Aim/Purpose In our reflexivity in this duoethnographic study, we aimed to identify and elicit the authentic voices, thoughts, and experiences of international students from China and Cameroon to explore international education equity’s complexities through the internationalization of curriculum in doctoral programs at U.S. institutions. Background Many studies have addressed the need for education equity in terms of gender, age, and socioeconomic status. However, few studies have explored the complex tensions of international education equity for international graduate students as they relate to the internationalization of the curriculum in doctoral programs in the context of neonationalist political rhetoric. Methodology A duoethnographic method was utilized to create dialogic narratives and provide multiple perspectives on a variety of topics across disciplines and forms of practices of one’s life history to act and give meaning to actions. As two researchers and international doctoral students from China and Cameroon, we conducted interviews and discussions to maintain an ongoing dialogue debriefing our experiences. Contribution By focusing on the experiences as international doctoral students, this duoethnographic study encourages readers to recognize how different cultures, experiences, and needs reinforce and influence one another and the importance of ensuring education equity for international doctoral students’ success. Duoethnography: International Education Equity for International Doctoral Students 760 Findings Three elements of international education equity were defined as authentic inclusion, differentiated teaching strategies and assessments, and individualized resources including but not limited to financial and cultural resources. Four prominent themes emerged related to international education equity for international doctoral students: (1) academic support related to teaching and learning strategies, assessments, language support, and mentorship; (2) financial support related to university funding and employment opportunities; (3) administrative support related to staff/faculty/community training on intercultural competence and training related complexities of visa status for international doctoral students; and (4) community support in the context of geopolitical tensions. Recommendations for Practitioners The findings highlight the need for research universities to address international doctoral students’ concerns, develop and innovate practices to ensure international education equity, and help international doctoral students to study in a safe and welcoming environment. Recommendation for Researchers The findings suggest further critical research into the rationale of the difficulty in international education equity and the impact of equity in the curriculum and learning spaces of higher education through exploring the similarities and nuances between international doctoral students from China and Cameroon. Impact on Socie
{"title":"International Education Equity for Doctoral Students: Duoethnographic Reflections from China and Cameroon","authors":"Minghui Hou, Alma Jam","doi":"10.28945/4673","DOIUrl":"https://doi.org/10.28945/4673","url":null,"abstract":"Aim/Purpose In our reflexivity in this duoethnographic study, we aimed to identify and elicit the authentic voices, thoughts, and experiences of international students from China and Cameroon to explore international education equity’s complexities through the internationalization of curriculum in doctoral programs at U.S. institutions. Background Many studies have addressed the need for education equity in terms of gender, age, and socioeconomic status. However, few studies have explored the complex tensions of international education equity for international graduate students as they relate to the internationalization of the curriculum in doctoral programs in the context of neonationalist political rhetoric. Methodology A duoethnographic method was utilized to create dialogic narratives and provide multiple perspectives on a variety of topics across disciplines and forms of practices of one’s life history to act and give meaning to actions. As two researchers and international doctoral students from China and Cameroon, we conducted interviews and discussions to maintain an ongoing dialogue debriefing our experiences. Contribution By focusing on the experiences as international doctoral students, this duoethnographic study encourages readers to recognize how different cultures, experiences, and needs reinforce and influence one another and the importance of ensuring education equity for international doctoral students’ success. Duoethnography: International Education Equity for International Doctoral Students 760 Findings Three elements of international education equity were defined as authentic inclusion, differentiated teaching strategies and assessments, and individualized resources including but not limited to financial and cultural resources. Four prominent themes emerged related to international education equity for international doctoral students: (1) academic support related to teaching and learning strategies, assessments, language support, and mentorship; (2) financial support related to university funding and employment opportunities; (3) administrative support related to staff/faculty/community training on intercultural competence and training related complexities of visa status for international doctoral students; and (4) community support in the context of geopolitical tensions. Recommendations for Practitioners The findings highlight the need for research universities to address international doctoral students’ concerns, develop and innovate practices to ensure international education equity, and help international doctoral students to study in a safe and welcoming environment. Recommendation for Researchers The findings suggest further critical research into the rationale of the difficulty in international education equity and the impact of equity in the curriculum and learning spaces of higher education through exploring the similarities and nuances between international doctoral students from China and Cameroon. Impact on Socie","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"6 1","pages":"759-786"},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85786768","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}
