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Data visualizations and graphs are increasingly common in both scientific and mass media settings. While graphs are useful tools for communicating patterns in data, they also have the potential to mislead viewers. In five studies, we provide empirical evidence that y-axis truncation leads viewers to perceive illustrated differences as larger (i.e., a truncation effect). This effect persisted after viewers were taught about the effects of y-axis truncation and was robust across participants, with 83.5% of participants across these 5 studies showing a truncation effect. We also found that individual differences in graph literacy failed to predict the size of individuals’ truncation effects. PhD students in both quantitative fields and the humanities were susceptible to the truncation effect, but quantitative PhD students were slightly more resistant when no warning about truncated axes was provided. We discuss the implications of these results for the underlying mechanisms and make practical recommendations for training critical consumers and creators of graphs.

In the path of academic writing, authors accomplish certain interactions with their readers through the means of meta-discourse markers such as hedges and boosters. There have been many studies that dwell on the function of meta-discourse markers (Abdi, Rizi, & Tavakoli, 2010; Crismore, 1984; Hyland, 1999, 2000, 2001; Longo, 1994). However, the ones that focus solely on hedges and boosters and comparison of the level of students such as MA versus PhD in a specific field of study are not as many. Therefore, the present corpus-based study investigates the possible reasons for changes of frequencies of hedges and boosters from MA to PhD level Turkish EFL students who proceed on their academic journey in the field of English Language Teaching. The discussion parts of ten MA theses and ten PhD dissertations were selected, written by the same students to be able to compare the possible improvements between levels. The texts were analyzed with the concordance program AntConc 3.5.7.0. The investigation revealed that the frequency of the occurrences of boosters was higher in PhD than in MA level, whereas the students used more hedges in their MA theses than in PhD dissertations. These findings may imply an increase in students’ self-confidence while conveying ideas and discussing their findings from MA to PhD level, based on a broader academic experience and expertise having been gained in time by PhD students, as well as a certain degree of unawareness by both levels of students as to the use of meta-discourse markers and academic writing styles.

SYNOPSIS Amazon Mechanical Turk (MTurk) is an increasingly popular source of experimental participants due to its convenience and low cost (relative to traditional laboratories). However, MTurk presents challenges related to statistical power and reliability. These challenges are not unique to MTurk, but are more prevalent than in research conducted with other participant pools. In this paper I discuss several reasons why research conducted with MTurk may face additional power and reliability challenges. I then present suggestions for dealing with these challenges, taking advantage of the comparative strengths of MTurk. The discussion should be of interest to Ph.D. students and other researchers considering using MTurk or other online platforms as a source of experimental participants as well as to reviewers and editors who are considering quality control standards for research conducted with this participant pool. JEL Classifications: M40; M41; M42; C18; C90; C91.

Introduction Using a self-determination theory framework, we investigated burnout and engagement among PhD students in medicine, and their association with motivation, work-life balance and satisfaction or frustration of their basic psychological needs. Method This cross-sectional study was conducted among PhD students at a university medical centre (n = 990) using an electronic survey on background characteristics and validated burnout, engagement, motivation and basic psychological needs questionnaires. Cluster analysis was performed on the burnout subscale scores to find subgroups within the sample which had similar profiles on burnout. Structural equation modelling was conducted on a hypothesized model of frustration of basic psychological needs and burnout. Results The response rate was 47% (n = 464). We found three clusters/subgroups which were composed of PhD students with similar burnout profiles within the cluster and different profiles between the clusters. Cluster 1 (n = 199, 47%) had low scores on burnout. Clusters 2 (n = 168, 40%) and 3 (n = 55, 13%) had moderate and high burnout scores, respectively, and were associated with low engagement scores. Cluster 3, with the highest burnout scores, was associated with the lowest motivational, engagement, needs satisfaction and work-life balance scores. We found a good fit for the “basic psychological needs frustration associated with burnout” model. Discussion The most important variables for burnout among PhD students in medicine were lack of sleep and frustration of the basic psychological needs of autonomy, competence and relatedness. These add to the factors found in the literature.

