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Much of the supervision literature revolves around the delicate balance between directive supervision and student independence. Yet there remains a paucity of empirical research about the balancing act. This is the first study based on survey data to undertake a large-scale empirical analysis of the assumed relation between doctoral supervisor direction and student independence. Data were collected from 1,243 doctoral students at a research-intensive Danish University. Factor analysis revealed that directive supervision encompasses two dimensions: (1) controlling and (2) advising. Through regression analysis, we found that student independence is affected positively by advising and negatively by controlling. Interestingly, we also found that student satisfaction was affected positively by both advising and controlling. Our findings suggest that directive supervision is complex, but the benefit of advising supervision could outweigh the harm of controlling supervision. Supervisors should therefore be less concerned with being too hands-on, but more concerned with being too hands-off. [ABSTRACT FROM AUTHOR]

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants' experiences of DGAs included discussion of "academic" attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and "soft skills". Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the "soft skills" and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes. [ABSTRACT FROM AUTHOR]

In the dynamic context of higher education, the academic self-realization of a researcher is significant not only for the growth of the dedicated researcher but also for the well-being of the entire academic community. The purpose of this study was to reveal the academic self-realization experience of researchers in higher education and answer the research question: "What does academic self-realization mean for the researcher in higher education?" This study used a phenomenological-hermeneutic approach, which allowed researchers to delve into the academic self-realization experience of researchers in higher education. The study was conducted from November 2022 to December 2023 and represents the social sciences and the science of education. Individuals who have obtained a PhD, work as lecturers and/or researchers in Lithuanian universities, participate in the training of doctoral students, and who obtained bachelor's, master's, or doctoral degrees in more than one field of science took part in this study. This means that these researchers represent scientific multidisciplinarity. The research participants were from Lithuania and the United Kingdom. A total sample of seventeen researchers participated in the study. This article presents results from semi-structured interviews with six researchers, where the theme of "academic self-realization" emerged. The study results showed that the academic self-realization of the researcher in higher education is a process through which the researcher finds, develops, and represents personal interests and talents in the university's academic community, thereby contributing to the personal, scientific, and academic development of this community. The conducted research reveals the complexity of the academic self-realization of researchers, which includes a significant integration of academic and personal components. [ABSTRACT FROM AUTHOR]

This article aims to explore the effects of doctoral publication requirements on the research output of Ukrainian academics in Scopus in terms of quantity and impact. Research output in Scopus, elaborated by Ukrainian academics in economics, medicine and physics who were awarded a doctoral degree in three time periods (before September 2013, after September 2013 and after September 2020) marked by changes in doctoral publication requirements was chosen for analysis. The study findings highlight that the publication requirements resulted in an increase in the share of doctorate holders with publications in Scopus. However, first, the share of PhD holders in economics and medicine who have publications in Scopus remains rather small. In these disciplines, 9.4% and 18.1%, of PhD holders and 44.6% and 47% of DS holders who were awarded a doctoral degree in 2020, have publications in Scopus. This can be attributed to the low standards applicable to doctoral theses in economics and medicine. Second, the median journal CiteScore quartile remained unchanged in all groups except for DS holders in physics. In their case, it rose from 3 to 2. Thus, in general, changes in doctoral publication requirements did not result in doctoral holders publishing in more impactful journals. [ABSTRACT FROM AUTHOR]

This article contributes to the growing evidence based on well‐being in doctoral study. It draws on 35 qualitative, in‐depth interviews to explore how the well‐being of an understudied group—working doctoral student mothers—is affected when undertaking part‐time PhDs. While there is a growing literature on the research student experience and an increased awareness of mental health issues in doctoral study, there has been little exploration of the experiences of part‐time PhD students. Moreover, this is particularly true of mothers undertaking doctorates on a part‐time basis. The experiences of this sub‐group of research students constitute the gap to which this paper responds. It explores the consequences of having to straddle a number of competing domains and examines how the gender role conflict, marginalisation and lack of support experienced by doctoral student mothers impact their psychological, physical and social well‐being. The article concludes with a number of recommendations that institutions may wish to consider. [ABSTRACT FROM AUTHOR]

Although there has been considerable post hoc research on student views of supervisors, there is little on how candidate expectations are constituted at or close to the point of commencement. This study reads students' commentary about the 'ideal supervisor' at the point of institutional induction to examine commencing candidate expectations, concluding that student discourse reflects historical, guild notions of the supervisor as 'master', and institutional messaging about the primary responsibility of the supervisor for positive research degree outcomes. The 'ideal' supervisor imagined by commencing candidates possesses highly esteemed character virtues and research mastery such that they can meet all needs and guarantee a successful outcome and a positive candidate experience. The paper concludes that institutional representations of the supervisor role need to change to re-situate supervision within wider networks of engagement and support and this needs to be reflected in the design of institutional orientation. [ABSTRACT FROM AUTHOR]

