Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights 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 different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strength
{"title":"Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective","authors":"S. Brazill","doi":"10.28945/4785","DOIUrl":"https://doi.org/10.28945/4785","url":null,"abstract":"Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop.\u0000\u0000Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. \u0000\u0000Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. \u0000\u0000Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students.\u0000\u0000Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. \u0000\u0000Recommendations for Practitioners: The findings from this study offer insights 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 different forms of capital.\u0000\u0000Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?\u0000\u0000Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strength","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"19 1","pages":"395-428"},"PeriodicalIF":0.0,"publicationDate":"2021-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88101128","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 study was to contribute to knowledge about the ways in which incorporating a Community of Practice into doctoral seminar teaching and course management could be a practical and sustainable path to professional development for doctoral faculty aspiring to become stewards of the practice of teaching. Background This report documents a reflective self-study conducted by four professors engaged in a community of practice while team-teaching a linked pair of EdD seminars on action research at Arizona State University. Methodology This reflective study used field notes and written reflections as its sources of data to examine how participants’ identities as professors of education changed during and after participating in a team-taught professional doctoral pair of courses. Contribution An important goal of the community of practice was to promote faculty professional development as stewards of the practice of teaching. Engaging in disciplined reflection on teaching is uncommon in American graduate education and rarely documented in the literature of post-compulsory education. Community of Practice Among Team Teaching 380 Findings Analysis of post-hoc reflective accounts and contemporaneous notes revealed a general pattern of gradual transformation by the teaching team members. The professors moved from anxious concern about appearing competent to growing confidence and appreciation for the potential of a community of practice to provide significant professional benefits to students and faculty. Salutary features of reflective team teaching in a community of practice persist in participants’ subsequent teaching practice. Recommendations for Practitioners Reported benefits include eagerness for team teaching, increased openness to pedagogical suggestions from peers, comfort with being observed by colleagues while teaching, and willingness to revise plans when initial plans and practices are not working effectively for students. Recommendations for Researchers Data analysis and testimony support the claim that engaging in a CoP, in this case, did support their identity transformation as stewards of their own practice as instructors and professors of education. However, the study design does not support a claim that most or all future Communities of Practice in doctoral education will produce similar salutary results. Testing this proposition will require additional research in settings and programs different from the one represented here. Impact on Society Implementing communities of practice in doctoral programs can make room for professional development for both the faculty team and for the students. Future Research Further studies could be conducted to document the ways in which other communities of practice can be used to develop faculty instructors in masters and doctoral programs and in undergraduate education.
{"title":"Community of Practice Among Faculty Team-Teaching Education Doctorate (Ed.D.) Students: A Reflective Study","authors":"C. Clark, K. Olson, O. Hacifazlioglu, D. Carlson","doi":"10.28945/4775","DOIUrl":"https://doi.org/10.28945/4775","url":null,"abstract":"Aim/Purpose The purpose of the study was to contribute to knowledge about the ways in which incorporating a Community of Practice into doctoral seminar teaching and course management could be a practical and sustainable path to professional development for doctoral faculty aspiring to become stewards of the practice of teaching. Background This report documents a reflective self-study conducted by four professors engaged in a community of practice while team-teaching a linked pair of EdD seminars on action research at Arizona State University. Methodology This reflective study used field notes and written reflections as its sources of data to examine how participants’ identities as professors of education changed during and after participating in a team-taught professional doctoral pair of courses. Contribution An important goal of the community of practice was to promote faculty professional development as stewards of the practice of teaching. Engaging in disciplined reflection on teaching is uncommon in American graduate education and rarely documented in the literature of post-compulsory education. Community of Practice Among Team Teaching 380 Findings Analysis of post-hoc reflective accounts and contemporaneous notes revealed a general pattern of gradual transformation by the teaching team members. The professors moved from anxious concern about appearing competent to growing confidence and appreciation for the potential of a community of practice to provide significant professional benefits to students and faculty. Salutary features of reflective team teaching in a community of practice persist in participants’ subsequent teaching practice. Recommendations for Practitioners Reported benefits include eagerness for team teaching, increased openness to pedagogical suggestions from peers, comfort with being observed by colleagues while teaching, and willingness to revise plans when initial plans and practices are not working effectively for students. Recommendations for Researchers Data analysis and testimony support the claim that engaging in a CoP, in this case, did support their identity transformation as stewards of their own practice as instructors and professors of education. However, the study design does not support a claim that most or all future Communities of Practice in doctoral education will produce similar salutary results. Testing this proposition will require additional research in settings and programs different from the one represented here. Impact on Society Implementing communities of practice in doctoral programs can make room for professional development for both the faculty team and for the students. Future Research Further studies could be conducted to document the ways in which other communities of practice can be used to develop faculty instructors in masters and doctoral programs and in undergraduate education.