This study investigates the attitudes of Chinese PhD students toward predatory journals. Data were gathered using an online questionnaire to which 332 Chinese PhD students responded. Our main conclusions are 1) in the sciences, technology, and medicine, respondents frequently confused predatory journals with open access journals; 2) in the humanities and social sciences, the respondents identified only Chinese-language (not English-language) journals as predatory and made a number of misidentifications; and 3) most respondents indicated that they would not submit papers to predatory journals, mainly because doing so would hurt their reputation, yet the minority who were willing to do so mentioned easy acceptance and a short wait time for publication as the top reasons for considering it.

Aim/Purpose: The aim of this article is to make a case of the role of validation in doctoral education. The purpose is to detail findings from three studies which explore PhD students’ experiences and perceptions of belonging in one UK university-ty, in order to hypothesise how validation and self-validation could make a difference in doctoral education, and what practices might support this. Background: The article draws on research into doctoral identity and work on ‘doctoral capital’ to explore how PhD students’ perceptions and experiences of not belonging to doctoral communities negatively impacts on their wellbeing. It extends this research by incorporating theories from Education and Psychology to build a theory of validation in doctoral education. Methodology: The article reports on three studies on PhD journeys and communities undertaken at one UK university. It draws on interview data from thirty doctoral candidates, which was thematically analysed using NVivo 12. Taking a qualitative approach to provide a rich and holistic focus on participant ‘meaning making’, the studies explore how PhD students understand belonging, where they receive validation and feel they need validation, and where self-validation can make a difference to their positivity about the PhD. Taking this approach to understand processes of ‘meaning-making’ paves the way to scaffold solutions through ‘reframing’ processes such as coaching and mentoring. Contribution: Thinking about PhD students’ belonging through the dimension of validation allows for practical support for developing belonging to be scaffolded, specifically through creating spaces to draw coaching skills into supervisory training and PhD student support (e.g., peer mentoring). This is significant as scholarship has shown that coaching has positive effects on wellbeing. This article contributes to understanding of where and how validation and self-validation manifest in doctoral education for PhD students. This contribution identifies ways in which external validation can help to scaffold internal self-validation; thus, offering a way of potentially mitigating risk factors to PhD students’ wellbeing. Specifically, validation can be understood as a ‘reserve’ that can be drawn on for ‘self-validation’. Validation is a solutions-focused theory. As a conceptual apparatus to understand doctoral students’ perceptions, validation theory also provides a frame for scaffolding practical ways for PhD students to build doctoral identity. Findings: The article focuses on challenges to PhD students building communities, supervisory relations and self-validation. It finds that supervisory feedback is a key area where PhD students seek validation. Two arguments are offered. First, that validation is a crucial process in (positive) doctoral identity work. Second, the argument is offered that making spaces for coaching skills to support PhD students can increase opportunities for validation (e.g., via supervisory training) and self-validation (e.g., via peer mentoring). Recommendations for Practitioners: Those who support doctoral researchers can potentially support the development of validation skills and self-validation skills. Some recommendations are included around supporting supervisory training in feedback and listening skills, peer mentoring as a way to foster a transition between external validation and internal self-validation for PhD students, and a worksheet for students’ self-validation is included as an appendix. Recommendation for Researchers: This article extends existing literature on PhD students’ emotion work by offering a new dimension to understand how belonging is developed amongst PhD students. Thinking about belonging through the dimension of validation shifts work on belonging towards possibilities of practical support. Impact on Society: Whilst the term ‘validation’ has been used in undergraduate educational research, and in Psychology (in theory and in clinical contexts) drawing these terms together to create a theory to understand doctoral identity work in higher education has larger potential applications. ‘Validation’ could potentially prove useful within doctoral education context to understand and scaffold PhD students’ development as they navigate transitioning identity positions during candidature. Thus, although the studies are limited in scope to the UK context, the findings could be more widely applied to other higher education contexts. Future Research: Two areas for future research are identified. First, to understand whether and how different groups of doctoral candidates (e.g., such as international students, LGBTQ+ students, etc.) have different validation needs and priorities in their doctoral identity work. The second is to understand the possible impact of using coaching with PhDs in different contexts (e.g., through peer mentoring schemes, supervision, and self-validation).

