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}
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: The purpose of this study is to use narrative inquiry to discover and understand how Chinese students leverage their strengths and multiple identities in socializing to American higher education and their profession. Chinese students engage with American academic culture while embracing their multiple identities. I will explore the cultural strengths they use to socialize and develop their personal, social, cultural, and professional identities in their doctoral educational experience. Background: Chinese international doctoral students encounter a unique socialization experience during their doctoral studies because they lack meaningful cross-cultural support. Likewise, it is problematic that Chinese students are often viewed as a homogeneous group and much prior research has emphasized the traditional deficit perspective in explaining how Chinese students must adjust and assimilate to the university environment. Methodology: This qualitative research uses narrative inquiry to study Chinese international doctoral students’ socialization experiences while retaining their authentic voices. Narrative inquiry allows for a more nuanced understanding of the experiences of Chinese students compared to the perceptions imposed by other stakeholders. The narrative methodology provides diverse ways to understand Chinese student interactions within American culture, place, and context. This study applies the three-dimensional approach to retell participants’ stories. The three-dimensional approach is more holistic and provides a broad lens to learn about the interactions, past, present, and future experiences of individuals through time and space. Contribution: This research shifts the narrative from the deficit view to a strength-based perspective as to how Chinese international doctoral students can rely on their cultural values and multiple identities as strengths to succeed academically, socially, and emotionally. Findings: Findings related to the literature in two important ways. First, findings support how the six cultural strengths of Yosso’s community cultural wealth apply to Chinese international doctoral students. Chinese students’ stories align with these strengths and through these strengths, they explore and develop their personal, social, cultural, and professional identity. Second, Chinese students’ stories as a counternarrative challenged and contradicted the essentialist view and misconception that Chinese students are a homogenous group personally, socially, culturally, or academically. Recommendations for Practitioners: The findings from this study offer insight for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their multiple identities. Recommendation for Researchers: Chinese students and other diverse learners may benefit from peer and faculty mentors in diff
{"title":"Chinese International Doctoral Students’ Cross-Cultural Socialization: Leveraging Strengths and Multiple Identities","authors":"Shihua Chen Brazill","doi":"10.28945/4925","DOIUrl":"https://doi.org/10.28945/4925","url":null,"abstract":"Aim/Purpose: The purpose of this study is to use narrative inquiry to discover and understand how Chinese students leverage their strengths and multiple identities in socializing to American higher education and their profession. Chinese students engage with American academic culture while embracing their multiple identities. I will explore the cultural strengths they use to socialize and develop their personal, social, cultural, and professional identities in their doctoral educational experience. Background: Chinese international doctoral students encounter a unique socialization experience during their doctoral studies because they lack meaningful cross-cultural support. Likewise, it is problematic that Chinese students are often viewed as a homogeneous group and much prior research has emphasized the traditional deficit perspective in explaining how Chinese students must adjust and assimilate to the university environment. Methodology: This qualitative research uses narrative inquiry to study Chinese international doctoral students’ socialization experiences while retaining their authentic voices. Narrative inquiry allows for a more nuanced understanding of the experiences of Chinese students compared to the perceptions imposed by other stakeholders. The narrative methodology provides diverse ways to understand Chinese student interactions within American culture, place, and context. This study applies the three-dimensional approach to retell participants’ stories. The three-dimensional approach is more holistic and provides a broad lens to learn about the interactions, past, present, and future experiences of individuals through time and space. Contribution: This research shifts the narrative from the deficit view to a strength-based perspective as to how Chinese international doctoral students can rely on their cultural values and multiple identities as strengths to succeed academically, socially, and emotionally. Findings: Findings related to the literature in two important ways. First, findings support how the six cultural strengths of Yosso’s community cultural wealth apply to Chinese international doctoral students. Chinese students’ stories align with these strengths and through these strengths, they explore and develop their personal, social, cultural, and professional identity. Second, Chinese students’ stories as a counternarrative