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The 48th annual conference of the Adult and Higher Education Alliance (AHEA) was held online and in person in March 2024. This year's conference theme is "Enriching the Adult Learner's Experience in Higher Education." The proceedings are comprised of the following papers: (1) Creating a More Humanized Online Learning Experience (Janet Grayson Chappell); (2) College Teaching as Scholarship: An Imperative for Today (Xenia Coulter and Alan Mandell); (3) A Phenomenological Study of Factors Related to Persistence in Online Doctoral Programs: Preliminary Findings (Don Finn) (4) Reshaping Practices: Digital Feedback for Adults (Larisa Olesova, Renee Mercer, Kim Copeland, and Swapna Kumar); (5) Bridging the Gap: Veteran Offices Supporting the Transition into Higher Education (Cliff McAfee, Jr. and Brad Wojituk); (6) Providing a Professional Learning Opportunity via Workshop for Pharmacy Faculty Regarding Entrustable Professional Activities in Student Assessment (Richard Silvia and Kathy Peno); and (7) Navigating the Third Space: Military Veterans in Higher Education (Wayne N. Taylor & Reneé Amboy).

The study aims to reveal the thoughts of the researchers about the data collection process in the studies whose data were provided by the participants' views. The case study approach, one of the qualitative research designs, was used in the study. The study group of the research consists of a total of 12 experienced researchers, 9 women, and 3 men, working in the faculty of education of a state university, who have completed their doctorate. An interview form prepared by the researchers was used as a data collection tool in the study. In the interview form, only one open-ended question was included to reveal the thoughts of the researchers about the process of collecting data with the participants' views in qualitative research. The descriptive analysis method was used to organize the data obtained. In order of importance, the participants wrote their thoughts about the questions used in qualitative research, data recording, what to do before data collection, the time and place of the interviews, the motivation of the participants, and the behavior of the researcher during the interview. [This paper is published in: Ali Ersoy, Sakir Cinkir (Eds.), "International Education Congress Conference Proceeding" (pp. 1394-1398), Dicle University, 2024.]

Formal science education is the last stage of acquiring scientific knowledge for most people. They rely on the knowledge acquired at school for the rest of their lives. Therefore, it is important that formal education changes students' colloquial knowledge into scientific knowledge and is correct. The study decided to test three situations. In the first one, it was examined whether formal education actually displaces colloquial knowledge of students. In the second, the level of knowledge acquired at school was compared with the level of extracurricular knowledge. The third examined the durability of knowledge acquired at school, i.e. can school knowledge be changed, e.g. through advertising or popular science publications? The main hypothesis of the research was the assumption that school knowledge eliminates erroneous, clichéd beliefs and is permanent over time. The study tested chemical knowledge related to cooking. 472 people participated in the study and an online questionnaire was used. The research built on previous research on the correlation between scientific knowledge and non-scientific beliefs and pedagogical theories on knowledge transfer. The obtained results did not confirm the main hypothesis. Formal school education turned out to be less effective than non-formal education. It seems, therefore, that school education should not focus on facts that students forget and that change during their informal (lifelong) education. Rather, it should focus on the ability to independently construct knowledge. [For the full proceedings, see ED629086.]

The purpose of this phenomenological study was to explore the construct of a profound moment. Interviews were conducted using a semi-structured interpretive phenomenological approach. Interviews were transcribed, coded, analyzed, and considered in the analysis. Four themes were identified from the analysis: accepting what is, change of life axis, human connecting, and a crystallizing process. Participants expressed a singular moment that changed their lives and became a referential point for life choices and actions as they developed profound learner practices. [For the full proceedings, see ED648717.]

Doctoral students and researchers commonly practice reflexivity in the research processes. Covert autoethnography was autoethnography which was denied by claims of reflexivity and statements of being unbiased, neutral, and objective. In the research, 15 educational leadership dissertations using qualitative research from 15 universities in the United States of America were examined using thematic analysis. There were three key findings: theory of purification, act of symbolic verification, and theory legitimation. A discussion ensues, with the recommendation researchers need to develop biases within all facets of research. [This paper was published in: "2023 International Symposium on Autoethnography and Narrative," edited by T. E. Adams, 2023.]