The quality and success of postgraduate education largely rely on effective supervision. Since its inception in 2008, the Consortium for Advanced Research Training in Africa (CARTA) has been at the forefront of providing training to both students and supervisors in the field of public and population health. However, there are few studies on supervisors' perceptions on effective doctoral supervision. We used a mostly descriptive study design to report CARTA-affiliated doctoral supervisors' reflections and perceptions on doctoral supervision, challenges and opportunities. A total of 77 out of 160 CARTA supervisors' workshop participants responded to the evaluation. The respondents were affiliated with 10 institutions across Africa. The respondents remarked that effective supervision is a two-way process, involving both supervisor and supervisee's commitment. Some reported that the requirements for effective supervision included the calibre of the PhD students, structure of the PhD programme, access to research infrastructure and resources, supervision training, multidisciplinary exposure and support. Male supervisors have significantly higher number of self-reported PhD graduates and published articles on Scopus but no difference from the females in h-index. We note both student and systemic challenges that training institutions may pursue to improve doctoral supervision in Africa.

Doctoral faculty have long advocated for writing support for doctoral candidates during the dissertation stage. However, schools of education often fail to provide organizational supports to assist struggling dissertators. EdD students in CPED institutions may need additional supports due to shorter time-to-degree programs and full-time work commitments. This paper reports how one PhD student in a CPED institution acted as a dissertation consultant for 35 EdD dissertators and successfully guided them through their dissertations. The author examines how her background in composition, experiences in education research, and willingness to address socio-emotional needs contributed to this success and argues that PhD students with similar backgrounds can take up dissertation consulting work in schools of education as an organizational support for EdD dissertators. The mutual benefits of engaging in this work are discussed as is the potential for school-university partnerships stemming from PhD-EdD student collaboration during doctoral study.

Nursing is a growing profession that offers multiple graduate educational paths such as Masters, DNP, and PhD. These autobiographical narratives provide insight from our perspectives in the areas of advocacy, academia, and evidence-based innovation. We hope that our multicultural backgrounds and multidisciplinary perspectives can provide clarity about the journey, and reassure future scholars that perseverance, dedication, and passion are the key ingredients of a successful PhD degree.

I was honoured to be one of Professor Rob Gray’s last four PhD students (2009–2014) before his retirement from the School of Management at the University of St. Andrews. I had an extremely rewardin...

W 2018 roku Fundacja Dom Pokoju na zlecenie Gminy Wrocław powołała zespół składający się z pracowników Uniwersytetu Wrocławskiego, doktorantów, ekspertów, specjalistów w zakresie kulturoznawczych i socjologicznych badań nad miastem oraz studiów w obszarze edukacji i animacji kulturowej, którego zadaniem stało się zaprojektowanie i przeprowadzenie projektu badawczego na temat potrzeb kulturalnych i edukacyjnych wrocławskich Romów rumuńskich. Społeczność ta zamieszkuje we Wrocławiu od lat dziewięćdziesiątych. Składa się z migrantów ekonomicznych, którzy często nie potrafią czytać i pisać. Nierzadko wykazują też brak rozeznania w zakresie reguł obowiązujących we współczesnych społeczeństwach kapitalistycznych. Artykuł nie jest poświęcony jedynie historii i obecnej sytuacji tej grupy. Dotyczy przede wszystkim kwestii związanych z pozycją i sposobem funkcjonowania tak radykalnie zmarginalizowanych grup we współczesnych systemach demokratycznych.

In face of the ongoing discrepancy between the number of political science PhD graduates and the availability of permanent academic positions, in this article we consider attitudes of faculty members towards options to address this issue. Based on a survey of faculty members in PhD-granting political science programs at English-speaking Canadian universities, we find considerable support for both reducing the number of PhD students admitted and reforming curriculum to ensure graduates cultivate skills transferable to non-academic environments. At the same time, faculty members are inclined to believe that PhD students themselves should shoulder the greatest responsibility for career preparation.

The article discusses the possibility of combining a doctoral scholarship with sickness benefit. The legislator, by allowing PhD students to voluntarily take part in sickness insurance, has also granted them the right to benefits from this insurance. However, this right can be completely illu-sory in practice. PhD students retain the right to a doctoral scholarship, which is obligatory for all doctoral students, also during the period of inability to work caused by illness. If this scholarship is qualified as a remuneration obtained under “scientific employment”, the provisions of the Benefit Act would exclude the possibility of obtaining sickness benefit. Joining sickness insurance would be pointless in this situation. If we do not recognise the doctoral scholarship for a sui generis type of remuneration, it would allow PhD students to receive simultaneously both sickness allowance and a scholarship. It would be incompatible with the purpose and function of sickness allowance and also incompatible with the system assumptions of the Polish social insurance system.