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"18 1","pages":"379-393"},"PeriodicalIF":0.0,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87575614","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}
This analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice. ature into contract cheating in a doctoral context also suggests a need for increased training and awareness-raising programs for supervisors, thesis examiners and new graduate students. Future studies that further investigate the prevalence of these themes across a broader scope of websites and countries will provide greater insights into the extent to which these websites are a global threat to vulnerable doctoral students. The paper provides a foundation for researchers and graduate schools to raise greater awareness of contract cheating amongst doctoral students and, in so do-ing, combats the reputational risks it can have on universities and the potential safety risks for the general public. Semi-structured and and explore of for and their ability to identify research writing that has been completed by a third-party. systematic internet searches and qualitative textual analyses of website content, this paper sets out to address the research question: what persuasive language features on these websites target the distinct vulnerabilities of doctoral students? The analysis reveals that contract cheating websites include specific language to appeal to vulnerable doctoral students using four common themes: balancing work and personal life, the complexity of doctoral academic writing, self-efficacy, and academic career progression. Finally, this article presents key implications for practice, including the important role supervisors can play in supporting doctoral students’ thesis writing progression as well as the value of peer learning groups in building self-efficacy.
{"title":"Students Pay the Price: Doctoral Candidates are Targeted by Contract Cheating Websites","authors":"Andrew D. Kelly, Kylie Stevenson","doi":"10.28945/4757","DOIUrl":"https://doi.org/10.28945/4757","url":null,"abstract":"This analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice. ature into contract cheating in a doctoral context also suggests a need for increased training and awareness-raising programs for supervisors, thesis examiners and new graduate students. Future studies that further investigate the prevalence of these themes across a broader scope of websites and countries will provide greater insights into the extent to which these websites are a global threat to vulnerable doctoral students. The paper provides a foundation for researchers and graduate schools to raise greater awareness of contract cheating amongst doctoral students and, in so do-ing, combats the reputational risks it can have on universities and the potential safety risks for the general public. Semi-structured and and explore of for and their ability to identify research writing that has been completed by a third-party. systematic internet searches and qualitative textual analyses of website content, this paper sets out to address the research question: what persuasive language features on these websites target the distinct vulnerabilities of doctoral students? The analysis reveals that contract cheating websites include specific language to appeal to vulnerable doctoral students using four common themes: balancing work and personal life, the complexity of doctoral academic writing, self-efficacy, and academic career progression. Finally, this article presents key implications for practice, including the important role supervisors can play in supporting doctoral students’ thesis writing progression as well as the value of peer learning groups in building self-efficacy.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"4 1","pages":"363-377"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90188057","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 article is to present clear definitions of the population structures essential to research, to provide examples of how these structures are described within research, and to propose a basic structure that novice researchers may use to ensure a clearly and completely defined population of interest and sample from which they will collect data. Background Novice researchers, especially doctoral students, experience challenges when describing and distinguishing between populations and samples. Clearly defining and describing research structural elements, to include populations and the sample, provides needed scaffolding to doctoral students. Methodology The systematic review of 65 empirical research articles and research texts provided peer-reviewed support for presenting consistent populationand samplerelated definitions and exemplars. Contribution This article provides clear definitions of the population structures essential to research, with examples of how these structures, beginning with the unit of analysis, are described within research. With this defined, we examine the population subsets and what characterizes them. The proposed writing structure provides doctoral students a model for developing the relevant population and sample descriptions in their dissertations and other research. Findings The article describes that although many definitions and uses are relatively consistent within the literature, there are epistemological differences between research designs that do not allow for a one-size-fits-all definition for all terms. We provide methods for defining populations and the sample, selecting a sample from the population, and the arguments for and