challenged and contradicted the essentialist view and misconception that Chinese students are a homogenous group personally, socially, culturally, or academically. Recommendations for Practitioners: The findings from this study offer insight for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their multiple identities. Recommendation for Researchers: Chinese students and other diverse learners may benefit from peer and faculty mentors in diff","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88960465","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 study examines the perspectives of convenors, examiners, supervisors, and candidates to gather their views on the presence of the supervisor in oral examinations (doctoral viva) and to reassess the role of the mainly silent supervisor in the doctoral viva. Background: Supervisors are central to candidates’ doctoral journey, and their roles have been well documented. However, supervisors’ role in the doctoral viva remains elusive, insignificant, and misunderstood. Methodology: The study adopts a qualitative survey method and qualitative interviews to examine the perspectives of 94 participants, including conveners, examiners, supervisors, and candidates. Data were collected through in-depth interviews and an open-ended survey and was later analyzed using a qualitative approach. Contribution: The findings have implications for the doctoral viva and policies that seek to make it a collegial and equitable practice. Findings: The findings offer two main explanations that warrant supervisors’ physical presence in oral examinations: psycho-emotional support and procedural/regulatory purposes. Supervisors’ voices serve psycho-emotional and technical purposes and aid in dialogue and knowledge construction. Recommendations for Practitioners: It is recommended that practitioners need to move on from the customary ‘smile and nod’ role of supervisors to allowing their voices to be heard, perhaps at the end of the viva. This would not only facilitate candidates’ performance by offering affirmation and assurance through psychological and moral support but also provide an opportunity for discussion. Recommendation for Researchers: This study furthers our understanding of the ‘anatomy of a doctoral viva’ and examines a comprehensive picture of the supervisor’s role in a doctoral oral exam from all stakeholders’ perspectives. Impact on Society: The role of supervisors in the doctoral viva, beginning from the medieval period, has consistently evolved. The research provides a fresh outlook on supervision where the supervisor is not only recommended to be present during the viva, but also to play an active role. Future Research: Future research should include diverse cultural, institutional, and disciplinary contexts to advance our understanding of the supervisor’s role during oral exams. Also, whether supervisors should have a more active role independent of what a convenor may desire should be investigated.
{"title":"‘Smile and Nod’ or More? Reassessing the Role of the Silent Supervisor in the Doctoral Viva","authors":"Vijay Kumar, A. Kaur, S. Sharmini, Mohammad Noman","doi":"10.28945/5002","DOIUrl":"https://doi.org/10.28945/5002","url":null,"abstract":"Aim/Purpose: The study examines the perspectives of convenors, examiners, supervisors, and candidates to gather their views on the presence of the supervisor in oral examinations (doctoral viva) and to reassess the role of the mainly silent supervisor in the doctoral viva. Background: Supervisors are central to candidates’ doctoral journey, and their roles have been well documented. However, supervisors’ role in the doctoral viva remains elusive, insignificant, and misunderstood. Methodology: The study adopts a qualitative survey method and qualitative interviews to examine the perspectives of 94 participants, including conveners, examiners, supervisors, and candidates. Data were collected through in-depth interviews and an open-ended survey and was later analyzed using a qualitative approach. Contribution: The findings have implications for the doctoral viva and policies that seek to make it a collegial and equitable practice. Findings: The findings offer two main explanations that warrant supervisors’ physical presence in oral examinations: psycho-emotional support and procedural/regulatory purposes. Supervisors’ voices serve psycho-emotional and technical purposes and aid in dialogue and knowledge construction. Recommendations for Practitioners: It is recommended that practitioners need to move on from the customary ‘smile and nod’ role of supervisors to allowing their voices to be heard, perhaps at the end of the viva. This would not only facilitate candidates’ performance by offering affirmation and assurance through psychological and moral support but also provide an opportunity for discussion. Recommendation for Researchers: This study furthers our understanding of the ‘anatomy of a doctoral viva’ and examines a comprehensive picture of the supervisor’s role in a doctoral oral exam from all stakeholders’ perspectives. Impact on Society: The role of supervisors in the doctoral viva, beginning from the medieval period, has consistently evolved. The research provides a fresh outlook on supervision where the supervisor is not only recommended to be present during the viva, but also to play an active role. Future Research: Future research should include diverse cultural, institutional, and disciplinary contexts to advance our understanding of the supervisor’s role during oral exams. Also, whether supervisors should have a more active role independent of what a convenor may desire should be investigated.