While the COVID-19 pandemic had a significant negative impact on the world economy, international research collaborations were disrupted by problems like hiring freezes, stopped lab and fieldwork, delayed research infrastructure, health effects, and restricted travel. This study aims to identify the most critical indicators with the highest relevance to explain the overall impact of the pandemic on international research collaboration. For this purpose, it uses a pilot interview conducted through the Zoom platform at a public research university in the U.S. The interview included six questions designed to reveal the impact of the pandemic on international research collaboration and its indicators. Thirty participants from different departments were interviewed. The findings of this study reveal the most important indicators for the overall impact of the pandemic on international research collaboration. The results can help design research programs, particularly those involving international collaboration, to reduce the adverse impacts of such adverse conditions. [For the full proceedings, see ED656038.]

International research is already booming, and global problems like climate change have sparked interdisciplinary initiatives involving academics from many nations, disciplines, and tongues. Integrating the research team, the supervisors, and the doctoral students present several challenges, such as multicultural issues; integrating a good team depends on the supervision style and type of postgraduate students and how to supervise students to conduct quality research. This article examines supervisory approaches, and the challenges and rewards supervisors face while supervising diverse projects. The lectures from the Graduate Studies in Supervision course were examined, along with a literature study. Two senior supervisors from the International Business School (JIBS) and the School of Engineering at Jönköping University participated in small-scale research and observed two supervisory sessions, where were discussions and supervisor reflections. Observations, talks, and the findings of a survey based on Lee's research were compared to determine the supervisory style. The failure to define the scope and writing of the publication when a journal article is rejected after 1-2 years, which affects the trust of the student and the supervisor and the time plan in a multidisciplinary project, are just a few of the challenges that emerged during postgraduate supervision. Discovering our teaching and supervision style may help guide our students in a multidisciplinary environment. [For the full proceedings, see ED652228.]

Establishing an online class community that promotes belonging through open, honest communication and collaboration can alleviate doctoral student Imposter Syndrome. [For the full proceedings, see ED631897.]

This study examined the international doctoral students' perceptions of graduate advising and communication with their advisors in online learning environments during the COVID-19 pandemic. This study used semi-structured interviews to investigate how international doctoral students at Auburn University perceive their advising relationships with academic advisors. The finding of this study indicates that lack of guidance and support are the main concerns in the advising relationship for international doctoral students. Moreover, the communication delivery way is not the key point for them to connect with their advisors and influence communication satisfaction with their advisors. [For the full proceedings, see ED631897.]

This research examines the postgraduate theses on the concept of information literacy from various perspectives. In this study, which was conducted within the framework of a qualitative research approach, document analysis was used for data collection. Within the scope of the study, "information literacy" was written as a keyword in the database of the Council of Higher Education (YÖK) National Thesis Center and scanned electronically and (f=33) postgraduate theses published in Turkey with "information literacy" in their titles were reached. In the study, theses were analyzed by content analysis in terms of type, year, language, university, affiliated institute, department, research method/approach, study group/participants, and thesis advisor titles. Because of the research, it has been determined that there are more master's theses than doctoral theses and that master's theses are mostly done in state universities. It has been determined that the number of postgraduate theses in 2019 is higher than in other years, the most common title for faculty members who are thesis managers is "professor doctor," according to gender, women have prepared (f=21) theses, and men have prepared (f=12) theses. It has been determined that most of the "survey method" studies are conducted in postgraduate studies, most studies are conducted with "students" and most studies are conducted in "Hacettepe University." Additionally, it has been determined that since 2018, the number of postgraduate theses using the concept of "information literacy" has increased, most of the research is done in the "institutes of educational sciences" of universities, and most of the postgraduate theses are prepared in the "Information and Document Management Department." It has been determined that the language of the theses is Turkish except for 1 (one) study. According to the results of the research, it was determined that the "survey method/quantitative studies" method was used the most. [For the full proceedings, see ED630948.]

This study aims to examine the postgraduate theses in the field of verbal communication skills, which have an important place in the individual's cognitively healthy, effective, and positive communication. In line with this purpose of the research, 24 full-text postgraduate theses in the National Thesis Database of the Council of Higher Education were examined and a content analysis was made by scanning the literature for researchers. The data of the research were collected through document analysis. The obtained data were analyzed by content analysis. Examined theses were examined and categorized according to the gender of the author, year of publication, distribution by the university, Institute and department, research method, sample of the research, type of the thesis, and advisor. The number of female authors was significantly higher than male authors in 1 medical specialty, 18 masters and 6 doctoral theses, in which the concept of "verbal communication" was included in the research title. It has been determined that these studies are generally carried out within the Institute of Educational Sciences. The target audience of the studies is mostly university students, the least participating academics, and administrators. At the same time, the studies are mostly in the field of English Language Education, the least studies are prepared in the departments of Linguistics, Communication Management, and Public Relations, and the advisors of the theses are mostly Ph. D. It has been determined that it consists of faculty members with the title of Lecturer and Associate Professor. [For the full proceedings, see ED630948.]