Copyright of Business Informatics / Informatyka Ekonomiczna is the property of Uniwersytet Ekonomiczny we Wroclawiu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Definition: A doctoral student is someone studying for a doctoral degree, which is generally considered to be the highest academic qualification a university can award. The student develops research experience, while making an in-depth and original contribution to knowledge. They are supervised by university staff members (usually there are two, or a small panel) who train, mentor, and support the doctoral student. Professional and career development refers to support that helps students to not only grow as individuals and independent researchers, but to also have the option to successfully pursue either academic or non-academic roles after graduation. While this entry considers some international contexts, it is particularly oriented to the United Kingdom (UK) model, and to the most common doctoral degree, the Doctor of Philosophy (PhD). [ABSTRACT FROM AUTHOR]

Doctoral degrees include Doctor of Philosophy (PhD) and other professional doctorates such as Engineering Doctorate (EngD), Doctor of Education (EdD), or Doctor of Clinical Psychology (DClinPsy). Unlike undergraduate- or postgraduate-taught students, doctoral study focuses on a single, autonomous piece of research. Research indicates a high occurrence of mental health problems in doctoral students. This paper describes the piloting and qualitative evaluation of a range of interventions designed to enhance the mental health support for doctoral students at one UK university. These interventions sought to target an array of known factors that affect the mental health of doctoral students, including individual capacity for coping with stress and social support availability. [ABSTRACT FROM AUTHOR]

Featuring data from a nationwide survey of English faculty in Canada, this study focuses on the reasons that faculty offered for choosing their respective doctoral programs. This analysis pays particular attention to gendered disparities in participants' responses and to disparities associated with parental educational level, two variables that sometimes intersect in striking ways. This investigation explains why some reasons that women and first-generation university students provided for their choice of doctoral program can increase a student's chances of entering a poorly ranked program. Employing previously unprocessed data from Statistics Canada, this article also presents information to help would-be PhD students who are women, first-generation university students, or both make more informed decisions about where to pursue doctoral study to be more competitive in the academic job market if they aspire to be professors. This article is simultaneously designed to increase faculty mentors' understanding of the problematic logic that women and first-generation university students may use when selecting their PhD programs so that such mentors can better address these students' misperceptions about doctoral studies and the profession. [ABSTRACT FROM AUTHOR]

"A combination of circumstances - the shortage of accounting faculty that is likely to increase sharply (given the average age of full-time tenured faculty) and a single pathway to a single terminal degree in accounting that cannot accommodate substantially more doctoral students - raises questions about how accounting educators will be able to fulfill their roles in teaching, research, and service in the future." (Pathways Commission, 2012) This paper presents a proposal for a professional doctorate in accounting as a means of addressing the prevailing shortage of doctorally-qualified accounting faculty and several related issues within accounting higher education. Given recent pronouncements by the AACSB and the AAA and AICPA-sponsored Pathways Commission, the potential for such a degree program to help achieve these objectives appears promising. The nature and causes of the accounting faculty shortage, previous attempts to address this problem, and the role of professional experience are discussed first. This is followed by an overview of the professions, and of the ways in which professional doctorates have been implemented in law and medicine as prototypes for a professional doctorate in accounting. The paper concludes with a discussion of the benefits that can be achieved by implementing a professional doctorate in accounting. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time. Design/methodology/approach: The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position. Findings: The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates. Originality/value: The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education. [ABSTRACT FROM AUTHOR]

Summary: Based on a "whole‐life"‐perspective and integrating theories of self‐identity and resource management, the present longitudinal study examines the dynamic relationship between career involvement and conflicts between work and nonwork goals in a sample of 3095 German‐speaking doctoral students and doctorate holders (37.0% women) from various STEM fields. We expected increases in goal conflicts to decrease career involvement, and simultaneously tested reciprocal relationships, that is, from involvement on conflicts. The random intercept cross‐lagged panel model (RI‐CLPM) was used to analyze within‐person associations across eight measurement occasions (6‐month time intervals) while controlling for between‐person effects. At the between‐person level, career involvement and goal conflicts were negatively correlated. At the within‐person level, results showed negative cross‐lagged effects from goal conflicts to career involvement as well as negative cross‐lagged effects from career involvement to goal conflicts. This indicates that the interplay of goal conflicts and career involvement can result in either an upward or a downward spiral. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Research educators, scholars, and employers often debate the nature and purpose of doctoral training. Should doctoral degrees exist only to make new knowledge and replenish the academic workforce or are they part of broader societal-enhancement and employment agendas? Or both? This study aimed to identify and analyse tensions in Australian employability discourse in the doctoral degree. We systematically reviewed 41 articles published in journals and conferences on Australian doctoral employability training from 2000 to 2022 and put them in context with the broader debate about doctoral employability in the so-called 'grey literature' of government reports and policy papers. Our findings indicated that stakeholders are all grappling with the difficulty of meeting diverse learning needs and there are contested understandings of the value of the doctoral degree beyond academia. At the same time, we found a relatively poor evidence base for many claims that outcomes of doctoral education are poor for both students and employers. This paper will be of interest to research educators seeking to implement new training programs and policy makers trying to craft new initiatives to connect doctoral education with industry. [ABSTRACT FROM AUTHOR]