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86243968","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 main purpose of the study was to find out the influence of information literacy and research self-efficacy on the research productivity of doctoral students in universities in Ogun State, Nigeria. Background: The prosperity of any nation is inextricably tied to its research productivity in both quality and quantity. Hence, doctoral education, among others, is meant to sustain research productivity by training students that will possibly assume the role of researchers in the future. However, despite the importance of research productivity to the prosperity of a nation and the sustenance of scholarship, evidence from the literature has shown that doctoral students globally and in the study’s locale do experience low research productivity, manifested as low publication count, underdeveloped strategies for thesis writing, and unusually prolonged doctoral education. This study, therefore, examined the influence of information literacy and research self-efficacy on research productivity of doctoral students in universities in Ogun State, Nigeria. Methodology: The study used a survey research design. The population of the study was 1,418 doctoral students from six universities in Ogun State already undertaking doctoral programs out of nine licensed by the National Universities Commission (NUC). The Research Advisor’s table was used to select a sample size of 306. A structured and validated questionnaire was used for data collection. Cronbach’s alpha reliability coefficient for the constructs ranged from 0.72 to 0.98. The response rate was 92%. Data were analyzed using descriptive and inferential (simple and multiple regression) statistics. Contribution: To the best of the researcher’s knowledge, this is the only study that has combined information literacy with research self-efficacy as predictors of doctoral students’ research productivity. Therefore, it has added to the existing literature on information literacy, research self-efficacy, and research productivity by shedding light on the influence of information literacy and research self-efficacy on research productivity. Findings: The findings of this paper are the following. 1. Research productivity of doctoral students in universities in Ogun State, Nigeria was low as majority of the respondents scored below the criterion mean in all the measured items. 2. This low research productivity was notable in publication count, presentations at conferences and thesis writing, leading to unusually prolonged doctoral education for most of the respondents. 3. The study showed that doctoral students in universities in Ogun State, Nigeria possessed a high level of information literacy. 4. There was a positive and significant relationship between information literacy and research productivity (R2= 0.076, F(1,282) = 4.582, p <0.05) of doctoral students in universities in Ogun State, Nigeria. 5. There was a positive and significant relationship between research self-efficacy and research pr
目的:本研究的主要目的是了解信息素养和研究自我效能对尼日利亚奥贡州大学博士生研究生产力的影响。背景:任何一个国家的繁荣都与它的研究生产力在质量和数量上密不可分。因此，博士教育，除其他外，是为了通过培养未来可能承担研究人员角色的学生来维持研究生产力。然而，尽管研究生产力对一个国家的繁荣和学术的维持至关重要，但文献证据表明，全球和研究地区的博士生确实经历了较低的研究生产力，表现为出版物数量少，论文写作策略不发达，博士教育异常漫长。因此，本研究考察了尼日利亚奥贡州大学博士生的信息素养和研究自我效能对研究生产力的影响。方法:本研究采用调查研究设计。该研究的人口是来自奥贡州六所大学的1418名博士生，这些大学已经在国家大学委员会(NUC)许可的九所大学中进行博士课程。研究顾问的表格被用来选择306个样本量。采用结构化和有效的问卷进行数据收集。构式的Cronbach 's α信度系数为0.72 ~ 0.98。应答率为92%。数据分析采用描述性和推断性(简单回归和多元回归)统计。贡献:据研究者所知，这是唯一一项将信息素养与研究自我效能结合起来作为博士生研究效率预测因子的研究。因此，通过揭示信息素养和研究自我效能对研究生产力的影响，补充了现有关于信息素养、研究自我效能和研究生产力的文献。研究发现:本文的研究发现如下:尼日利亚奥贡州大学博士生的研究生产力较低，因为大多数受访者在所有测量项目中得分低于标准平均值。这种较低的研究效率在出版物数量、会议演讲和论文写作方面都很明显，导致大多数受访者的博士教育时间异常延长。研究表明，尼日利亚奥贡州大学的博士生具有较高的信息素养。尼日利亚奥贡州高校博士生信息素养与科研生产力之间存在显著正相关(R2= 0.076, F(1,282) = 4.582, p <0.05)。5 .尼日利亚奥贡州高校博士生科研自我效能感与科研生产力呈显著正相关(R2= 0.060, F (1,282) = 17.218, p<0.05)。调查结果显示，尼日利亚奥贡州大学博士生的研究自我效能水平很高。从业人员建议:教师应确保每个博士生都能接触到平易近人的指导老师或导师。这将为博士生提供实践路线图和建设性反馈。通过加强博士生与教师之间的关系，有抱负的研究人员有更多的机会学习进行和设计研究、收集和分析数据以及撰写组织良好的手稿的一般做法和程序。对研究人员的建议:研究人员可以采用所得模型来加强相关研究。此外，后续研究可以在实证研究结果的基础上扩大学者研究生产力的范围。对社会的影响:该研究强调了研究及其持续生产对国家各阶层增长和发展的首要作用。因此，政府和其他利益相关者有责任通过为尼日利亚的博士生创造有利的环境来促进其持续的生产力。未来研究:为进一步拓展这一研究领域，建议在以下方面进行进一步研究。博士生信息素养、研究自我效能和研究生产力的定性/焦点小组调查。这可能会揭示出当前研究中没有捕捉到的更深入的数据。这项研究也可以在美国其他州和世界其他地区复制，因为研究生产力及其预测因素在各国之间存在差异。进一步的研究可以调查研究生产力预测因子的其他组合。
{"title":"Information Literacy, Research Self-Efficacy, and Research Productivity of Doctoral Students in Universities in Ogun State, Nigeria","authors":"Adesola Paul Adekunle, E. Madukoma","doi":"10.28945/5030","DOIUrl":"https://doi.org/10.28945/5030","url":null,"abstract":"Aim/Purpose: The main purpose of the study was to find out the influence of information literacy and research self-efficacy on the research productivity of doctoral students in universities in Ogun State, Nigeria. Background: The prosperity of any nation is inextricably tied to its research productivity in both quality and quantity. Hence, doctoral education, among others, is meant to sustain research productivity by training students that will possibly assume the role of researchers in the future. However, despite the importance of research productivity to the prosperity of a nation and the sustenance of scholarship, evidence from the literature has shown that doctoral students globally and in the study’s locale do experience low research productivity, manifested