In the wake of national movements calling for attention to equity, colleges, departments, and instructors are now faced with various responsibilities to implement practices and structures to support diversity, equity, and inclusion (DEI). This project aims to design a professional development program for mathematics graduate teaching assistants (MGTAs) by helping them learn evidence-based teaching practices to support diverse groups of learners in engaging mathematics activities. Part of these efforts included investigating department leaders' understanding of equity. This paper focuses on interviews with department leaders at a large, public, research university. Our analysis shows that despite the implementation of university structures focused on improving equity, department leaders had very different understandings of equitable teaching, and reported differences in how equity factors into their roles. [Co-written with the ELITE PD Research Group. For the complete proceedings, see ED630210.]

This study examined how the social interactions that mathematics teaching assistants (TAs) have within their institution influenced their professional identity development as early-career undergraduate instructors. We drew on a sociocultural perspective of professional identity development in higher education to examine TAs' interactions with students, faculty, and other TAs. We qualitatively analyzed five mathematics TAs' responses to semi-structured interviews and found that some dimensions of their identities were more frequently situated within specific relationships, while others were evident in multiple relationships. Overall, the social interactions were sites for professional identity development. Identity is a complex construct, and a better understanding of how professional identity is developed can inform higher education institutions on ways to support positive identity development of future mathematics instructors. [For the complete proceedings, see ED630210.]

The American Association for Adult Continuing Education Conference Theme Adaptability, Flexibility, and Sustainability--Adult Education in Dynamic Times is a reflection of the association's global commitment to Transforming Lives and Communities across the spectrum. For the past three years, the American Association has worked to codify and disseminate the contributions of its members through the continuing development, growth, and advancement of the research and practices that are being conducted in the field of adult education. This issue represents the American Association for Adult Education organization's continuing commitment to introduce, generate, challenge, encourage, and provide our members with ongoing research and practices from across the educational and professional spectrum, regions, and around the world. A total of 27 presentations are highlighted in the third issue of the AAACE Proceedings. [For the 2021 proceedings, see ED618709.]

Doctoral students experience mental health concerns, while 12% to 30.9% utilize support services such as counseling and prescription medication. Overall, one out of two students do not graduate. This quantitative correlational study explored the relationship between doctoral students' mental health status and the utilization of mental health services using data from the 2018-2019 Healthy Minds Study (HMS) data set, resulting in a doctoral student sample of n = 5,568. The findings include statistically significant relationships between students' sense of belonging, GPA, relationship status and gender to an associated increase in mental health concerns with approximately 28% using services. Findings support that Institutions of Higher Education and doctoral program faculty could play a role in mitigating doctoral students' mental health concerns. To summarize the task set forth for the leaders in higher education, Brene Brown (2018) states "...daring leaders who live into their values are never silent about hard things" (p.184). [For the full proceedings, see ED631133.]

Supervision of doctoral students is challenging because it is a complex process in which the relationship between doctoral students and supervisors is formed. A good supervision program involves a relationship that depends on certain circumstances, frameworks, prior experiences of supervisors, personalities of supervisors and doctoral students, etc. The supervision relationship requires a holistic approach that needs to be rethought from the perspective of intersectionality, as the perception of supervision tasks by supervisors and doctoral students is generally inadequate. This study aims to examine intersectionality in doctoral supervision in terms of the interrelatedness of inequalities based on identities such as gender, epistemology, culture, class, and sexual orientation from the perspective of supervisors. The goal is to provide an objective look at the complex scene of doctoral supervision today. A conceptual framework is presented to demonstrate the intersectional perspective in relation to the interrelationship of inequalities in the process of doctoral supervision. [For the full proceedings, see ED626668.]

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This single-participant phenomenological study derived from an advanced graduate-level qualitative research course assignment in 2022. I investigated the graduate school experiences of a purposefully selected septuagenarian male PhD student at a large, Southeastern U.S. university. The well-established University of Tennessee Transdisciplinary Phenomenology Research Group (TPRG) method framed the study. TPRG acknowledges multiple philosophies but is situated in Merleau-Ponty's approach, which recognizes four existential grounds: Body, Time, Others, and World. Structured analysis of the interview transcript elicited numerous themes; I chose six for focus in this paper. The self-described "unusual ... lifelong learner" provided incredibly rich data that could be analyzed for numerous topical papers and explored through follow-up interviews. [For the full proceedings, see ED631897.]