Increasingly, doctoral education is being challenged to reflect and act on issues of access and equity. I argue that in art and design the expanding doctoral expectations and emphasis on doctoral community impact the multiple and intersectional concerns around diversity, equity and belonging that urgently need to be acknowledged and addressed. The benefits of community are widely acknowledged in the literature on doctoral education, and it is increasingly recognised that there are specific nuances to the needs of practice research doctoral communities. Prompted by insights from interviews with art and design doctoral researchers, I examine available data on participation in doctoral research in art and design in the United Kingdom in conjunction with literature on doctoral education and practice research. My aim is to highlight concerns relating to privilege and belonging in art and design doctorates that should make us increasingly uncomfortable. I believe that as a community art and design in higher education urgently needs to actively consider these issues. As well as indicating the necessity for further research, I argue that conversations are needed to devise and advocate for more inclusive and culturally responsive doctoral education specific to the needs of practice research in art and design. [ABSTRACT FROM AUTHOR]

Definition: This entry explores the different ways in which students are accepted onto doctoral degrees such as PhDs and professional doctorates. The processes involved are referred to in this entry, and in much of the policy-related and research-informed literature, as "recruitment and selection". These processes are worthy of attention given that they are high stakes for students themselves, those who guide and advise them, known as academic "supervisors", and for academic communities more broadly. The entry acknowledges that recruitment and selection processes differ between institutions and across geographical contexts. The entry draws upon research studies and policy documents which relate to recruitment and selection practices from local, national and international contexts. [ABSTRACT FROM AUTHOR]

Definition: Socio-emotional intelligence is the capacity to consider emotions, intuition, and cognition to identify, manage and express emotions and to respond to social situations with authenticity, openness and fairness. By doing so, individuals will achieve a sense of wellbeing and build meaningful relations whilst having a positive impact on the environment, others and themselves. The term doctoral student refers to a postgraduate researcher completing a doctoral degree. Supervisor is the term used in academia for an academic guiding and supporting the doctoral student. Doctoral supervisions usually include at least two academics as supervisors. A doctoral degree in the UK normally focuses on the in-depth study of a topic; these can be chosen by the doctoral student or sometimes be content-specific if a scholarship is attached. [ABSTRACT FROM AUTHOR]

Using the lens of Community Cultural Wealth (CCW; Yosso, 2005), the present study examined the supports and challenges encountered by Latinx and Black students as they obtained doctoral degrees in Science, Technology, Engineering, and Math (STEM) disciplines. Twelve self-identified participants at predominately White institutions (PWI) completed semi-structured interviews. Two sets of findings emerged. First, students viewed support from faculty, mentors, advisors, and program directors, as well as off-campus individuals as the main factors contributing to their academic success. Commonly identified challenges included not connecting with their advisor, feeling unsupported and isolated within their programs, and experiencing microaggressions. Regarding the impact of intersectionality, both benefits and challenges emerged. Half indicated that their multiple social identities aided their studies, yet some reported their social identities made it difficult relating to others. The second major findings focused on applying the CCW model and suggested Latinx and Black students utilized all CCW dimensions (i.e., aspirational, navigational, social, linguistic, familial, resistant capital) to varying degrees in navigating their doctoral experiences. The findings are unique in highlighting the considerable strengths and cultural capital students bring to the academy, revealing important insights about their need for connection and community in harassment-free environments. Specific recommendations are discussed. [ABSTRACT FROM AUTHOR]

What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices that comprise doctoral experiences in new ways that have not been fully explored. To understand literacies in new ways, we put to work the construct of literacy‐as‐event, and engage ideas from assemblage theory, to theorise the relationality of literacy practices. Crucially, our study seeks to examine how literacies are emergent and entangled within a wider network of relations. This article draws on data from interviews involving critical incidents with 12 doctoral students, in order to unpack the literacy moments, beyond the thesis, that comprise students' experiences. Our data suggest that we can understand doctoral literacies, not as bounded occurrences, but as assemblages of practices. We contend that thinking with concepts of assemblage and of event offers new insights into the evolving experiences of doctoral students, as well as offering an enriched understanding of literacies and literacy research. [ABSTRACT FROM AUTHOR]