as low publication count, underdeveloped strategies for thesis writing, and unusually prolonged doctoral education. This study, therefore, examined the influence of information literacy and research self-efficacy on research productivity of doctoral students in universities in Ogun State, Nigeria. Methodology: The study used a survey research design. The population of the study was 1,418 doctoral students from six universities in Ogun State already undertaking doctoral programs out of nine licensed by the National Universities Commission (NUC). The Research Advisor’s table was used to select a sample size of 306. A structured and validated questionnaire was used for data collection. Cronbach’s alpha reliability coefficient for the constructs ranged from 0.72 to 0.98. The response rate was 92%. Data were analyzed using descriptive and inferential (simple and multiple regression) statistics. Contribution: To the best of the researcher’s knowledge, this is the only study that has combined information literacy with research self-efficacy as predictors of doctoral students’ research productivity. Therefore, it has added to the existing literature on information literacy, research self-efficacy, and research productivity by shedding light on the influence of information literacy and research self-efficacy on research productivity. Findings: The findings of this paper are the following. 1. Research productivity of doctoral students in universities in Ogun State, Nigeria was low as majority of the respondents scored below the criterion mean in all the measured items. 2. This low research productivity was notable in publication count, presentations at conferences and thesis writing, leading to unusually prolonged doctoral education for most of the respondents. 3. The study showed that doctoral students in universities in Ogun State, Nigeria possessed a high level of information literacy. 4. There was a positive and significant relationship between information literacy and research productivity (R2= 0.076, F(1,282) = 4.582, p <0.05) of doctoral students in universities in Ogun State, Nigeria. 5. There was a positive and significant relationship between research self-efficacy and research pr","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"23 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91219508","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 aimed to explore the challenges faced by international doctoral students in Chinese universities and find out what international doctoral students perceive to be effective supervision. Background: As higher education internationalization is proliferating, there is a need for adjustment in every educational system. Despite the rise in the internationalization of higher education in China, very little research has been carried out on internalization at the doctoral level. Since research forms an essential part of doctoral programs, it is necessary to examine the challenges international students face as far as research supervision is concerned. Methodology: This study employed the exploratory case study research design adopting the qualitative research methodology. The study participants were 68 doctoral students from two comprehensive universities in China. A comprehensive university consists of diverse programs and students: for example, master’s programs, doctoral programs, undergraduate programs, and professional programs. Data were collected using a semi-structured interview guide. The qualitative data collected was analyzed thematically. Contribution: This study offers new insights into the research supervision of international doctoral students. This study suggests that every university hosting international students should pay attention to doctoral students’ research supervision and implement appropriate strategies such as those proposed in this study to allow international students to acquire new knowledge and skills as far as research is concerned. This study also proposed some strategies based on what doctoral students perceive to be effective supervision that universities can implement to improve research supervision. Findings: The study found that international doctoral students faced many challenges regarding research supervision. These challenges are language barriers, ineffective communication with supervisors, insufficient time to discuss with supervisors, cultural differences and adapting to a new environment, depression, and forcing students to change research topics. Moreover, this study found that the following strategies can be implemented to improve research supervision of international students: considering student’s research interests when assigning them to supervisors, the need for a specific time to meet with supervisors, providing or directing students where to get research materials, in-service training for research supervisors, and evaluating and modifying criteria for selecting supervisors. Recommendations for Practitioners: University administrators can establish informal research supervision learning communities that can enable supervisors from different universities to share cross-cultural supervision ideas and learn from one another. Moreover, it is necessary for supervisors to guide and direct students both in academics and social life to help them overcome depression; isolation, and