against each of the methods. Describing Populations and Samples 340 Recommendations for Practitioners Social science research faculty seek structured ways in which to present key research elements to doctoral students and to provide a model by which they may write the dissertation. The article offers contemporary examples from the peerreviewed literature to support these aims. Recommendations for Researchers Novice researchers may wish to use the recommended framework within this article when developing the relevant section of the dissertation. Doing so provides an itemized checklist of writing descriptions, ensuring a more complete and comprehensive description of the study population and sample. Impact on Society The scientific method provides a consistent methodological approach to researching and presenting research. By reemphasizing the definitions and applications of populations and samples in research, and by providing a writing structure that doctoral students may model in their own writing, the article supports doctoral students’ growth and development in using the scientific method. Future Research Future researchers may wish to further advance novice researcher knowledge in developing models to guide dissertation writing. Future studies may focus on
{"title":"Describing Populations and Samples in Doctoral Student Research","authors":"Alex Casteel, Nancy Bridier","doi":"10.28945/4766","DOIUrl":"https://doi.org/10.28945/4766","url":null,"abstract":"Aim/Purpose The purpose of this article is to present clear definitions of the population structures essential to research, to provide examples of how these structures are described within research, and to propose a basic structure that novice researchers may use to ensure a clearly and completely defined population of interest and sample from which they will collect data. Background Novice researchers, especially doctoral students, experience challenges when describing and distinguishing between populations and samples. Clearly defining and describing research structural elements, to include populations and the sample, provides needed scaffolding to doctoral students. Methodology The systematic review of 65 empirical research articles and research texts provided peer-reviewed support for presenting consistent populationand samplerelated definitions and exemplars. Contribution This article provides clear definitions of the population structures essential to research, with examples of how these structures, beginning with the unit of analysis, are described within research. With this defined, we examine the population subsets and what characterizes them. The proposed writing structure provides doctoral students a model for developing the relevant population and sample descriptions in their dissertations and other research. Findings The article describes that although many definitions and uses are relatively consistent within the literature, there are epistemological differences between research designs that do not allow for a one-size-fits-all definition for all terms. We provide methods for defining populations and the sample, selecting a sample from the population, and the arguments for and against each of the methods. Describing Populations and Samples 340 Recommendations for Practitioners Social science research faculty seek structured ways in which to present key research elements to doctoral students and to provide a model by which they may write the dissertation. The article offers contemporary examples from the peerreviewed literature to support these aims. Recommendations for Researchers Novice researchers may wish to use the recommended framework within this article when developing the relevant section of the dissertation. Doing so provides an itemized checklist of writing descriptions, ensuring a more complete and comprehensive description of the study population and sample. Impact on Society The scientific method provides a consistent methodological approach to researching and presenting research. By reemphasizing the definitions and applications of populations and samples in research, and by providing a writing structure that doctoral students may model in their own writing, the article supports doctoral students’ growth and development in using the scientific method. Future Research Future researchers may wish to further advance novice researcher knowledge in developing models to guide dissertation writing. Future studies may focus on","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"6 1","pages":"339-362"},"PeriodicalIF":0.0,"publicationDate":"2021-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83720827","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 Doctoral students who are parents are increasingly more common, particularly in female-dominated disciplines, such as education. This study aims to examine the experiences of parents pursuing an education doctorate Background This study examines the experiences of doctoral students who are parents and their perceptions of support in order to determine how programs and faculty can better serve students. Methodology This mixed methods study examines the experiences of 52 doctoral students who were parents or became parents during their doctoral program. Methods includes surveys and interviews. Contribution Very little published literature focuses on the experiences of both mothers and fathers who are doctoral students. This study is unique in that education doctoral students are generally established professionals with families and career success. Findings Among participants, 37% were women who became pregnant during the program. While most parents persisted in the program to graduate with a doctorate, several participants, including fathers, discussed their decisions to leave the doctoral program due to family responsibilities. Recommendations for Practitioners In order to uphold standards for a high-quality doctoral education, while also supporting student-parents, recommendations are presented for both doctoral programs and students. Parents Pursuing a Doctorate of Education 254 Recommendations for Researchers Further research is needed on LGBTQ families and single-parent families of lower incomes. Impact on Society Differences between workloads and barriers to advancement still persist for mothers in comparison to fathers. Future Research Future research should examine the experiences of fathers more fully.