Preparing quality academic teachers for modern digital native students is an essential task for higher educational institutions. Professional teachers' digital competencies combine professional, pedagogical, and technological knowledge and skills as well as beliefs regarding integrating technology in teaching practice. This article is an attempt to study the personal level of digital competence of PhD students as future academic teachers. The paper presents statements from an ongoing study (n=120) piloting large scale longitudinal qualitative teachers' surveys between 2017 and 2020. The first part of the research started in 2017 to attempt to recognize the personal level of digital competence of PhD students as future academic teachers. The study was conducted during 2017-2018 at the Wroclaw University of Environmental and Life Sciences. To study the levels of digital competence, a special questionnaire based on the European Competency Framework for the Digital Competence of Educators was used. The study results show different levels of digital competence depending on the students' field of study and specialty. The highest technological scores were demonstrated by PhD students of engineering specializations. However, the results also showed that on average PhD students do not feel well prepared for the practical use of digital techniques in teaching activities. The preliminary study results indicate the need to improve PhD training programs including various ways of developing students' skills for making better use of digital technology for teaching and learning.

Purpose The purpose of this paper is to explore the ways engineering doctoral students draw on prior experiences to inform their doctoral research. This study includes the experiences of “returners” – those who have worked as practitioners for five or more years before entering a PhD program – who have distinct experiences from “direct-pathway students,” which may inform how they engage in doctoral research. This study also explores the traits that distinguish varying levels of sophistication in the ways PhD students think about the research process and how prior experience may contribute. Design/methodology/approach This study draws on interview data from 52 returning and direct-pathway engineering doctoral students. A thematic analysis of this interview data highlights the primary ways participants’ prior professional, academic and life experiences inform their doctoral research. In addition, the authors conducted an iterative analysis process to sort participants’ responses about their management of a hypothetical research scenario into emergent categories of research thinking sophistication to understand what characterizes varying levels of sophistication in research thinking and explore how experience may contribute. Findings Participants identified past experiences as shaping their research, related to how they identify a research problem, considering what needs to and can be done to address the problem, identifying an appropriate research approach, managing unexpected challenges, responding to critical feedback, determining their comfort taking risks and using intuition to lead a project. Originality/value Outcomes of this research can inform how graduate education supports students throughout their degree by identifying key experiences that may contribute to students’ research approaches.

The academic library which is bound to fulfill specific functions at the university has to take into consideration the needs of the environment. One of the ways to identify users' needs is to conduct a survey. The article presents the results of the satisfaction survey of both BA/MA and PhD students at the Lodz University of Technology which was carried out in 2019. The analysis of satisfaction levels was not limited to determine the degree of contentment with provided services or collections which was visible in closed-question answers. Opinions which were included in answers to open questions were provided with an in-depth review. These views became the basis for scheduled changes which take into consideration the expectations of the surveyed group of users. Biblioteka akademicka, która ma spełniać określone funkcje w uczelni, musi uwzględniać potrzeby środowiska. Jedną z możliwości rozpoznania potrzeb użytkowników jest przeprowadzenie badań ankietowych. Artykuł przedstawia wyniki badania satysfakcji studentów i doktorantów Politechniki Łódzkiej, które zostało przeprowadzone w 2019 roku. Analiza poziomu satysfakcji nie ograniczyła się jedynie do określenia stopnia zadowolenia z realizowanych usług czy udostępnianych zbiorów, widocznego w odpowiedziach na pytania zamknięte. Dokonano wnikliwego przeglądu opinii zawartych w pytaniu otwartym, które stały się podstawą do planowania zmian uwzględniających oczekiwania badanej grupy użytkowników.