Melanie D. M. Hudson, Lucinda S. Spaulding, Angela Y Ford, Laura E Jones
Aim/Purpose The purpose of this systematic grounded theory study was to generate a model explaining how grit and a growth mindset develop and influence persistence in doctoral completers. Since doctoral attrition has historically plagued institutions of higher learning, with conflicting explanations reported in the literature, program leaders will benefit by understanding factors associated with persistence. Background Although the initial literature regarding doctoral persistence relied on the more traditional student involvement and integration models of higher education, the changing landscape of doctoral education—a steep increase in the number of distance education programs, as well as students’ time and energy constraints— calls for a closer look at individual student factors over engagement efforts. Methodology The systematic approach of grounded theory was adopted to fulfill the purpose of constructing a model explaining the process of grit and growth mindset development in doctoral students who persist to completion. Both quantitative data from a total population of 51 completers, in the form of the Short Grit Scale instrument and Dweck’s Mindset Instrument, as well as qualitative data from interviews and reflective journals of a sample of 12 doctoral completers were analyzed to produce the Grit Growth Model suggested by the findings. Contribution The Grit Growth Model contributes empirical evidence of the antecedents of the characteristics of grit and growth mindset, which has been limited in the literature to date. A unique contribution of this study is the suggestion of a departure from the typical approach of leaders in post-graduate institutions from a Growing Grit to Produce Doctoral Persistence 706 student-integration/engagement approach, to a more direct personal development strategy, with specific direction given by the Grit Growth Model, as well as the additional Student Development Model of Doctoral Persistence. Findings The findings produced the Grit Growth Model, which revealed sub-themes of expectations, engagement, service, and personal loss in the life experiences of the doctoral completers, as well as values surrounding religious faith and passion. Personal characteristics of flexibility and shame resilience were identified, and findings confirmed prior persistence literature that acknowledged the imminent value of personal and academic relationships. The central theme of personal and social responsibility (PSR) carries theoretical, empirical, and practical implications for doctoral or any other leaders who wish to develop grit in others, as well as individuals seeking to develop the trait within themselves. Recommendations for Practitioners Given the findings of this study, doctoral program leaders should make a concerted effort to add a direct student development focus to their portfolio of strategies to support student persistence, as visualized in the Student Development Model of Doctoral Persistence. Programmatic el
{"title":"Growing Grit to Produce Doctoral Persistence","authors":"Melanie D. M. Hudson, Lucinda S. Spaulding, Angela Y Ford, Laura E Jones","doi":"10.28945/4671","DOIUrl":"https://doi.org/10.28945/4671","url":null,"abstract":"Aim/Purpose The purpose of this systematic grounded theory study was to generate a model explaining how grit and a growth mindset develop and influence persistence in doctoral completers. Since doctoral attrition has historically plagued institutions of higher learning, with conflicting explanations reported in the literature, program leaders will benefit by understanding factors associated with persistence. Background Although the initial literature regarding doctoral persistence relied on the more traditional student involvement and integration models of higher education, the changing landscape of doctoral education—a steep increase in the number of distance education programs, as well as students’ time and energy constraints— calls for a closer look at individual student factors over engagement efforts. Methodology The systematic approach of grounded theory was adopted to fulfill the purpose of constructing a model explaining the process of grit and growth mindset development in doctoral students who persist to completion. Both quantitative data from a total population of 51 completers, in the form of the Short Grit Scale instrument and Dweck’s Mindset Instrument, as well as qualitative data from interviews and reflective journals of a sample of 12 doctoral completers were analyzed to produce the Grit Growth Model suggested by the findings. Contribution The Grit Growth Model contributes empirical evidence of the antecedents of the characteristics of grit and growth mindset, which has been limited in the literature to date. A unique contribution of this study is the suggestion of a departure from the typical approach of leaders in post-graduate institutions from a