Drawing from a "constructivist" approach, this qualitative research presents results of teaching the Doctoral English Course (DEC) at the Center for Languages (CDL), University Paris 8 Vincennes-Saint-Denis. The DEC aims to train doctoral candidates in the practice of scientific communication in English. By allowing students to (re)think and approach their thesis in English, concrete research methods and tools to produce results related to their research were provided. The analysis explored students' experiences on classroom activities and their reflections at the end of the course. Students reflected on meaningful experiences, collaborative learning, and impact of the process in developing their research. Overall, the study offers insightful contributions on the way rethinking in a different language influenced the way scientific meaning is reconstructed. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

The intentional teaching application of leadership theories is not often addressed in leadership development programs comprising the field of adult education. The purpose of this study is to understand more deeply the quality, characteristics, and practices of profound leaders. This is an exploratory, empirical study, interviewing seven participants chosen for leadership acumen and vetted by the research team: employing a two-interview sequence, research apprenticeship model, and thematic analysis. Initial findings include commonly elicited elements, viewed through the lens of integrative literature review findings. Understanding and applying the profound leadership concept offers the field of adult education useful implications with information about leadership development, teaching leadership in higher education and organizations, and practicing leadership allowing flourishing in individuals, organizations, and society. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

Research can be a very isolating experience for Ph.D. students. We created a forum for discussion among Ph.D. students to discuss the doctoral experience and generate ideas surrounding collaboration and dialogue using open space methodology. This paper explores isolation as an element of the social and community aspect of learning in a Ph.D. program. The onset of COVID-19 broadened the scope of our exploration and necessitated new adaptations for discussion and interaction. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

The purpose of this study was to employ autoethnography as a methodology to examine my doctoral comprehensive exam experience in the context of COVID-19. It was a special period of "isolation squared" with both the take-home exam and the stay-at-home order enforced. Through diary entries, I recorded my complex feelings of overwhelming, anxiety, fears, and guiltiness during the exam process. Drawing on the lens of situated learning, I interpreted my self-reflective experience as an effort to move from a novice researcher to full participation. Situating my learning in a wider context, I obtained a deeper understanding of myself, my relationship with others, and the socio-cultural context. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on July 15-19, 2020 in Washington, DC, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]

Essentially, supervision is the act of looking over the work of another person who absences full knowledge of what they are doing, or the concept at hand. The problem of developing PhD students research skills in institutes has become one of the most critical issues related to research institutes, where interest in the scientist's personality increases, it is noted that it is the individual possessing the basics and skills of a research nature that is capable of self-realization, the creation of new technologies, the transformation of social reality. Supervisory modality, function, and approaches are interrelated to the responsibilities of a supervisor. It can be divided into four sets: those related to the progress of the candidate, mentoring, coaching in the study subject, study methodology, and how to write the thesis and sponsorship of the student's involvement in academic or regular exercise. Respectable supervisory applies aid students to achieve their potential and add to the University's research outline. A good supervisor cannot be a scientific adviser on topics on which he does not have in-depth specialized knowledge. It is possible to find an explanation for the fact that the supervisor leads PhD students in various scientific specialties. The aim of this study is to investigate the supervisor's part in doctoral students working practice. [For the full proceedings, see ED626375.]

This conference paper offers a critical examination of the construct of research supervisor agency to foster doctoral researcher persistence and completion in practitioner doctoral programs, especially for the Doctor of Business Administration and Doctor of Education, within a distributed student support environment. The current literature of higher education engagement specific to supervision of practitioner doctoral research is appraised and models to foster effective practitioner research supervision are presented. New insights are presented for research supervisor engagement within online environments for practitioner doctoral programs. The authors also provide comparisons of the nomenclature of the competencies needed for effective online doctoral research supervision within an online doctoral community.

The purpose of this article is to enhance understanding of how Black female working class adult scholars cultivated support and advancement in the academy with the goal of entering the professoriate. In this critical ethnography, the authors elaborate on the concept of empowerment agent to detail how professionals within the academy created pathways to the professoriate for marginalized doctoral students. Drawing from the work of Pendakur's empowerment agent to respond to the troubling data indicating a decrease in faculty diversification, the authors propose approaches that college and university faculty, staff, and administrators can utilize to act as empowerment agents in support of marginalized adult learners. [For the complete proceedings, see ED597786.]