This study aimed to collect input for the definition of a conceptual framework of digital competence for information literacy to be developed in the context of doctoral programs in Education. A systematic literature review methodology was adopted, and several steps were developed that included: preliminary readings and initial mapping, which allowed to define the search terms and expressions; the definition of inclusion and exclusion criteria; the research in databases and aggregators; the pre-selection of articles; and the selection of the corpus of analysis, which included seven articles published in scientific journals with peer review. The studies are mainly focused on information literacy. The two concepts are addressed simultaneously in only three articles. Digital competence is related to the mastery of digital tools, namely to search for information in databases or to define alert strategies. We infer that this competence seems to be closer to more operative concepts, such as digital skills. Information literacy requires the effective use of information involving information search, selection, evaluation and communication. We conclude that it is necessary to cross-reference and triangulate existing studies in order to define the digital competences for information literacy that doctoral students in Education should develop. This is the object of an ongoing doctoral project. [ABSTRACT FROM AUTHOR]

Doctoral students face many stressors as they complete their degree program which may contribute to student attrition. U.S. doctoral programs have approximately 43% attrition rates and the need for doctoral or professional degrees for employment is expected to rise within the next six years. This study examined the impact of mindfulness journaling practices on mindful awareness, motivation, and aspirations of doctoral students as a means of supporting doctoral student wellbeing throughout program completion. Mindfulness practices such as journaling have been shown to reduce stress and improve overall well-being. Doctoral students face increasing stressors as they persist through their doctoral program and may drop out as a result of these stressors. Implementing activities to help reduce stress in their academic program may influence persistence and degree completion. This quantitative, quasi-experimental study used a pre-test post-test design to examine the impact of mindfulness journaling practices on mindful awareness and intrinsic aspirations of doctoral students. Doctoral students from a small, private University in the Northeastern United States participated in this research. This study contributes to the body of knowledge on mindfulness practices, specifically journaling and doctoral student motivation through the lens of Self- Determination Theory. Mindfulness journaling was found to increase dispositional mindfulness among doctoral students enrolled in U.S. program. There is a growing societal need for individuals with doctoral and professional degrees to fill future employment openings as predicted by the U.S. Bureau of Labor Statistics. Supporting doctoral well-being and aspiration attainment may reduce the attrition rate of students enrolled in such programs. [ABSTRACT FROM AUTHOR]

(1) Background: There are increasing numbers of doctoral students globally. Poor mental health and well-being among university students, including doctoral students, is a growing concern globally, not least in this post-pandemic era. Engaging in a range of activities every day and maintaining balance between necessary and desired activities is believed to improve health and increase well-being. However, little is currently known about the daily life, activity balance and well-being of doctoral students. This study explored and described the daily life experiences of doctoral students and how pursuing their degree impacted their activity balance and well-being. (2) Method: Purposive sampling methods were used in this qualitative interpretive descriptive study to recruit 10 doctoral students in an Irish university. The data were generated through individual semi-structured interviews and thematically analysed. (3) Findings: Doctoral students have a range of roles, responsibilities and activities that they need to and want to engage in daily. For many, balancing their daily activities and roles alongside their doctoral degree is challenging. Undertaking a doctoral degree can have both a positive and negative impact on well-being. (4) Conclusions: Obtaining an insight into the perspectives and daily life experiences of doctoral students allows for a better understanding of the students' journey. Supporting the well-being of doctoral students is essential to enhance their doctoral education and assist them in successfully completing their degree. [ABSTRACT FROM AUTHOR]

While there is a multitude of academic work with respect to cross-border collaborations between South Asian countries and the US, almost all of it is produced by scholars located in US universities, either as tenured faculty or as doctoral students. Much of this work is predicated upon the access these scholars have to stakeholders in both countries, which is dependent on the predominantly one-way flow of gaze/theory from the global North. Based on in-depth interviews with Indian doctoral scholars enrolled in Women's Studies and allied disciplines in universities in the US, but whose research fields are in India, this paper examines the ways in which coloniality structures the knowledges thus produced. Particularly, it examines how the construction of the 'field' is contingent upon complex processes such as visa regimes, funding opportunities to travel, and disciplinary framings. It argues that despite the increased focus on a globalised academia and movement of scholars and students around the world, material inequities continue to frame certain locations as 'forever fields'. Finally, unpacking the politics of mapping a field, it poses the possibility of activating a disruption in the ways in which the category 'field' is perceived. [ABSTRACT FROM AUTHOR]