Growing Grit to Produce Doctoral Persistence 706 student-integration/engagement approach, to a more direct personal development strategy, with specific direction given by the Grit Growth Model, as well as the additional Student Development Model of Doctoral Persistence. Findings The findings produced the Grit Growth Model, which revealed sub-themes of expectations, engagement, service, and personal loss in the life experiences of the doctoral completers, as well as values surrounding religious faith and passion. Personal characteristics of flexibility and shame resilience were identified, and findings confirmed prior persistence literature that acknowledged the imminent value of personal and academic relationships. The central theme of personal and social responsibility (PSR) carries theoretical, empirical, and practical implications for doctoral or any other leaders who wish to develop grit in others, as well as individuals seeking to develop the trait within themselves. Recommendations for Practitioners Given the findings of this study, doctoral program leaders should make a concerted effort to add a direct student development focus to their portfolio of strategies to support student persistence, as visualized in the Student Development Model of Doctoral Persistence. Programmatic el","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"34 1","pages":"705-736"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76642188","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 article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Academic Culture in Doctoral Education 686 Findings Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in universitybusiness collaboration also can improve students’ well-being in this process. Recommendations for Researchers Researchers should consider the processes of interaction and negotiation betw
{"title":"Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?","authors":"Patrícia Silva Santos, Maria Teresa Patrício","doi":"10.28945/4665","DOIUrl":"https://doi.org/10.28945/4665","url":null,"abstract":"Aim/Purpose This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Academic Culture in Doctoral Education 686 Findings Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in universitybusiness collaboration also can improve students’ well-being in this process. Recommendations for Researchers Researchers should consider the processes of interaction and negotiation betw","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"37 1","pages":"685-704"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90112371","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}
Alexander J. Hish, Gabriela A. Nagy, Caitlin M. Fang, L. Kelley, C. Nicchitta, K. Dzirasa, M. Rosenthal
Aim/Purpose: National and international survey studies have begun to identify heightened levels of depression, anxiety, and burnout among doctoral students. Nevertheless, little research has been done to evaluate which interventions may support doctoral student wellness. Background: To guide future interventions research, this study evaluated perceptions of the acceptability and effectiveness of wellness approaches among biomedical doctoral students. Methodology: In this study, 69 biomedical doctoral students were sampled from a research institution in the southeastern United States. Participants completed a structured psychiatric diagnostic interview and self-report questionnaires. Questionnaires assessed participants’ beliefs about the acceptability and effectiveness of 36 wellness approaches in reducing burnout symptoms and depression symptoms, and the participants’ attitudes towards psychological services. Contribution: This study demonstrates that approaches to support biomedical doctoral student wellness should be tailored according to a student’s history of problems with mental health. Findings: Among candidate approaches, those involving spending time socializing with friends and family were rated most favorably by the entire sample. However, participants with high burnout or depression symptoms negatively evaluated approaches involving social engagement. Participants with high burnout symptoms or a history of psychological diagnoses or treatment rated individual therapy more favorably. Recommendations for Practitioners: Social engagement is highly valued by biomedical doctoral students, above and beyond institution-based wellness resources. University administrators should prioritize interventions favored by students struggling with symptoms of burnout and mental health problems, especially individual therapy. Recommendation for Researchers: Randomized trials should be conducted to assess the effectiveness in reducing problems with mental health of the approaches rated favorably, particularly those involving social engagement. Studies should investigate facilitators and barriers to approaches rated highly likely to be effective, but not acceptable, including peer support groups and individual therapy. Impact on Society: In the interest of preventing attrition from biomedical doctoral programs and promoting the wellness and success of future scientists, it is important to develop training programs sensitive to the mental health needs of their students. This study provides important insights guiding next steps in intervention testing and implementation to support biomedical doctoral students. Future Research: Future studies should validate the findings in this study with large internationally representative samples of students across various fields of doctoral study. Future intervention studies should include rigorous evaluation of facilitators and barriers for approaches rated favorably in this study.