{"title":"Research Supervision of International Doctoral Students: Perspectives of International Students in Two Comprehensive Universities in China","authors":"Marinette Bahtilla","doi":"10.28945/4970","DOIUrl":"https://doi.org/10.28945/4970","url":null,"abstract":"Aim/Purpose: This study aimed to explore the challenges faced by international doctoral students in Chinese universities and find out what international doctoral students perceive to be effective supervision. Background: As higher education internationalization is proliferating, there is a need for adjustment in every educational system. Despite the rise in the internationalization of higher education in China, very little research has been carried out on internalization at the doctoral level. Since research forms an essential part of doctoral programs, it is necessary to examine the challenges international students face as far as research supervision is concerned. Methodology: This study employed the exploratory case study research design adopting the qualitative research methodology. The study participants were 68 doctoral students from two comprehensive universities in China. A comprehensive university consists of diverse programs and students: for example, master’s programs, doctoral programs, undergraduate programs, and professional programs. Data were collected using a semi-structured interview guide. The qualitative data collected was analyzed thematically. Contribution: This study offers new insights into the research supervision of international doctoral students. This study suggests that every university hosting international students should pay attention to doctoral students’ research supervision and implement appropriate strategies such as those proposed in this study to allow international students to acquire new knowledge and skills as far as research is concerned. This study also proposed some strategies based on what doctoral students perceive to be effective supervision that universities can implement to improve research supervision. Findings: The study found that international doctoral students faced many challenges regarding research supervision. These challenges are language barriers, ineffective communication with supervisors, insufficient time to discuss with supervisors, cultural differences and adapting to a new environment, depression, and forcing students to change research topics. Moreover, this study found that the following strategies can be implemented to improve research supervision of international students: considering student’s research interests when assigning them to supervisors, the need for a specific time to meet with supervisors, providing or directing students where to get research materials, in-service training for research supervisors, and evaluating and modifying criteria for selecting supervisors. Recommendations for Practitioners: University administrators can establish informal research supervision learning communities that can enable supervisors from different universities to share cross-cultural supervision ideas and learn from one another. Moreover, it is necessary for supervisors to guide and direct students both in academics and social life to help them overcome depression; isolation, and","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84554304","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}
Alice Shu-Ju Lee, William J Donohue, Shelah Y. Simpson, Kathleen Vacek
Aim/Purpose: The COVID-19 pandemic and subsequent lockdown required doctoral writers to demonstrate resiliency to continue their culminating projects. This study examines the socioecological factors that fostered that resiliency. Background: Resiliency is a key factor in determining whether doctoral writers continue with their culminating projects. Thus far, studies on doctoral student experiences during the pandemic have yet to investigate doctoral students’ adaptive strategies to continue with their projects. Methodology: The qualitative study uses in-depth interviews to document the narrative journeys of four research participants pre-pandemic and in-pandemic. Those narratives are analyzed using an infectious disease resilience framework as a metaphor to highlight the resilience within each participant’s writing ecology. Contribution: The study seeks to reframe the approach to doctoral writing beyond the individual student toward a broader ecological system to better serve those students and the knowledge produced, regardless of a disruptive crisis. Findings: The disruptions that the four participants experienced are documented through their narratives. The participants described their coping strategies related to their workspace, technology, loss of connection, and their breaking point. Recommendations for Practitioners: The resilience shown by the four participants demonstrates areas where institutions can provide assistance to alleviate the pressures placed on doctoral writers. Reframing the dissertation writing process as a socioecological system rather than a cognitive one allows for solutions to problems that are not limited to individual writers. Recommendation for Researchers: Extending the socioecological systems metaphor, further research should investigate other stakeholders in a writer’s ecology to obtain different perspectives on a particular system. Impact on Society: The pandemic has presented an opportunity for educational institutions to reassess how they can cultivate students’ resilience to positively impact their socioecological balance. Future Research: It would be worthwhile to document the post-pandemic experiences of doctoral writers to find out how they seek balance in their ecology as they continue to deal with the post-pandemic fallout.