Since the emergence of global university rankings in the 2000s, East Asian universities have been recruiting academics with doctoral degrees from Western countries to strengthen their competitiveness in the global university league tables. Governments offer scholarships to support students in their overseas doctoral studies and encourage graduates to return. Although much attention is given to researchers with overseas degrees, little is known about their experiences and pre-employment academic productivity. Drawing on a nationwide survey and bibliometric data, this study examines whether and how the institutional prestige of a host university and academic supervision contribute to the academic productivity of government-funded Chinese PhD returnees during their doctoral studies. Results show that supervisors' research support and collaboration positively affect pre-employment academic productivity. However, a university's prestige does not exert such an influence. Moreover, co-authorship with a supervisor is a crucial mechanism in the influence of supervisors' research support on PhD students' productivity. [ABSTRACT FROM AUTHOR]

Definition: A "doctoral student" is the term for a student undertaking the highest level of university degree (a doctorate). "Supervisor" is the term for the academic, or academics, who act as their guide. Unlike taught classroom-based degree courses, doctoral degrees in the UK are normally only, or mainly, focused upon a single intensive research study into a specific topic. Such degree courses facilitate the development of students into highly specialist autonomous researchers capable of independent thought. Typically, a blend of support is provided to each doctoral student which consists of an elective development program of research methods learning opportunities alongside dedicated supervisor support from one or more academic members of staff called "supervisors". It is the expectation that each supervisor will act as a guide and mentor for the doctoral student, thereby enabling them to successfully complete their program of research. This entry relates primarily to the UK model of supervising a doctoral student. Doctoral programs in other countries may differ. [ABSTRACT FROM AUTHOR]

This article showcases the lessons we learned from developing and facilitating a doctoral‐level course on the topic and praxis of positionality in the field of education studies. We contend that positionality is integral to critical consciousness building and leadership development among doctoral students and other higher education leaders. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Advanced Education Studies is the property of Journal of Advanced Education Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative case study investigates two early-stage doctoral students' developing conceptions of research in their situated context. Drawing on data collected from in-depth interviews and informal conversations with the participants over two years, the study showed that the participants' research conceptions were in a symbiotic relationship with their research activities. Also, their developing research conceptions were influenced by their past academic experience and future goals, interaction with significant others in their community, and disciplinary and institutional practices, which acted to change or sustain their perceptions and engagement as an emerging academic. The findings indicate that reflection can be useful for doctoral students to manage their own conceptions of research and for supervisors to adjust practice to enhance doctoral education. Implications for universities regarding how institutional practice and discourse may dominate and foster doctoral students' research conceptions are provided. [ABSTRACT FROM AUTHOR]

The current study is part of a longitudinal research project into the relationship between students' ways of recontextualising their doctoral degree experience and eventual programme completion. Building on earlier findings reported in De Rycker (2014, 2022), the objective is to examine the hidden ontology of "doing a doctoral degree". The primary data consist in structured interviews conducted with 20 doctoral students at the Universiti Malaya, Kuala Lumpur, Malaysia. Using Van Leeuwen's (2008) socio-semantic model for the critical study of discourse, the analysis of the interviews produced two major empirical findings. First, doctoral students' discourse is characterised by a strong sense of personal agency but also a lack of specificity and a simplification of the overall practice complex, in which doing research seems to be reduced to mere semiotic actions. Secondly, students construe "doing a doctoral degree" as a mystifying process replete with paradoxes. Further interpretative analysis suggests that semiotic action representations play a significant role as self-enhancing metonyms for "doing research", helping students to demystify the academic practice and resolve some of its inherent contradictions. Implications for supervisory practice as well as the larger research project will be discussed. [ABSTRACT FROM AUTHOR]

As social work doctoral programs are undergoing a substantive shift, in the United States, more institutions of higher education are trending towards a resurgence of a doctorate of social work degree (DSW). However, little attention has been given to the experiences of DSW students. The purpose of this cross-sectional study is to explore why students choose DSW education, professional aspirations, and intended contributions to the field of social work. Findings suggest that 85% of participants noted flexibility as a key selling point and that perceived value added includes professional satisfaction, scholarly leadership, and practice-informed research. The DSW offers the added value of producing seasoned clinical professionals who become highly trained in theory, policy, and research. [ABSTRACT FROM AUTHOR]