{"title":"Acceptability and Perceived Effectiveness of Approaches to Support Biomedical Doctoral Student Wellness: One Size Doesn’t Fit All","authors":"Alexander J. Hish, Gabriela A. Nagy, Caitlin M. Fang, L. Kelley, C. Nicchitta, K. Dzirasa, M. Rosenthal","doi":"10.28945/4669","DOIUrl":"https://doi.org/10.28945/4669","url":null,"abstract":"Aim/Purpose: National and international survey studies have begun to identify heightened levels of depression, anxiety, and burnout among doctoral students. Nevertheless, little research has been done to evaluate which interventions may support doctoral student wellness.\u0000\u0000Background: To guide future interventions research, this study evaluated perceptions of the acceptability and effectiveness of wellness approaches among biomedical doctoral students.\u0000\u0000Methodology: In this study, 69 biomedical doctoral students were sampled from a research institution in the southeastern United States. Participants completed a structured psychiatric diagnostic interview and self-report questionnaires. Questionnaires assessed participants’ beliefs about the acceptability and effectiveness of 36 wellness approaches in reducing burnout symptoms and depression symptoms, and the participants’ attitudes towards psychological services.\u0000\u0000Contribution: This study demonstrates that approaches to support biomedical doctoral student wellness should be tailored according to a student’s history of problems with mental health.\u0000\u0000Findings: Among candidate approaches, those involving spending time socializing with friends and family were rated most favorably by the entire sample. However, participants with high burnout or depression symptoms negatively evaluated approaches involving social engagement. Participants with high burnout symptoms or a history of psychological diagnoses or treatment rated individual therapy more favorably.\u0000\u0000Recommendations for Practitioners: Social engagement is highly valued by biomedical doctoral students, above and beyond institution-based wellness resources. University administrators should prioritize interventions favored by students struggling with symptoms of burnout and mental health problems, especially individual therapy.\u0000\u0000Recommendation for Researchers: Randomized trials should be conducted to assess the effectiveness in reducing problems with mental health of the approaches rated favorably, particularly those involving social engagement. Studies should investigate facilitators and barriers to approaches rated highly likely to be effective, but not acceptable, including peer support groups and individual therapy.\u0000\u0000Impact on Society: In the interest of preventing attrition from biomedical doctoral programs and promoting the wellness and success of future scientists, it is important to develop training programs sensitive to the mental health needs of their students. This study provides important insights guiding next steps in intervention testing and implementation to support biomedical doctoral students.\u0000\u0000Future Research: Future studies should validate the findings in this study with large internationally representative samples of students across various fields of doctoral study. Future intervention studies should include rigorous evaluation of facilitators and barriers for approaches rated favorably in this study.\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"21 1","pages":"653-684"},"PeriodicalIF":0.0,"publicationDate":"2020-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82126624","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}
Annemarie Vaccaro, Chiquita Baylor, Desiree Forsythe, Karin Capobianco, J. N. Knibb, John Olerio
Aim/Purpose This paper contributes to the scholarly literature on intersectionality and social injustice (invisibility, hypervisibility) in higher education and serves as a model for enacting doctoral education where research, theory, and practice converge. Background Invisibility and hypervisibility have long been documented as social injustices, but very little literature has documented how doctoral students (who are also university employees) make meaning of intersecting privileges and oppressions within post-secondary hierarchies. Methodology This study used a 10-week Duoethnography with co-researchers who were simultaneously doctoral students, staff, instructors, and administrators in higher education settings. Contribution This paper offers a unique glimpse into currere—the phenomenon of theory and practice converging—to offer an intensive interrogation of life as curriculum for five doctoral students and a professor. There’s a Human Being Here 638 Findings This paper illuminates rich meaning-making narratives of six higher educators as they grappled with invisibility and hypervisibility in the context of their intersecting social identities as well as their varied locations within post-secondary hierarchies/power structures. Recommendations for Practitioners Duoethnography can be an effective strategy for social justice praxis in doctoral programs as well as other higher education departments, divisions, or student organizations. Recommendations for Researchers Researchers can use Duoethnography to explore a plethora of social justice issues in doctoral education and across staff, faculty, and Ph.D. student experiences within the power structures of post-secondary education. Future Research Future research can more deeply explore social injustices and the intersections of not only social identities, but also social locations of doctoral students who are simultaneously employees and students in a university hierarchy.