{"title":"Parents Pursuing a Doctorate of Education: A Mixed Methods Examination of How Parents Manage the Roles of Student and Parent","authors":"Amy Catalano, Susan T Radin","doi":"10.28945/4741","DOIUrl":"https://doi.org/10.28945/4741","url":null,"abstract":"Aim/Purpose Doctoral students who are parents are increasingly more common, particularly in female-dominated disciplines, such as education. This study aims to examine the experiences of parents pursuing an education doctorate Background This study examines the experiences of doctoral students who are parents and their perceptions of support in order to determine how programs and faculty can better serve students. Methodology This mixed methods study examines the experiences of 52 doctoral students who were parents or became parents during their doctoral program. Methods includes surveys and interviews. Contribution Very little published literature focuses on the experiences of both mothers and fathers who are doctoral students. This study is unique in that education doctoral students are generally established professionals with families and career success. Findings Among participants, 37% were women who became pregnant during the program. While most parents persisted in the program to graduate with a doctorate, several participants, including fathers, discussed their decisions to leave the doctoral program due to family responsibilities. Recommendations for Practitioners In order to uphold standards for a high-quality doctoral education, while also supporting student-parents, recommendations are presented for both doctoral programs and students. Parents Pursuing a Doctorate of Education 254 Recommendations for Researchers Further research is needed on LGBTQ families and single-parent families of lower incomes. Impact on Society Differences between workloads and barriers to advancement still persist for mothers in comparison to fathers. Future Research Future research should examine the experiences of fathers more fully.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"8 1","pages":"253-272"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73920066","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 set out to understand the challenges doctoral students experience at different systemic levels of doctoral education through the perspective of ethical principles. Background: Doctoral students experience various challenges on their journey to the degree, and as high dropout rates indicate, these challenges become critical for many students. Several individual and structural level aspects, such as student characteristics, supervisory relationship, the academic community as well national policies and international trends, influence doctoral studies, and students’ experiences have been researched quite extensively. Although some of the challenges doctoral students experience may be ethical in nature, few studies have investigated these challenges specifically from an ethics perspective. Methodology: The study drew on qualitative descriptions of significant negative incidents from 90 doctoral students from an online survey. The data were first analyzed using a reflexive thematic analysis, and then the themes were located within different systemic levels of doctoral studies: individual (e.g., doctoral student, the individual relationship with supervisor) and structural (e.g., the institution, faculty, academic community). Finally, the ethical principles at stake were identified, applying the framework of five common ethical principles: respect for autonomy, benefiting others (beneficence), doing no harm (non-maleficence), being just (justice), and being faithful (fidelity). Contribution: Understanding doctoral students’ experiences from an ethical perspective and locating these among the systemic levels of doctoral studies contributes to a better understanding of the doctoral experience’s complexities. Ethical considerations should be integrated when creating and implementing procedures, rules, and policies for doctoral education. Making the ethical aspects visible will also allow universities to develop supervisor and faculty training by concretely targeting doctoral studies aspects highlighted as ethically challenging. Findings: In doctoral students’ experiences, structural level ethical challenges out-weighed breaches of common ethical principles at the individual level of doctoral studies. In the critical experiences, the principle of beneficence was at risk in the form of a lack of support by the academic community, a lack of financial support, and bureaucracy. Here, the system and the community were unsuccessful in contributing positively to doctoral students’ welfare and fostering their growth. At the individual level, supervision abandonment experiences, inadequate supervision, and students’ struggle to keep study-related commitments breached fidelity, which was another frequently compromised principle. Although located at the individual level of studies, these themes are rooted in the structural level. Additionally, the progress review reporting and assessment process was a recurrent topic in experiences in which t
{"title":"Individual and Structural Challenges in Doctoral Education: An Ethical Perspective","authors":"Liana Roos, Erika Löfström, Marvi Remmik","doi":"10.28945/4738","DOIUrl":"https://doi.org/10.28945/4738","url":null,"abstract":"Aim/Purpose: The study set out to understand the challenges doctoral students experience at different systemic levels of doctoral education through the perspective of ethical principles.\u0000\u0000Background: Doctoral students experience various challenges on their journey to the degree, and as high dropout rates indicate, these challenges become critical for many students. Several individual and structural level aspects, such as student characteristics, supervisory relationship, the academic community as well national policies and international trends, influence doctoral studies, and students’ experiences have been researched quite extensively. Although some of the challenges doctoral students experience may be ethical in nature, few studies have investigated these challenges specifically from an ethics perspective.\u0000\u0000Methodology: The study drew on qualitative descriptions of significant negative incidents from 90 doctoral students from an online survey. The data were first analyzed using a reflexive thematic analysis, and then the themes were located within different systemic levels of doctoral studies: individual (e.g., doctoral student, the individual relationship with supervisor) and structural (e.g., the institution, faculty, academic community). Finally, the ethical principles at stake were identified, applying the framework of five common ethical principles: respect for autonomy, benefiting others (beneficence), doing no harm (non-maleficence), being just (justice), and being faithful (fidelity).\u0000\u0000Contribution: Understanding doctoral students’ experiences from an ethical perspective and locating these among the systemic levels of doctoral studies contributes to a better understanding of the doctoral experience’s complexities. Ethical considerations should be integrated when creating and implementing procedures, rules, and policies for doctoral education. Making the ethical aspects visible will also allow universities to develop supervisor and faculty training by concretely targeting doctoral studies aspects highlighted as ethically challenging.\u0000\u0000Findings: In doctoral students’ experiences, structural level ethical challenges out-weighed breaches of common ethical principles at the individual level of doctoral studies. In the critical experiences, the principle of beneficence was at risk in the form of a lack of support by the academic community, a lack of financial support, and bureaucracy. Here, the system and the community were unsuccessful in contributing positively to doctoral students’ welfare and fostering their growth. At the individual level, supervision abandonment experiences, inadequate supervision, and students’ struggle to keep study-related commitments breached fidelity, which was another frequently compromised principle. Although located at the individual level of studies, these themes are rooted in the structural level. Additionally, the progress review reporting and assessment process was a recurrent topic in experiences in which t","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"52 1","pages":"211-236"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79400373","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}
Genia M. Bettencourt, Rachel E. Friedensen, Megan L Bartlett
Aim/Purpose Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Re-envisioning Doctoral Mentorship in the United States 238 Recommendations for Practitioners Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendations for Researchers Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.