{"title":"Doctoral Writers’ Resiliency in the COVID-19 Pandemic","authors":"Alice Shu-Ju Lee, William J Donohue, Shelah Y. Simpson, Kathleen Vacek","doi":"10.28945/4956","DOIUrl":"https://doi.org/10.28945/4956","url":null,"abstract":"Aim/Purpose: The COVID-19 pandemic and subsequent lockdown required doctoral writers to demonstrate resiliency to continue their culminating projects. This study examines the socioecological factors that fostered that resiliency. Background: Resiliency is a key factor in determining whether doctoral writers continue with their culminating projects. Thus far, studies on doctoral student experiences during the pandemic have yet to investigate doctoral students’ adaptive strategies to continue with their projects. Methodology: The qualitative study uses in-depth interviews to document the narrative journeys of four research participants pre-pandemic and in-pandemic. Those narratives are analyzed using an infectious disease resilience framework as a metaphor to highlight the resilience within each participant’s writing ecology. Contribution: The study seeks to reframe the approach to doctoral writing beyond the individual student toward a broader ecological system to better serve those students and the knowledge produced, regardless of a disruptive crisis. Findings: The disruptions that the four participants experienced are documented through their narratives. The participants described their coping strategies related to their workspace, technology, loss of connection, and their breaking point. Recommendations for Practitioners: The resilience shown by the four participants demonstrates areas where institutions can provide assistance to alleviate the pressures placed on doctoral writers. Reframing the dissertation writing process as a socioecological system rather than a cognitive one allows for solutions to problems that are not limited to individual writers. Recommendation for Researchers: Extending the socioecological systems metaphor, further research should investigate other stakeholders in a writer’s ecology to obtain different perspectives on a particular system. Impact on Society: The pandemic has presented an opportunity for educational institutions to reassess how they can cultivate students’ resilience to positively impact their socioecological balance. Future Research: It would be worthwhile to document the post-pandemic experiences of doctoral writers to find out how they seek balance in their ecology as they continue to deal with the post-pandemic fallout.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"23 8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83392355","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 the current study is to investigate the effect of expectancy-value beliefs on Algerian doctoral students’ academic burnout. Descriptive-inferential research was adopted to measure the potential association and predictive relationship between the variables of the study. Background: It is commonly known that candidates undertaking a doctoral course experience significant amounts of pressure for the sake of finishing their doctoral programmes. However, their expectations of success and course values, which stem from the very essence of motivation theory, are assumed to be connected to their experience of academic burnout. Methodology: Quantitative research methods were used to study the relationship between the variables of the study. Through snowball sampling, the sample of the study consisted of doctoral students (N= 104) from three different Algerian universities, representing five faculties (Nature and Life Sciences, Science and Technology, Maths and Computer Sciences, Economy, and Languages and Literature). The measures used in this study are adapted versions of the Students’ Expectations and Value Beliefs Survey, and the Maslash Burnout Inventory – Students’ Survey (MBI-SS). Contribution: This study attempts to expand on the existing literature on the rather new concept of student burnout through the inclusion of the expectancy-value variables and offers practical recommendations to practitioners, supervisors, and doctoral students alike. Findings: The findings indicated the existence of significant differences between doctoral candidates in terms of their faculty attachment and years of enrolment in their respective courses. The study also revealed the existence of significant negative correlations between the dimensions of expectancy-value and academic burnout. Students’ success expectancy and course values were significant negative predictors of Algerian doctoral students’ academic burnout. Recommendations for Practitioners: Supervisors are recommended to equip their doctoral supervisees with realistic expectations of the required abilities of the course right from the beginning, elaborate on the abilities needed to finish their respective doctoral programmes, and regularly remind them of the values of their programmes should they experience academic burnout. Recommendation for Researchers: The present study relies heavily on quantitative research methods. Researchers could expand on the same topic of the current study by examining the subjective inclinations of doctoral candidates to understand more about the association of their success expectancy and course values to their experience of academic burnout. Researchers could also expand on the sample of the study in different contexts in the world to add more constructive criticism to the current study, with better probability sampling techniques. Impact on Society: The current study seeks to raise awareness on the importance of doctoral candidates’ percep
{"title":"Predicting Algerian Doctoral Students’ Academic Burnout Using the Expectancy-Value Model: The Effect of Faculty Attachment and Years of Enrolment","authors":"Rida Sellali, Nour El Houda Lahiouel","doi":"10.28945/5044","DOIUrl":"https://doi.org/10.28945/5044","url":null,"abstract":"Aim/Purpose: The purpose of the current study is to investigate the effect of expectancy-value beliefs on Algerian doctoral students’ academic burnout. Descriptive-inferential research was adopted to measure the potential association and predictive relationship between the variables of the study. Background: It is commonly known that candidates undertaking a doctoral course experience significant amounts of pressure for the sake of finishing their doctoral programmes. However, their expectations of success and course values, which stem from the very essence of motivation theory, are assumed to be connected to their experience of academic burnout. Methodology: Quantitative research methods were used to study the relationship between the variables of the study. Through snowball sampling, the sample of the study consisted of doctoral students (N= 104) from three different Algerian universities, representing five faculties (Nature and Life Sciences, Science and Technology, Maths and Computer Sciences, Economy, and Languages and Literature). The measures used in this study