{"title":"“There’s a Human Being Here”: A Doctoral Class Uses Duoethnography to Explore Invisibility, Hypervisibility, and Intersectionality","authors":"Annemarie Vaccaro, Chiquita Baylor, Desiree Forsythe, Karin Capobianco, J. N. Knibb, John Olerio","doi":"10.28945/4658","DOIUrl":"https://doi.org/10.28945/4658","url":null,"abstract":"Aim/Purpose This paper contributes to the scholarly literature on intersectionality and social injustice (invisibility, hypervisibility) in higher education and serves as a model for enacting doctoral education where research, theory, and practice converge. Background Invisibility and hypervisibility have long been documented as social injustices, but very little literature has documented how doctoral students (who are also university employees) make meaning of intersecting privileges and oppressions within post-secondary hierarchies. Methodology This study used a 10-week Duoethnography with co-researchers who were simultaneously doctoral students, staff, instructors, and administrators in higher education settings. Contribution This paper offers a unique glimpse into currere—the phenomenon of theory and practice converging—to offer an intensive interrogation of life as curriculum for five doctoral students and a professor. There’s a Human Being Here 638 Findings This paper illuminates rich meaning-making narratives of six higher educators as they grappled with invisibility and hypervisibility in the context of their intersecting social identities as well as their varied locations within post-secondary hierarchies/power structures. Recommendations for Practitioners Duoethnography can be an effective strategy for social justice praxis in doctoral programs as well as other higher education departments, divisions, or student organizations. Recommendations for Researchers Researchers can use Duoethnography to explore a plethora of social justice issues in doctoral education and across staff, faculty, and Ph.D. student experiences within the power structures of post-secondary education. Future Research Future research can more deeply explore social injustices and the intersections of not only social identities, but also social locations of doctoral students who are simultaneously employees and students in a university hierarchy.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"36 1","pages":"637-652"},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83209790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose This qualitative study was conducted to illuminate the under-researched aspect of doctoral students’ career decision-making by examining their internal cognitive processes based on the Cognitive Information Processing (CIP) theory. Specifically, this study compared doctoral students’ career decision-making from two career groups, those pursuing the professoriate versus those pursuing careers beyond the professoriate. Background Due to PhD workforce supply-demand imbalances in academic job markets and to a growing interest in careers outside academia around the world, an increasing number of doctoral recipients have pursued careers beyond the professoriate, which are considered non-traditional career paths in doctoral education. While a growing number of studies have investigated these changing trends, it remains limited to fully capture more introspective domains of the career choice processes. Given that the career decision-making experience is highly individualized, it is critical to explore doctorate students’ own narratives about career decision-making. Methodology Individual structured interviews were conducted with 30 doctoral students from a public research-oriented university in the United States. Employing Directed Content Analysis, two researchers developed the initial coding categories based on the guiding theory, CIP theory, and deductively analyzed the data to identify emerging major themes. What Matters to Doctoral Students When Making a Career Choice? 616 Contribution Findings from the study highlight the core factors that influence doctoral students’ career choices across fields, which allows developing centralized career resources and support systems at the institutional level. Specifically, findings pointed to different approaches for doctoral students to (re-)assess their career choice while providing implications for institutions, academic departments, and individual stakeholders such as faculty advisor and doctoral students, to develop systematic career support in this changing academic job market. Findings Data analysis uncovered three core factors impacting doctoral students’ career decision making, which are (1) roles of the first-hand experience in career confirmation/shift; (2) dissimilar career readiness status by group; and (3) impact of personal career values. Recommendations for Practitioners Both institutions and academic departments could reassess the culture and value of career development and refine co-curricular activities to offer adequate professional development opportunities in doctoral training to develop career support systems aligned with students’ diversified career needs and interests. As time and first-hand experiences are identified as critical factors facilitating their career progress, doctoral students may want to proactively seek diverse opportunities to gain first-hand experience in and outside campus. Recommendations for Researchers Researchers could continue similar research in othe