This paper is attempted to contribute in the effort to foster business postgraduate students' development towards becoming responsible business leaders. Specifically, this paper is seeking, in Sudan, to examine the state of responsible management education in business postgraduate programs, examine the perception and attitude towards responsible management and responsible management education among MBA and DBA students, and construct a comprehensive framework appropriate for developing responsible management education program in under-developing countries. The data for this study had been gathered through a structured questionnaire. In total, 106 postgraduate business students answered the survey from the largest four business schools or faculties in Sudan. The students are distributed among management, finance and marketing specializations. It is worth mentioning that none of the schools covered is a signatory to the principles of responsible management education developed by UN Global Compact. The students exhibited positive CSR perception and attitude, with a heightened focus on acting ethically and a diminished focus on financial considerations. One of the key lessons learned from this study is the need for continued evolution and development of CSR and ethics more generally across business schools' curriculums in Sudan. The students are seeking the knowledge, skills, exposure and experience they need through responsible management education to be as effective as possible in the real world. Hence, business schools can foster the capabilities of students to be future generators of sustainable value for business and society at large. To that end, this paper proposed a co-created and shared value framework conceptualized to develop and implement an effective responsible management education program in business postgraduate programs. [For the complete proceedings, see ED625798.]

At present there is an animated discussion in the well-known universities offering doctoral (PhD) studies about the future of their graduates. What kind of a job should they be prepared for? Should PhD studies continue to develop the academic excellence of their graduates and thus to prepare them for an academic career? Or should the universities re-orientate their PhD study aims to preparing the students for employment in jobs outside academia? Should the PhD studies have a broad aim or be narrowly specialized? What is the most appropriate response to these questions in case of PhD studies in educational sciences? The authors of this article argue for retaining a high quality of academic and methodological approach, and developing the thinking and research skills of PhD students. On the other hand, they suggest that, at the same time, such focus of the PhD education should be combined with enhancing carefully selected generic skills that can be useful for the PhD graduates to be able to find (predominantly educational) jobs outside academia. The study presents a process of projecting a new doctoral school at the Faculty of Education, Matej Bel University in Slovakia, implementing a combined-aims approach in educational sciences. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

The purpose of this autoethnographic study is to share the power of writing as a transformative research method (Custer, 2014). This study draws from the life of a nontraditional adult learner doctoral student, who while traveling through Italy alone, embarked on a journey of self-discovery and transformation. Using a narrative voice, the researcher blogs her way through a month of travel in which "writing a way through" becomes a metaphor for life. Framed in a seven lens autoethnographic model (Custer, 2014), the researcher's writing touches universal themes of loss, longing, and loneliness as the traveler anticipates personal challenges and changes along with academic coursework. Through critical reflection, meaning-making, engagement with self and the world, and in the context of a transformative learning theory disorienting dilemma (Mezirow, 1978, 1991), writing as a way to self informs the researcher in both academic and personal ways. Implications for students and faculty in adult education programs, as well as for practitioners, include the benefits of intersecting arts-based approaches with adult learning and research methodology. Art is universal and crosses international boundaries. Autoethnography is about researcher vulnerability to aid not only individual suffering, but society's (Custer, 2014). [For the full proceedings, see ED597456.]

Of the minority Students of Color (SoC) that matriculate into STEM doctoral programs, many experience racial biases and micro-aggressions (Brown, et al., 2015). Using mixed-methods, we explore 17 STEM doctoral Students' of Color across multiple institutions experiences of racial discrimination, and their perceptions of their departments racial climates. Open-ended responses revealed doctoral SoC are both explicitly experiencing and witnessing racial discrimination in their own departments, particularly around issues of culturalization and assimilation. Regressions revealed students' experiences with racial discrimination significantly shaped their perceptions of racial socialization within their department. Acknowledging these discriminatory actions occurring in higher education is imperative to the attrition and retention of students and faculty of color, and is a crucial first step towards institutional climate reform.

The framework of mathematical knowledge for teaching (MKT) is brought under the discursive framework of Commognition in order to track learning in professional development (PD). I follow MKT in differentiating between subject matter discourse and pedagogical discourse. The framework, which I call Mathematical Discourse for Teaching (MDT) permits a combined view on mathematical and meta-mathematical issues as constituted in discourse. Such meta-issues are found to be a significant part of what is taught and learned in a particular PD, where mathematics Ph.D. students teach elementary school teachers. Through the analysis of a lesson on parity I show how "knowing" has different meanings in mathematical and pedagogical discourses, and find evidence of learning in the evolving ways in which the parties use this term. [For the complete proceedings, see ED597799.]