The purpose of this explanatory mixed methods study was to assess dissertation chairs’ current practices to support doctoral students in an online practitioner program from the students’ perspective. Findings from a 2020 study on dissertation chair experiences and current practices for meeting with and providing feedback to doctoral students pursuing a scholar-practitioner terminal degree in an online doctoral program were used to develop the questions for this study. The questions addressed student success in completing the dissertation in relation to attributes of (a) regular contact, (b) multiple modes of contact, (c) timely feedback, (d) effective feedback, (e) feedback beyond the dissertation, (f) trusted guidance, (g) evolving feedback, (h) consistent message, (i) honored vision, (j) individualized coaching and guidance, (k) trust and caring behaviors, and (l) balancing institutional requirements and student needs. Forty-eight participants responded to close-ended survey questions. Twelve participants subsequently participated in an interview using phenomenological inquiry to further probe their experiences. The findings indicate the importance of multiple attributes in the students’ success. For 9 of the 12 attributes studied, there was a significant (p<0.05) correlation between the student experiencing the attribute and them deeming it to be an important attribute. Accounts of student experiences further illustrate these results. Students have expectations of their dissertation chair to serve as a trusted mentor, allowing room for dialogue and discussion, as they lead them to successful completion of their degree. [ABSTRACT FROM AUTHOR]

This study identifies the factors that help doctoral students cope with difficulties in their studies, based on social reproduction theory and the anti-deficit approach. A thematic analysis of 23 semi-structured interviews of doctoral students at six universities revealed that first-generation and continuing generation doctoral students had to overcome challenges, and each group represented unique experiences. Continuing generation students reported facing emotional difficulties, and relied on parents' support and cultural capital. First-generation doctoral students described their academic path as an obstacle course, including academic and economic barriers and cultural difficulties, as well as culture shock, otherness, and ambivalent reactions from their families. This group mainly relied on personal resources as aspirational capital and grit. We argue that personal resources may play a significant role in social mobility of disadvantaged groups. Greater awareness to non-cognitive resources and in-program holistic support including social and psychological support may contribute to higher education equitable opportunities. [ABSTRACT FROM AUTHOR]

The writing of the postgraduate dissertation implies for the candidates a process of gradual incorporation as valid interlocutors within their disciplinary academic field. In this context, the writing of the thesis project constitutes a relevant experience for novice researchers. This article analyses, from an autoethnographic perspective, our experiences as doctoral students in Social and Human Sciences based on the writing of each other's thesis projects. To achieve this goal, we created two autobiographical narrative records that were analyzed based on the ideas of academic literacy, intellectual affiliation and agency. The research findings indicate that the formal and institutional logics, the interaction with experts and the preparation of successive drafts have significantly conditioned the writing of our thesis projects and the construction of our identity as beginning researchers. [ABSTRACT FROM AUTHOR]

As a consequence of reforms in doctoral education, notably since the 2005 publication of the Salzburg Principles, doctoral schools represent the state of the art in contemporary doctoral education in Europe. They aim at supporting the collective vision and endeavour to ensure the personal and professional growth of doctoral candidates, the socialisation of doctoral candidates in the scientific community and their preparation for future careers in a knowledge society. But how is it possible that this new structure is not only perceived as an additional, perhaps dispensable bureaucratic layer that disrupts the traditionally very private relationship between supervisor and doctoral student, but is recognised by the latter as support and added value. We argue that this is directly related to the way the doctoral schools themselves are set up and governed. In this article, we use the example of the University of Vienna to illustrate how different leadership styles were used by the university management to ensure faculty buy‐in. In particular, we point out that the mix of transactional leadership, which incentivises and rewards certain behaviours, and transformational leadership, which also encourages initiative and self‐responsibility, has contributed to the fact that the doctoral schools at the University of Vienna, after only a short time in existence, are recognised as adding value; which has had an immediate positive impact on the situation of the students in particular, but also on the awareness of doctoral education in general. [ABSTRACT FROM AUTHOR]

This article reports on a study that analysed multiple logics behind the development of doctoral education in China, Japan, South Korea, Singapore and Thailand. The analysis focused on the development over the past two decades and general measures to ensure quality. Research materials analysed in this article consisted of semi‐structured interviews with insiders in the doctoral education system in each of the five countries. The findings reveal that the growth of the doctoral education sector in China follows state logic, profession logic and corporation logic. Doctoral education in Japan shows state logic, profession logic and market logic. State logic, market logic and corporation logic are manifested in South Korea's doctoral education sector, whereas state logic and profession logic are prominent in Singapore. Doctoral education in Thailand mostly follows state logic and market logic. Establishing and completing the external and internal quality mechanisms, tightening quality inspection procedures and raising requirements for students are common measures put in place for quality assurance throughout East and Southeast Asia. [ABSTRACT FROM AUTHOR]

This theoretical paper adds to the scholarship of teaching and learning, by explicating the shared experiences of one doctoral student and two full-time faculty members related to liminality as a guiding pedagogy for doctoral social work education. It uses liminality to explore the unique space that first and second year doctoral students occupy as a justification for critical and race-gendered approaches that inform teaching doctoral level contemporary theory and social work practice. Recognizing, acknowledging and supporting beginning doctoral students' liminal identity with critical and race-gendered teaching approaches is in keeping with social work ethics. This pedagogy may ultimately lead to increased doctoral student retention, as well as fostering more liberating approaches to knowledge generation. [ABSTRACT FROM AUTHOR]