{"title":"In Pursuit of Careers in the Professoriate or Beyond the Professoriate: What Matters to Doctoral Students When Making a Career Choice?","authors":"Gaeun Seo, HeyJin T Yeo","doi":"10.28945/4652","DOIUrl":"https://doi.org/10.28945/4652","url":null,"abstract":"Aim/Purpose This qualitative study was conducted to illuminate the under-researched aspect of doctoral students’ career decision-making by examining their internal cognitive processes based on the Cognitive Information Processing (CIP) theory. Specifically, this study compared doctoral students’ career decision-making from two career groups, those pursuing the professoriate versus those pursuing careers beyond the professoriate. Background Due to PhD workforce supply-demand imbalances in academic job markets and to a growing interest in careers outside academia around the world, an increasing number of doctoral recipients have pursued careers beyond the professoriate, which are considered non-traditional career paths in doctoral education. While a growing number of studies have investigated these changing trends, it remains limited to fully capture more introspective domains of the career choice processes. Given that the career decision-making experience is highly individualized, it is critical to explore doctorate students’ own narratives about career decision-making. Methodology Individual structured interviews were conducted with 30 doctoral students from a public research-oriented university in the United States. Employing Directed Content Analysis, two researchers developed the initial coding categories based on the guiding theory, CIP theory, and deductively analyzed the data to identify emerging major themes. What Matters to Doctoral Students When Making a Career Choice? 616 Contribution Findings from the study highlight the core factors that influence doctoral students’ career choices across fields, which allows developing centralized career resources and support systems at the institutional level. Specifically, findings pointed to different approaches for doctoral students to (re-)assess their career choice while providing implications for institutions, academic departments, and individual stakeholders such as faculty advisor and doctoral students, to develop systematic career support in this changing academic job market. Findings Data analysis uncovered three core factors impacting doctoral students’ career decision making, which are (1) roles of the first-hand experience in career confirmation/shift; (2) dissimilar career readiness status by group; and (3) impact of personal career values. Recommendations for Practitioners Both institutions and academic departments could reassess the culture and value of career development and refine co-curricular activities to offer adequate professional development opportunities in doctoral training to develop career support systems aligned with students’ diversified career needs and interests. As time and first-hand experiences are identified as critical factors facilitating their career progress, doctoral students may want to proactively seek diverse opportunities to gain first-hand experience in and outside campus. Recommendations for Researchers Researchers could continue similar research in othe","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"33 1","pages":"615-635"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73109032","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 International PhD students suffer a lot of stress. However, many studies about international students focus on identifying the stressors these students experience rather than the stress-coping strategies, and those that explore international students’ coping behaviour often report maladjustments. Background This study intended to fill the research gap by examining the strategies that Chinese students employed to psychologically adjust to their PhD study. Methodology Narrative inquiry method was employed to give voice to the research participants. Six Chinese doctoral students in social sciences in Australian universities were purposefully sampled and interviewed three times during their candidature in order to gain an in-depth understanding of their lived experiences of stress-coping. Contribution This paper provides positive stress-coping strategies used by six Chinese doctoral students, which can be used by international doctoral students or those who work with doctoral students from abroad to improve their psychological well-beings. Findings These Chinese PhD students adopted positive stress-coping strategies of regulating their emotions and retaining their motivation. They adopted illusory and interpretive forms of secondary control by reframing realities to obtain psychological peace when faced with stress. The ways that Chinese PhD students handled stress suggest that the Chinese moral education and the characteristic motivation for learning attributed them with positive personal characteristics to battle