This study explores how gender and race intersect to shape graduate students' experiences in academic workspaces using in-depth interviews with 67 biology PhD students. Building on recent intersectional research, our study highlights ways that race and gender create inequality in graduate education. Extending previous research on faculty, we highlight how gendered and racialized expectations that produce task differentiation emerge early in the academic career -- during graduate education. By considering the intersection between gender and race, we find not only do women biology graduate students do more service than men, but also racial and ethnic minority men do more service than do white men. White men benefit from a combination of racial and gender privilege, which places them in the most advantaged position with respect to protected research time and opportunities to build collaborations and networks beyond their labs. Racial/ethnic minority women emerge as uniquely disadvantaged in terms of their experiences relative to other groups. These findings illuminate how gender and racial inequality regimes combine to shape students' experiences in biology laboratories. Moreover, they expand Acker's concept of gendered organizations to include race and specify how distinct gender-race groups experience academic workplaces.

A research training module was designed to help graduate students locate, read and comprehend art abstracts and full-text articles that they need for their assignments, term papers and theses. At the end of the training module, the students were posttested. They were given individual research projects for which they had to select the search terms, define the searching strategy, go online, log into the electronic database, conduct simple and advanced searches, print and save the actual records obtained. The posttest required the students to locate art dissertation abstracts and journal articles. They were asked to skim through sample art abstracts and journal articles and locate the aim of the study, type of instrument used in collecting the data, the subjects, and results and give a summary translation in Arabic. A detailed description of content and research skills tested are given.

This study used the Interprofessional Attitudes Scale (IPAS) to examine attitudes of pharmacy and nursing students before and after an interprofessional education activity at a health science center campus. Results were analyzed using a matched pairs design to detect changes in attitudes from pre- to post-survey. Findings showed statistically significant changes with small effect sizes on seven items, with six moving in the desired direction and one moving in a direction not desired. Descriptive data indicated a possible need for intervention regarding prejudices and assumptions about other disciplines within health care professions.

There has been little research on exploring challenges and issues faced by Korean graduate students as sojourner scholars in the US despite their ever-growing numbers. In addition to language barriers and homesickness, Korean international students experience a unique set of challenges in the course of their studies, given their contrasting culture deeply affected by Confucianism. Moreover, it has been reported that areas of study matter in international students' adjustment process to US institutions, with the English language playing a major role. Through semi-structured interviews and employing the characteristics of Ground Theory, the current study aims to identify issues that are specific to Korean graduate students and to distinguish them among different areas of study, especially between STEM vs. non-STEM areas.

I investigated my role as a mentor co-teaching with an intern in a Professional Development School (PDS) context through the use of self-study. This ten-month study illustrated my co-teaching experience with my intern to determine what conditions I found necessary to foster a successful partnership and whether I experienced transformations in my beliefs and practices about teaching and learning. Co-generative dialogues through critical friendships were essential to gaining a holistic view of our co-teaching experience.

This study aimed to describe some characteristics of doctoral dissertations in education by Saudi students who graduated from American universities between the years 1969-1985 in terms of the number of dissertations written, type of academic degree awarded, universities that granted the degree, dissertation length in pages, authors' gender, topic of the dissertation, the courses examined, subjects' educational level (university, high school, middle school, primary school and so on), the title, the research problem, the research methodology used, the sample, statistical analysis methods, and the results. The results of the analysis revealed the number of women holding a doctoral degree in the time period under study was five. Most of the dissertations were completed at Michigan State University, the University of Northern Colorado, and then Indiana University. The typical dissertation is 201 pages long. More than half of the dissertations focused on four specializations: higher education, curriculum and instruction, educational administration, and science education; 35.71% of the dissertations focused on the university level; 92.47% dealt with traditional (old) topics; and 21.43% of the dissertations titles had good writing style and content; 68.62% of the dissertations were descriptive; 23.85% were correlational; 7.53% were causal, while 4.6% only were experimental. The questionnaire was used in 66.49% of the dissertations. The study recommended that doctoral dissertations be analyzed every every five years or so to find out the research trends and characteristics in them.

Studies on how students experience their PhD have been promoted in order to understand how this collective develops in their careers (research-oriented studies) and/or as an indicator to improve doctoral programmes (assessment-oriented). In the present review, 79 studies collecting data from questionnaires and scales were analyzed. Among the results, 60% of the studies were conducted in the USA and Canada, 37% were applied on a large-scale and 8% analysed longitudinal data. This state-of-the-art approach not only provides a database of instruments that can be useful for researchers, but also shows the core elements that have been considered traditionally when measuring the PhD experience, contributing in the clarification of this generic term. Directions for future research are offered.