Late in 2019 film studies lost two of its founding members that help define the field as a discipline with their work in the last 50 years. Thomas Elsaesser was one of the founding members of the editorial board of CINEJ Cinema Journal. His contribution to the study of German Cinema, founding of Amsterdam School of Cultural Studies and training of countless PhD students in the field will be a long-lasting legacy for this giant figure of cinema and media studies. Peter Wollen will be remembered for his Signs and Meaning in the Cinema and as the father of structuralism in film studies. Along with his partner Laura Mulvey he will also be remembered as a pioneering experimental media producer.

This article asks what makes PhD completers resilient and which resilience protection factors help them complete their doctoral programme? A narrative inquiry methodology is applied to capture the experiences of eleven doctoral students who completed their PhDs in the United Kingdom. Data collected from interview conversations were analysed using resilience theory as a lens. We found that for these completers, success did not rely solely on the individual student, nor was the role of supervisors elevated, particularly for social and emotional support. Of importance were the students’ family and social network, institutional context and the nature of university central services and how these were available to the completers. The study’s contribution to the literature is in showing how the inter-relationship of the completers’ personal responses, environmental and social connections, and institutional processes was available to build resilience, as we present a model for resilience protection in doctoral students. We hope the findings presented will be of interest to PhD students, supervisors and other academic colleagues in universities globally, as they seek insights into successful PhD completion.

This study was aimed to obtain baseline information on the knowledge, awareness, and practice (KAP) towards intestinal parasitic (IP) infection among university students in Selangor, Malaysia. Questionnaire surveys were circulated among 150 university students via online to assess social demographics, knowledge, awareness, and practice of parasitic infection. The simple questions with yes-no and listings were used in this survey. Total correspondents were 60 university students from various fields of study from Selangor. Total participation of male and female students was 28.30%, and 71.10%, bachelor students (51.67%), followed by diploma students (45%) and both master and PhD students at 1.67%. Assessment on knowledge indicated that 56.67% of students knew about IP, and 8.3% had an idea on the protozoan parasites, which can be transmitted via unclean environment or contaminate food. However, the students showed a higher level of awareness for IP infection but failed to know that food handlers can spread IP infection. Lastly, for the assessment for practice, generally, all responded positively, despite not knowing that poor hygiene is causative for IP infection. KAP among university students a lacuna still prevails, which can aid them to be susceptible for parasitic infection.

Doctoral education has been subject to research and analysis by researchers in the last fifty years. Nevertheless, doctoral supervision still a private issue among supervisor and PhD student; if the relationship between them goes wrong, a shadow undermines the doctoral research, hindering student support of others, which may result in attrition and dropout. Breaking this situation, transforming the “private place” in a “public matter”, requires a profound reflection about the doctoral education aim, institutions goals, institution policy, but also a supervisor and PhD students’ perspectives (careers, goals, development, financial support). It is necessary to know, where we want to go, to outline a path to achieve the goals. During the last three years, doctoral supervision has been studied at Universidade Nova de Lisboa (UNL). A qualitative case study method was used. This was the first study (a pilot study) that covered all the nine UNL schools, is intended to identify the supervision practices, but also captures a glimpse of doctoral students’ life in the academy, their difficulties, their thoughts and feelings related to doctoral education. The documentary analysis, concerning the institution rules related to doctoral education, was the study first step (already published). The second was the implementation of a survey with closed and open questions to allowed students to express their opinion regarding doctoral education, especially doctoral supervision. During three months, a survey, centred in doctoral supervision, applied online in all schools. This paper aims to describe what was found and what was unexpected in the context of a young university.

Background: Leaving “home” to pursue fieldwork is a necessity but also a rite of passage for many biological anthropology/human biology scholars. Field-based scientists prepare for the potential changes to activity patterns, sleep schedules, social interactions, and more that come with going to the field. However, returning from extended fieldwork and the reverse-culture shock, discomforts, and mental shifts that are part of the return process can be jarring, sometimes traumatic experiences. A failure to acknowledge and address such experiences can compromise the health and wellbeing of those returning. Aims: We argue for an engaged awareness of the difficult nature of returning from the field and offer suggestions for individuals and programs to better train and prepare PhD students pursuing fieldwork. Materials & Methods: Here, we offer personal stories of "coming back" and give professional insights on how to best ready students and scholars for returning from fieldwork. Discussion/Conclusion: By bringing forward and normalizing the difficulty of the fieldwork-return process, we hope that this reflection acts as a tool for future scholars to prepare to come home as successfully and consciously as possible.