The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs' climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs. [ABSTRACT FROM AUTHOR]

The article analyzes the relationship between academic life and motherhood in doctoral students in various areas of a public university. Ten in-depth interviews were conducted. The results show that the understanding of motherhood among academic mothers involves developing a new use of time; guilt and responsibility regarding childcare; self-recrimination for failing to live up to the academic ideal imposed by the current academic context; lack of paternal involvement in care and women's role overload. It is essential to design public policies to accommodate those who have chosen to work in the productive sphere. [ABSTRACT FROM AUTHOR]

Students working toward a doctoral degree have traditionally been required to maintain a residency requirement and receive mentorship from an advisor. Over time, technological advancements have led to more students receiving mentorship through remote means such as e-mail and other electronic forms of communication. The role mentorship plays in developing doctoral students can be assumed to be important; however, little research examines what role mentorship might have on the long-term success of the student's scholarly productivity later in his or her academic career. This study used a quantitative approach through an online survey to find whether faculty productivity was influenced by different mentorship factors. This study found that graduate students who are engaged with their mentor on multiple projects during their doctoral degrees are more likely to be productive faculty members and graduate students who communicate with their mentor more often were more likely to be productive scholars. This study also found that higher scholarly productivity was found with graduates who obtained a face-to-face terminal degree versus graduates who obtained a blended or fully online degree. The authors recommend that graduate student mentors should find ways to involve graduate students in meaningful and purposeful projects that have clear connections to facets of research in online formats. Findings are unique by examining faculty perceptions of mentorship during graduate training measured against current faculty productivity adding value to the research community by noting areas where graduate student mentors might be most likely to influence the long-term success of their advisees. [ABSTRACT FROM AUTHOR]

Drawing on interviews with seven participants, this qualitative study presents unique experiences related to participants' mental well-being as Asian international students pursuing doctoral degrees while raising children. Their experiences include struggles with depression and mood swings, ongoing battles to manage both academic progress and mothering, constant conflict with their spouses, feelings of guilt, thoughts of dropping out, and concerns about their children. Implications for student affairs practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Implementation of research evaluation policies based on neoliberal orientations of performativity has transformed higher education institutions globally, reshaping academic work and the academic profession. Most lately, the mantra of "publish or no degree" has become the norm in many contexts. There has been little empirical research into the unintended consequences of this neoliberal academic performativity for inexperienced researchers. This article focuses on the role institutional research evaluation policies play on doctoral students and early-career doctoral graduates' publication practices and on their decision to sometimes publish in journals with ethically "questionable" publishing standards in particular through the concept of figured worlds. Design/methodology/approach: The study was conducted in a higher education setting employing a variety of research incentive schemes to boost research productivity where "publish or no degree" policy is the norm. It employs qualitative approach and involves in-depth interviews with nine doctoral students and seven early career academics who have been working part-time or full-time for five years following PhD completion. Findings: Findings demonstrate publishing in journals with ethically "questionable" publishing standards is not always simply the result of naivety or inexperience. Some authors choose these journals in order to retain a sense of self-efficacy in the face of rejection by more highly ranked journals. Under institutional pressure to publish, they are socialized into this "shadow academia" through (existing) academic networks, conferences and journal special issues. Originality/value: It is often assumed that scholars are trapped into "questionable" journals through the use of unsolicited emails. This paper challenges this assumption by demonstrating the crucial role research evaluation policies based on neoliberal orientations of performativity and contextual dynamics play on the publication practices of doctoral students and early-career doctoral graduates on their decision to submit to journals with "questionable" publication practices. It introduces the concept of unethical publication brokering, an informal network of ties promising fast and easy publication in outlets that "count". [ABSTRACT FROM AUTHOR]

Underrepresentation among U.S. citizen racial and ethnic minorities in geography has a long history, one perpetuated through—and readily measurable by—its doctoral degree–granting record. This article examines the history of efforts to redress underrepresentation since the 1960s, explores modern underrepresentation, measures the degree of its persistence in the discipline and within individual departments, and identifies drivers that exacerbate the racial and ethnic representation disparity among U.S. citizens in geography doctoral programs. To quantify the degree to which the discipline is underperforming demographically, we contrasted the rate of domestic underrepresented minority doctoral degree conferrals with those of White doctoral recipients in geography, the social sciences, and the entire academy over a twenty-three-year period from 1997 through 2019. During that span, geography consistently trailed the social sciences and the academy: This underrepresentation gap has widened in the past decade. Four drivers were identified: (1) lack of dedicated funding for underrepresented minority doctoral students, (2) minimal prior exposure to academic and professional geography, (3) passive recruitment strategies, and (4) pervasive Whiteness of departments. We conclude with a call to action for geographers to meet the moral imperative of racial and ethnic representational equity by becoming agents of measurable change. [ABSTRACT FROM AUTHOR]