are adapted versions of the Students’ Expectations and Value Beliefs Survey, and the Maslash Burnout Inventory – Students’ Survey (MBI-SS). Contribution: This study attempts to expand on the existing literature on the rather new concept of student burnout through the inclusion of the expectancy-value variables and offers practical recommendations to practitioners, supervisors, and doctoral students alike. Findings: The findings indicated the existence of significant differences between doctoral candidates in terms of their faculty attachment and years of enrolment in their respective courses. The study also revealed the existence of significant negative correlations between the dimensions of expectancy-value and academic burnout. Students’ success expectancy and course values were significant negative predictors of Algerian doctoral students’ academic burnout. Recommendations for Practitioners: Supervisors are recommended to equip their doctoral supervisees with realistic expectations of the required abilities of the course right from the beginning, elaborate on the abilities needed to finish their respective doctoral programmes, and regularly remind them of the values of their programmes should they experience academic burnout. Recommendation for Researchers: The present study relies heavily on quantitative research methods. Researchers could expand on the same topic of the current study by examining the subjective inclinations of doctoral candidates to understand more about the association of their success expectancy and course values to their experience of academic burnout. Researchers could also expand on the sample of the study in different contexts in the world to add more constructive criticism to the current study, with better probability sampling techniques. Impact on Society: The current study seeks to raise awareness on the importance of doctoral candidates’ percep","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"151 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74690052","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: Latina doctoral students’ educational experiences are often mediated by their social class status, race, and gender. Latinas have sustained an increasing presence in doctoral programs at various colleges and universities across the United States; yet, they are continually underrepresented in doctoral programs at predominantly White institutions. The author identifies evidence-supported, personal and institutional factors that may contribute to working-class Latina doctoral students’ successful persistence at predominantly White institutions. Background: The tension between personal identities versus academic capability can make the doctoral education experience academically, socially, emotionally, and financially challenging for Latinas from low-income backgrounds. Latina/Latino Critical Race Theory and Multiracial Feminist Theory are introduced as lenses to examine aspects of the doctoral education experience that may impede or support Latina students’ retention. Methodology: As a conceptual article, this paper is an examination of research regarding the experiences of doctoral students of color at predominantly White institutions in the United States and summarizes how Latina doctoral students from economically disadvantaged backgrounds can succeed in these environments. Contribution: This article outlines evidence-supported strategies that may influence working-class Latina doctoral students’ successful persistence at predominantly White institutions. Findings: The research highlighted in this article emphasizes how factors such as embracing familismo, increasing faculty diversity, establishing peer networks, and creating inclusive class-concious academic programs and new student orientations, may contribute to the doctoral persistence of Latinas from economically disadvantaged backgrounds attending predominantly White institutions. Recommendations for Practitioners: Personal and institutional factors are recommended for faculty and student affairs professionals to support the doctoral persistence of Latina students such as embracing personal agency and academic efficacy, embracing familismo, recognizing the myth of meritocracy, establishing peer support networks, creating inclusive academic environments, establishing formal faculty mentorships, and fostering class conscious faculty. Recommendation for Researchers: The literature presented in this paper provides ideas for future research opportunities that could further examine how supportive relationships and inclusiveness promote Latina doctoral students’ educational success. Impact on Society: Latinas experience overlapping forms of privilege and subordination depending on their race, social class, gender, sexual orientation, and academic setting. Future Research: Further development of transformative research on this topic may improve inclusive educational practices and potentially increase access to doctoral-level education for Latinas and other economically disadv
{"title":"Fostering the Success of Working-Class Latina Doctoral Students at Predominantly White Institutions","authors":"Loni Crumb","doi":"10.28945/4886","DOIUrl":"https://doi.org/10.28945/4886","url":null,"abstract":"Aim/Purpose: Latina doctoral students’ educational experiences are often mediated by their social class status, race, and gender. Latinas have sustained an increasing presence in doctoral programs at various colleges and universities across the United States; yet, they are continually underrepresented in doctoral programs at predominantly White institutions. The author identifies evidence-supported, personal and institutional factors that may contribute to working-class Latina doctoral students’ successful persistence at predominantly White institutions. Background: The tension between personal identities versus academic capability can make the doctoral education experience academically, socially, emotionally, and financially challenging for Latinas from low-income backgrounds. Latina/Latino Critical Race Theory and Multiracial Feminist Theory are introduced as lenses to examine aspects of the doctoral education experience that may impede or support Latina students’ retention. Methodology: As a conceptual article, this paper is an examination of research regarding the experiences of doctoral students of color at predominantly White institutions in the United States and summarizes how Latina doctoral students from economically disadvantaged backgrounds can succeed in these environments. Contribution: This article outlines evidence-supported strategies that may influence working-class Latina doctoral students’ successful persistence at predominantly White institutions. Findings: The research highlighted in this article emphasizes how factors such as embracing familismo, increasing faculty diversity, establishing peer networks, and creating inclusive class-concious academic programs and new student orientations, may contribute to the doctoral persistence