the adverse conditions. Recommendations for Practitioners Institutions/departments can initiate support groups for PhD students from the same disciplines where students can express their stress, seek assistance from senior doctoral students and exchange their strategies. Psychological Adjustment of Chinese PhD Students 596 Institutions/departments can also support international doctoral candidates by taking a more flexible approach to policies and procedures concerning doctoral students taking leave both in terms of when it is taken and the duration. Recommendation for Researchers Researchers can focus on international doctoral students’ positive stress-coping experiences as well as negative experiences to present a balanced picture of the doctoral journey. Impact on Society The findings from this research on doctoral students’ stress-coping can equip doctoral students with strategies to handle their psychological challenges, which in turn may enhance their overseas doctoral experiences, reduce the dropout rates, and raise awareness of supervisors and institutions about doctoral students’ psychological well-beings. Future Research Future research can examine the stress-coping experiences of other international doctoral students, focusing not only from the individual psychological angle but from the academic and social perspectives.
{"title":"Psychological Adjustment of Chinese PhD Students: A Narrative Study","authors":"Chunyan Yang, Li Bai","doi":"10.28945/4649","DOIUrl":"https://doi.org/10.28945/4649","url":null,"abstract":"Aim/Purpose International PhD students suffer a lot of stress. However, many studies about international students focus on identifying the stressors these students experience rather than the stress-coping strategies, and those that explore international students’ coping behaviour often report maladjustments. Background This study intended to fill the research gap by examining the strategies that Chinese students employed to psychologically adjust to their PhD study. Methodology Narrative inquiry method was employed to give voice to the research participants. Six Chinese doctoral students in social sciences in Australian universities were purposefully sampled and interviewed three times during their candidature in order to gain an in-depth understanding of their lived experiences of stress-coping. Contribution This paper provides positive stress-coping strategies used by six Chinese doctoral students, which can be used by international doctoral students or those who work with doctoral students from abroad to improve their psychological well-beings. Findings These Chinese PhD students adopted positive stress-coping strategies of regulating their emotions and retaining their motivation. They adopted illusory and interpretive forms of secondary control by reframing realities to obtain psychological peace when faced with stress. The ways that Chinese PhD students handled stress suggest that the Chinese moral education and the characteristic motivation for learning attributed them with positive personal characteristics to battle the adverse conditions. Recommendations for Practitioners Institutions/departments can initiate support groups for PhD students from the same disciplines where students can express their stress, seek assistance from senior doctoral students and exchange their strategies. Psychological Adjustment of Chinese PhD Students 596 Institutions/departments can also support international doctoral candidates by taking a more flexible approach to policies and procedures concerning doctoral students taking leave both in terms of when it is taken and the duration. Recommendation for Researchers Researchers can focus on international doctoral students’ positive stress-coping experiences as well as negative experiences to present a balanced picture of the doctoral journey. Impact on Society The findings from this research on doctoral students’ stress-coping can equip doctoral students with strategies to handle their psychological challenges, which in turn may enhance their overseas doctoral experiences, reduce the dropout rates, and raise awareness of supervisors and institutions about doctoral students’ psychological well-beings. Future Research Future research can examine the stress-coping experiences of other international doctoral students, focusing not only from the individual psychological angle but from the academic and social perspectives.","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"71 1","pages":"595-614"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83156871","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 article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and t