Interactions between a graduate student and their supervisor are the backbone of a successful doctoral experience. Although the number of doctoral students is increasing, there are fewer full-time doctoral students. The emerging part-time student segment represents a unique trend in higher education, creating greater diversity than traditional full-time students on an academic track. The shift impacts and complicates the student's overall experience in developing and sustaining relationships with their supervisor. Traditional mentorship models suggest progressing through doctoral studies in a manner that may be inappropriate for this new group of part-time, professional Ph.D. candidates. This study applies an autoethnographic approach in examining how a coaching stance supports a faculty/student relationship. The paper shares two sides of the journey and the resulting reflections. The outcomes represent the supervisor and student experience and surface critical aspects of the relationship and the associated dissertation writing process. The result is a detailing of a unique experience and the lessons drawn from it. These lessons provide guidance in working with doctoral students in a more supportive and productive manner. Recommendations include using coaching questions, fostering increased student responsibility for their studies, and methods to make the supervision process intentionally purposeful. [ABSTRACT FROM AUTHOR]

This paper is focused on the use of autobiography in science education that contains first-hand accounts of doctoral student narratives and the further step after graduation. The study utilized personal stories, incorporating telling one's story from the first author and sharing it to use difference productively. The story reflected his experiences pursuing a doctoral degree at a public university in Taiwan and returning to his home university in Indonesia. The space of the story is simplified into three themes: 'I am in the space of Taiwan' as the stage of exploration and engagement, 'I am part of East-Asian science education community' as the stage of consolidation, and 'I become a member of Indonesian science education community and my future progress' as the stage of entry. The study recommends best practices and features of a science education doctoral program that supplement doctoral student success. The study has also provided an overview to prospective doctoral students on making academic adjustments, especially for those from developing countries who plan to study abroad. [ABSTRACT FROM AUTHOR]

Aim/Purpose Our study explores the perspectives of international doctoral graduates on (national) dissertation assessment in China. Background In the absence of national standards or in the presence of impractical ones for assessing doctoral dissertations, these factors have inevitably led to what Granovsky et al. (1992, p. 375) called "up to standard rejected" and "below standard accepted." Improving upon this debate, this study examines the lived experiences of seven doctoral graduates who have completed their doctoral degrees in a leading university in China. Methodology An interpretive phenomenological analysis (IPA) method was used, which entails seven participant observations, seven semi-structured e-interviews, and 29 external reviews. Contribution In the present study, we addressed the issue of doctoral dissertation assessment standards with a view to enhancing understanding of the quality of doctoral education. It emphasizes the strengths of this aspect in China and critically describes the weaknesses based on the experiences of doctoral graduates in China. Findings Among the major findings of this study are: (a) the external review of the dissertations presented in the literature review appears to be extremely unique in comparison to the countries discussed in the literature and the countries of the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the national assessment strengthens higher education on a macro level, but is detrimental at the micro-level; and (c) while external reviews appear credible as a policy towards the standardization of doctoral dissertation assessment, this credibility evaporates when one considers the quality of reviews provided and the motivation of reviewers to pass or reject a dissertation, including the supervisor's exclusion from this process. Recommendations for Practitioners Students seeking a doctoral degree or dissertation should become familiar with the A-Z detail of the requirements for the degree and thesis. In addition to meeting this overt requirement, their efforts must also be directed to meet the covert requirements, including the requirements of the external reviewers, their supervisors, and the country's laws. There is a necessity for external reviewers to rethink their decisions and attempt to assess objectively, putting aside their personal views and preferences. There is a need to re-examine the flexibility granted to external reviewers for making decisions regarding doctoral degrees. Recommendations for Researchers Future research should consider involving an increased number of parties in the conflict between doctoral students, supervisors, and external reviewers. Impact on Society The Chinese government allocates substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by an external reviewer, is uneconomical on the level of financial capital and human capital. Doctoral students are also human beings, and it does not seem logical that one should judge the quality of their efforts over the course of three or more years by reading the doctoral dissertation once. While they were pursuing their doctoral degrees, they kept their families apart, they lived alone, struggled to make it through hardships, and were easily destroyed. Future Research In the future, more interviews may be conducted with respondents belonging to a variety of universities in China, including Chinese students. Additionally, supervisors and external reviewers (if available) should be included. Last but not least, including decision-makers in Chinese higher education can give future research more credibility. [ABSTRACT FROM AUTHOR]

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