One hundred and sixteen doctoral students and graduates of a doctoral program in education (N=116) on the Mexico border were asked to complete a survey developed by the Carnegie Initiative on the Doctorate (CID). Forty seven percent of those surveyed responded (n=50). According to the CID developers, Walker, Golde, Jones, Bueschel and Hutchings, the purpose of the survey is to examine the relationship between student experiences in a doctoral program and the outcomes of doctoral education. Results show that Hispanic doctoral students feel more supported with a structured format to assist them in the development of their proposals, rely on faculty and identify them as mentors, and participate in social events to promote bonding of members. The responses address the full range of responsibilities which may be expected of a holder of the doctorate, including research, teaching, and the application of knowledge and skills in the discipline to practical problems in the world outside the university.

This study is part of recent efforts to fill the research gaps in access to doctoral education for underrepresented students, with primary focus on Black students. This case study of an elite research university was conducted through semi-structured interviews with 5 Black PhD students in order to learn about their aspirations and decisions to enter the doctoral education pipeline in the context of their own narratives. The findings from these narratives revealed salient factors about our participants' journeys into doctoral studies, including complex relationships with faculty, challenging campus racial climates, Black scholars seeking to advance Black communities, the significant role of financial aid, and meaningful employment and familial networks.

Even as the number of doctoral students reporting mental health challenges continues to grow, many students who experience significant mental distress do not seek treatment for these concerns. To explore this phenomenon, thirty semi‐structured interviews were conducted with doctoral students at a large U.S. public university. This poster reports on a candidate theme from a larger qualitative analysis that explored the barriers doctoral students face when seeking mental healthcare on‐campus. Insights from the theme "minimal institutional support" are presented here, and discussed with respect to health literacy, information marginalization, and consumer health information justice. [ABSTRACT FROM AUTHOR]

Featuring presenters from the U.S. and Canada, participants of this alternative event will engage in discussion about mentoring principles of and approaches to working Ph.D. students that help them balance their busy lives with the stress of research and studying and create an inclusive environment in academia. The session will open with a series of lightning talks whereby the presenters will highlight select aspects of the topic, stressing the notions of care, compassion, kindness, and empathy in successful supervision and mentoring. Subsequently, the presenters will engage the audience in a series of interactive activities that will help attendees to learn specific mentoring techniques that can later be applied in their own work with Ph.D. students. [ABSTRACT FROM AUTHOR]

This paper investigates PhD student's perceived feeling of project ownership and how it influences their project management. Drawing on psychological ownership (PO) theory and the PO mapping method, this study identifies distinct project ownership paths among students, revealing how project engagement can be improved. The findings demonstrate the importance of carefully considered and timely student-supervisor expectation discussions to help influence project ownership. To this end, the paper offers several routes of ownership that can influence project ownership among PhD students. [ABSTRACT FROM AUTHOR]

This article explores the transformation of business models in technology startups, with a special focus on healthtechs and the application of Artificial Intelligence (AI). The study is based on an academic intervention project carried out by doctoral students for immersion in the innovation environment of an incubator in the south of the country. Focusing on a healthtech in the ideation phase, the study addresses the consultancy provided by the doctoral students, who used the business modeling tool Lean Canvas to guide the startup. Using interviews and qualitative analyses, the methodology adopted allowed us to realign the company's initial ideas with the real needs of the market. The result revealed the need to refocus the company's business model to a problem-centric and adaptable approach in the competitive world of startups, especially in such a dynamic and vital sector as healthcare. [ABSTRACT FROM AUTHOR]

The right of citation in doctoral theses is an essential aspect of academic research and knowledge development in various fields. This fundamental concept allows PhD students to support their arguments, validate their hypotheses and strengthen their academic contribution by referring to the works and ideas of other authors. In this article, we aim to explore the role and importance of citation rights in the context of PhD theses. The right of citation serves as a basis for building an academic dialogue between the author and the scientific community. By referring to previous work, PhD students demonstrate that they know their field of study and that they incorporate its contributions into their own research. This strengthens the credibility and relevance of the PhD thesis within the academic community. The right of citation ensures compliance with academic ethics and prevention of plagiarism. By highlighting the sources used and giving proper credit to the original authors, PhD students demonstrate academic integrity and respect for the work of others. This practice promotes transparency and collaboration in research, fundamental to scientific progress and maintaining high academic standards. In addition, the citation right contributes to the development of a solid knowledge base in the field. By connecting with previous work, PhD theses situate their contribution in the existing context and can identify gaps or opportunities for future research. Thus, this citation and referencing process is an engine of academic progress, encouraging innovation and the continuous development of knowledge. Thus, the right of citation is a fundamental pillar of doctoral theses, having multiple roles and importance in the context of academic research. By following this principle, PhD students contribute to building and consolidating knowledge in their areas of expertise, promoting academic ethics and advancing the frontiers of human knowledge. [ABSTRACT FROM AUTHOR]