of Latinas from economically disadvantaged backgrounds attending predominantly White institutions. Recommendations for Practitioners: Personal and institutional factors are recommended for faculty and student affairs professionals to support the doctoral persistence of Latina students such as embracing personal agency and academic efficacy, embracing familismo, recognizing the myth of meritocracy, establishing peer support networks, creating inclusive academic environments, establishing formal faculty mentorships, and fostering class conscious faculty. Recommendation for Researchers: The literature presented in this paper provides ideas for future research opportunities that could further examine how supportive relationships and inclusiveness promote Latina doctoral students’ educational success. Impact on Society: Latinas experience overlapping forms of privilege and subordination depending on their race, social class, gender, sexual orientation, and academic setting. Future Research: Further development of transformative research on this topic may improve inclusive educational practices and potentially increase access to doctoral-level education for Latinas and other economically disadv","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89239452","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: To understand the experiences of full-time university professors at a Mexican university who are pursuing a doctoral degree, this study seeks to describe the experiences of doctoral students who are also university professors. The study focuses on the intentions, experiences, and prospects regarding the decision to study for a doctorate as a university professor. Background: This research has a dual background. On the one hand, there is the institutional interest in establishing an academic and professional profile of university professors studying for a doctorate in decision-making. On the other hand, the researchers who conducted this study maintain an interest in deepening knowledge of the doctoral process and researcher training. In the field of educational research, this article seeks to strengthen the almost nil research carried out specifically in Mexico on university professors who study for a doctorate, particularly in private institutions. Methodology: The research design is based on the interpretive paradigm, with a qualitative approach and a phenomenological perspective. A semi-structured interview was used to explore the individual experiences of 17 university professors who are studying for a doctorate. Contribution: This study is unique in that it explores the personal and professional views of university professors studying for a doctoral degree, providing further insight into academic and professional profiles. Findings: Studying for a doctorate while already belonging to a research ecosystem makes the challenges and difficulties of this process easier to cope with, favoring more positive results. Recommendations for Practitioners: To foster more assertive decision-making among university management, the recommendations are addressed to human talent managers, research managers, academic directors, university professors, and doctoral students. Recommendation for Researchers: To strengthen this line of research, it would be necessary to deepen the academic and professional profiles of university professors who are doctoral students and the materialization of an academic trajectory, to have more theoretical and practical elements for the training of researchers in the different fields of science. Impact on Society: Understanding the dynamics of doctoral training processes in the case of university professors in a Mexican context facilitates the formation of research ecosystems, labor insertion, and the consolidation of a professional career. Future Research: Future research should explore other university contexts and the consolidation of the academic career path for university professors.
{"title":"Experiences of University Professors Studying for a Doctoral Degree in the Mexican Context","authors":"Sara Elvira Galbán-Lozano, L. García-Béjar","doi":"10.28945/5028","DOIUrl":"https://doi.org/10.28945/5028","url":null,"abstract":"Aim/Purpose: To understand the experiences of full-time university professors at a Mexican university who are pursuing a doctoral degree, this study seeks to describe the experiences of doctoral students who are also university professors. The study focuses on the intentions, experiences, and prospects regarding the decision to study for a doctorate as a university professor. Background: This research has a dual background. On the one hand, there is the institutional interest in establishing an academic and professional profile of university professors studying for a doctorate in decision-making. On the other hand, the researchers who conducted this study maintain an interest in deepening knowledge of the doctoral process and researcher training. In the field of educational research, this article seeks to strengthen the almost nil research carried out specifically in Mexico on university professors who study for a doctorate, particularly in private institutions. Methodology: The research design is based on the interpretive paradigm, with a qualitative approach and a phenomenological perspective. A semi-structured interview was used to explore the individual experiences of 17 university professors who are studying for a doctorate. Contribution: This study is unique in that it explores the personal and professional views of university professors studying for a doctoral degree, providing further insight into academic and professional profiles. Findings: Studying for a doctorate while already belonging to a research ecosystem makes the challenges and difficulties of this process easier to cope with, favoring more positive results. Recommendations for Practitioners: To foster more assertive decision-making among university management, the recommendations are addressed to human talent managers, research managers, academic directors, university professors, and doctoral students. Recommendation for Researchers: To strengthen this line of research, it would be necessary to deepen the academic and professional profiles of university professors who are doctoral students and the materialization of an academic trajectory, to have more theoretical and practical elements for the training of researchers in the different fields of science. Impact on Society: Understanding the dynamics of doctoral training processes in the case of university professors in a Mexican context facilitates the formation of research ecosystems, labor insertion, and the consolidation of a professional career. Future Research: Future research should explore other university contexts and the consolidation of the academic career path for university professors.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91012613","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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