{"title":"Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature","authors":"Genia M. Bettencourt, Rachel E. Friedensen, Megan L Bartlett","doi":"10.28945/4735","DOIUrl":"https://doi.org/10.28945/4735","url":null,"abstract":"Aim/Purpose Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Re-envisioning Doctoral Mentorship in the United States 238 Recommendations for Practitioners Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendations for Researchers Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"125 1","pages":"237-252"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74049463","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}
M. De Clercq, M. Frenay, A. Azzi, O. Klein, B. Galand
Aim/Purpose The present study aimed at (1) identifying the naturally occurring patterns of motivation among doctoral students and (2) assessing their impact on the doctoral completion process. Background Grounded in the self-determination theory, the paper investigated needs satisfaction and the doctoral completion process. Methodology Two complementary methods were used. First, k-mean clustering was used to classify 461 doctoral students according to their feelings of competence, autonomy and relatedness. Second, the completion process of these five profiles was investigated through multi-group path analyses. Contribution This paper provided a motivational perspective on doctoral completion process that highlighted significant individual differences. Investigation of PhD Students Motivation Profiles 190 Findings Five profiles were identified corresponding to different combinations of satisfaction of their innate psychological needs. The results also revealed significant differences in the completion process from one motivation profile to another. Recommendations for Practitioners The doctoral supervision needs to consider the specificities of the patterns of motivation among doctoral students. Recommendations for Researchers A more important investigation of motivational patterns is required to fully understand the doctoral completion process. Impact on Society A better consideration of motivational profiles would increase doctoral students’ well-being and their persistence. Future Research The effect of motivation and context on student satisfaction and professional efficiency could be further explored.
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Aim/Purpose This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged “All But Dissertation” (ABD) status. Background Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive examinations, and a dissertation proposal hearing, find themselves mired in “All But Dissertation” (ABD) status. The purpose of this research was to explore the intersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase. Contribution This study contributes to research in three critical ways: (1) it expands our understanding of the experiences of doctoral students specifically between completing coursework and defending a dissertation; (2) it illustrates the types of ra-
{"title":"Racial Realities: Exploring the Experiences of Black Male Doctoral Candidates in “All But Dissertation” Status","authors":"Sharron Scott, Jennifer M. Johnson","doi":"10.28945/4701","DOIUrl":"https://doi.org/10.28945/4701","url":null,"abstract":"Aim/Purpose This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged “All But Dissertation” (ABD) status. Background Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive examinations, and a dissertation proposal hearing, find themselves mired in “All But Dissertation” (ABD) status. The purpose of this research was to explore the intersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase. Contribution This study contributes to research in three critical ways: (1) it expands our understanding of the experiences of doctoral students specifically between completing coursework and defending a dissertation; (2) it illustrates the types of ra-","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"2 1","pages":"171-187"},"PeriodicalIF":0.0,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78820336","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 particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semistructured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how The Value of Collegiate, Attendee-Driven Writing Networks 150 these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for c
{"title":"Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks","authors":"Sue Wilson, J. Cutri","doi":"10.28945/4700","DOIUrl":"https://doi.org/10.28945/4700","url":null,"abstract":"Aim/Purpose This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semistructured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how The Value of Collegiate, Attendee-Driven Writing Networks 150 these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for c","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"10 1","pages":"149-170"},"PeriodicalIF":0.0,"publicationDate":"2021-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78347434","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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