The present study addresses the issue in its title, starting from the definition of the general concepts of ethics and deontology, continuing with some regulations from Romania that concern norms of university ethics and deontology, their violations and procedural aspects in the case of finding the commission of such acts - their analysis being carried out from the perspective of the form of legal liability incurred, then, making an examination of the existing factual situation in this matter in the Republic of Moldova, highlighting the similarities and differences between some of the regulations of the two states mentioned above, and passing, finally, to the presentation of the conclusions drawn from the entire analysis carried out within the study. Particular attention was paid to the issue of the originality of the doctoral thesis and especially to the issue of plagiarism, examined including in correlation with copyright, the problem of the difficulties in detecting signs of plagiarism in some situations and the inequity in its detection, as well as the issue of the legal consequences of the detection of the existence of plagiarism, including in terms of the procedures carried out after the respective finding, from the perspective of the framework law currently in force, the drafting of which also took into account the CCR jurisprudence in relation to the way of resolving a notification regarding the suspicion of plagiarism on a doctoral thesis following the presentation of which the author was awarded the title of doctor. Last but not least, the present study, the elaboration of which involved, among other things, the consultation of relevant materials from the specialised literature, includes, in addition to highlighting the superior quality of some current regulations, several critical observations of the author, in consideration of which he formulated appropriate de lege ferenda proposals. [ABSTRACT FROM AUTHOR]

This paper aims to present the way in which doctoral theses are evaluated by the academic guidance and integrity commission, the public support committee of the doctoral thesis and CNATDCU, as well as aspects regarding the originality and scientific value of doctoral theses. Beyond this technical analysis, which is extremely useful, the paper addresses issues of a common ethical nature, but little analysed, which appear in the scientific research activity when starting from the idea of the doctoral leader, the doctoral student develops and acquires as sole author the doctoral thesis. Also, in scientific research there may be contradictory points of view between the doctoral student and the doctoral leader, each point of view being supported from a scientific point of view, but only one point of view must be taken into account in the elaboration of the paper. The ethical aspects presented above may generate moral dilemmas of the doctoral student regarding the paternity of the doctoral thesis, respectively, whether or not the doctoral leader's point of view is appropriated in the doctoral thesis. The topic presented makes a brief incursion into this complex issue and identifies possible ways to resolve the above-mentioned moral dilemmas. [ABSTRACT FROM AUTHOR]

In the content of the article you will find a connection of contemporary plagiarism with plagiarism forms from ancient times, from the time of the Greek philosophers. You will also find several definitions of plagiarism and self-plagiarism, as well as the obligation to capitalise on the results obtained from scientific research, and opinion of the illustrious Romanian and international professors, in the field of copyright and intellectual property. Also in this essay I have investigated how the use of the Internet and modern systems of publishing articles, the use of AI has contributed to a greater extent to the creation of works through the use of plagiarism or the use of computer technology has contributed to a greater great measure in unmasking some works in which plagiarism was used. [ABSTRACT FROM AUTHOR]

The formation of intellectual capital (IC) of medical and health sciences at scientific institutions (SIs) is highly topical for all people on the world. The object of the research is formation of IC of medical and health sciences at SIs while the subject of the research is the comparative analyses of the efficiency of the involvement of academic staff and PhD students in the formation of IC of medical and health sciences at SIs of Latvia. The objective of the research is to study the involvement of academic staff and PhD students in the formation of IC of medical and health sciences at SIs in Latvia in the period from 2013 to 2018. The following tasks were determined to reach the objective: to study the formation of IC of medical and health sciences at SIs; to identify the concept of the efficiency of the involvement of academic staff and PhD students in the formation of IC of medical and health sciences; to calculate main indicators thereof, and, to carry out the comparative analysis of indicators characterising the efficiency of the involvement of academic staff and PhD students in the formation of IC of medical and health sciences at SIs in Latvia. Research methods used in the paper are content analysis, economic analysis, and economic experiment. [ABSTRACT FROM AUTHOR]