{"title":"A Phenomenological Exploration of the Student Experience of Online PhD Studies","authors":"Kyungmee Lee","doi":"10.28945/4645","DOIUrl":"https://doi.org/10.28945/4645","url":null,"abstract":"Aim/Purpose This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and t","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"28 1","pages":"575-593"},"PeriodicalIF":0.0,"publicationDate":"2020-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76806276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose This paper aims to provide important learning insights for doctoral students, researchers and practitioners who wish to research on sensitive topics with research participants from a significantly different culture from their own. Background Embarking on doctoral research in different cultural contexts presents challenges for doctoral students, especially when researching a sensitive topic. Methodology This paper uses an autoethnography as its research methodology. Contribution This paper extends the literature on doctoral researchers’ experiences of exploring the lived experiences of senior travellers who have faced major life events. Little of the previous literature on the experiences of PhD students has explored the experiences they had while researching on a sensitive topic in a different cultural context to their own. To fill this knowledge gap, this paper presents an autoethnography of my experiences. Findings This paper presents some critical insights into undertaking research in another culture. Its findings are outlined under the following four themes: (a) Feeling vulnerable, (b) Building rapport, (c) Preparing for the unexpected, and (d) Exploring lived experiences. Recommendations for Practitioners When conducting sensitive cross-cultural research, understanding researchers’ vulnerabilities, rapport-building and preparing for the unexpected are very important. The use of a visual element is beneficial for the participants in their idea generation process. Visual methods have the potential to capture the lived experiences of participants and enable them to reflect on those. Recommendations for Researchers Doing cross-cultural sensitive doctoral research poses a number of methodological and practical challenges. It was very important to gain a wider cultural understanding of the country and its people in my cross-cultural doctoral research. Uditha Ramanayake University of Waikato, Hamilton, New Zealand uditha.ramanayake@outlook.com
{"title":"My Doctoral Journey: An Autoethnography of Doing Sensitive Research in a Different Cultural Context","authors":"U. Ramanayake","doi":"10.28945/4641","DOIUrl":"https://doi.org/10.28945/4641","url":null,"abstract":"Aim/Purpose This paper aims to provide important learning insights for doctoral students, researchers and practitioners who wish to research on sensitive topics with research participants from a significantly different culture from their own. Background Embarking on doctoral research in different cultural contexts presents challenges for doctoral students, especially when researching a sensitive topic. Methodology This paper uses an autoethnography as its research methodology. Contribution This paper extends the literature on doctoral researchers’ experiences of exploring the lived experiences of senior travellers who have faced major life events. Little of the previous literature on the experiences of PhD students has explored the experiences they had while researching on a sensitive topic in a different cultural context to their own. To fill this knowledge gap, this paper presents an autoethnography of my experiences. Findings This paper presents some critical insights into undertaking research in another culture. Its findings are outlined under the following four themes: (a) Feeling vulnerable, (b) Building rapport, (c) Preparing for the unexpected, and (d) Exploring lived experiences. Recommendations for Practitioners When conducting sensitive cross-cultural research, understanding researchers’ vulnerabilities, rapport-building and preparing for the unexpected are very important. The use of a visual element is beneficial for the participants in their idea generation process. Visual methods have the potential to capture the lived experiences of participants and enable them to reflect on those. Recommendations for Researchers Doing cross-cultural sensitive doctoral research poses a number of methodological and practical challenges. It was very important to gain a wider cultural understanding of the country and its people in my cross-cultural doctoral research. Uditha Ramanayake University of Waikato, Hamilton, New Zealand uditha.ramanayake@outlook.com","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"84 1","pages":"559-573"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816575","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 focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country
{"title":"A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad","authors":"J. Richardson, Marsha L. Carr, J. Watts","doi":"10.28945/4642","DOIUrl":"https://doi.org/10.28945/4642","url":null,"abstract":"Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies.\u0000\u0000Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership.\u0000\u0000Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies.\u0000\u0000Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs.\u0000\u0000Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group.\u0000\u0000Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future.\u0000\u0000Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84004606","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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