and domestic students. Contribution: Few studies have investigated the self-care practices and perceptions of domestic and international students. The present study contributes to the body of knowledge on self-care perceptions and practices amongst domestic and international doctoral students in a Texas public university. Findings: Through a survey of doctoral students, international students reported higher levels of self-care than their domestic counterparts. After interviews were conducted the researchers found that the students interviewed each understood the need for self-care to avoid stress and burnout, however only some were able to prioritize self-care in their day-to-day routines, citing workload from courses and faculty advisors as preventing self-care. Many attributed this to their family and cultural backgrounds. Recommendations for Practitioners: In conducting this study, researchers concluded that self-care practices among doctoral students should become a priority in higher education programs. The participants in this study understood that th","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"519 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77179976","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 explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of the online writing group. Contribution: This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity. Findings: This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual community as a platform for identity development. On the final finding of identity development, we identify and discuss four themes from data analysis: growth of self-image as scholars, strengthening of commitment to scholarship, identification of venues for expanding the scope of publication, and enhancement of digital skills. The informal and collaborative nature of online writing support facilitated socially constructivist learning, which was highly conducive to the development of academic identity among emerging scholars. Recommendations for Practitioners: It is recommended that institutions implement and encourage online writing support programs as an effective means of addressing gaps in doctoral education. While this program can fill gaps in the low-resource contexts of developing countries, it can bolster formal mentoring in any context. Recommendation for Researchers: Further research should use large-scale or longitudinal studies to explore how informal, especially online writing support and collaboration, accelerate research and writing skills, scholarly productivity, and overall academic identity formation of doctoral scholars. Impact on Society: As societies around the world accelerate their demand for doctoral degrees and also require research and publications for degree completion, new and creative approaches utilizing emerging technologies coul
{"title":"Academic Identity Development of Doctoral Scholars in an Online Writing Group","authors":"Khim Raj Subedi, S. Sharma, K. Bista","doi":"10.28945/5004","DOIUrl":"https://doi.org/10.28945/5004","url":null,"abstract":"Aim/Purpose: This study explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of the online writing group. Contribution: This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity. Findings: This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual community as a platform for identity development. On the final finding of identity development, we identify and discuss four themes from data analysis: growth of self-image as scholars, strengthening of commitment to scholarship, identification of venues for expanding the scope of publication, and enhancement of digital skills. The informal and collaborative nature of online writing support facilitated socially constructivist learning, which was highly conducive to the development of academic identity among emerging scholars. Recommendations for Practitioners: It is recommended that institutions implement and encourage online writing support programs as an effective means of addressing gaps in doctoral education. While this program can fill gaps in the low-resource contexts of developing countries, it can bolster formal mentoring in any context. Recommendation for Researchers: Further research should use large-scale or longitudinal studies to explore how informal, especially online writing support and collaboration, accelerate research and writing skills, scholarly productivity, and overall academic identity formation of doctoral scholars. Impact on Society: As societies around the world accelerate their demand for doctoral degrees and also require research and publications for degree completion, new and creative approaches utilizing emerging technologies coul","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"332 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76905595","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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