On November 5-6, 2019, MGIMO University hosted The First International Scientific and Practical Conference in Memory of Elena Solovova “Problems of Teaching Modern Languages”. Elena Solovova is regarded as one of the most influential and impactful figures in developing and promoting of teaching modern languages in Russia. The conference was coorganized with MGIMO University, National Association of English Teachers of Russia, Military University of the Ministry of Defence, Moscow Pedagogical State University, Esenin Ryazan State University, and Titul Publishing House. Elena Solovova (1956-2019) worked tirelessly on fostering and improving modern languages teaching in Russia. Her academic and pedagogical work has greatly influenced many peers and colleagues, teachers and students, in Russia and around the globe. She guided numerous PhD students and authored and co-authored countless publications in the field. She is greatly missed by her colleagues, family and friends.

In the article, a study on academic Slovene is presented. By using two research methods, i.e. a survey and semi-structured interviewing, two topics were considered: (a) the kind of knowledge and skills needed for academic writing in Slovene among PhD students in different fields of study; and (b) the origins of such knowledge. The survey was responded to by 464 Slovene PhD students and interviews were conducted with 15 interviewees (10 PhD students and 5 supervisors, all from the University of Ljubljana). The results show that the majority of PhD students regard their academic writing skills in Slovene as very good or excellent, but at the same time believe they.could improve, for example with regard to academic vocabulary and collocations. As for the origins of the skills in question, one answer stood out: the most important way of learning how to write academic Slovene is by reading and writing the genre itself. Here, a crucial role is played by supervisors’ feedback.

Objective The aim: To define peculiarities of the medical students and medical PhD students' distance learning, basing on the academic performance and survey results. Patients and methods Materials and methods: Forty-two medical students and thirty-eight PhD students of O.Bogomolets National medical university were randomly chosen for the study. Students' knowledge of English was initially " live" assessed in February, online assessments were held in April and May, concluded with the credit final assessment. Upon passing the final test the students were asked to fill in the questionnaire containing the following items: satisfaction with the distance learning, level of the distance learning hardness, comparison of distance learning by quality and understanding, choosing the best sections for the English distance learning, level of technical problems. Results Results: All students during the 2020 distance learning have improved their English language level: the medical students from 3.8 to 3.99, the PhD students- from 4.36 to 4.56. The questioning of both groups showed significant dissatisfaction of medical students ( 52-57% by different positions) with the distance learning. The PhD students showed higher satisfaction level (76-86% by different positions). Conclusion Conclusions: The assessed groups of the O.Bogomolets National medical university improved their English knowledge level during the distance learning. The authors relate significant dissatisfaction of medical students with the distance learning to their low motivation and learning maturity. The PhD students' higher satisfaction level may be related to the wider variability of the issues to study. The problem of distance learning of both medical and PhD students should be studied more thoroughly.

Clinical rotations are often not included in graduate-level cancer biology curricula; however, basic insight into clinical oncology is often crucial for developing translational research that addresses unmet needs with the potential to benefit cancer patients. We describe a needs assessment, design, implementation, and descriptive evaluation of an oncology-specific pilot clinical encounter program developed for PhD students in the Cancer Biology Training Area (CAB) in the Graduate School of Biomedical Sciences (GSBS) and Tisch Cancer Institute (TCI) at the Icahn School of Medicine at Mount Sinai (ISMMS). Prior to the development of this pilot program, CAB students, in years 2–5 + , were surveyed to determine their interest in a structured clinical experience. Seventeen out of thirty-one students responded (55%) to the survey. Of those seventeen respondents, fifteen (88.2%) expressed that exposure to cancer patients in the clinical setting would be useful for their pre-doctoral biomedical science and cancer biology training and indicated an interest in participating in the clinical encounter program. Based on these responses, a three-session clinical encounter pilot program was designed. Two separate cohorts of 5 students participated in this pilot program. During a formal debrief, following the clinical experience, students commented on the resilience of patients and the importance of research on clinical decision making, and reported that they found the experience motivational. Five out of 10 students responded (50%) to a post-program assessment survey; all five respondents answered that they would recommend the clinical encounter program to their peers. While limited in size and scope, this pilot TCI Clinical Encounter Program proved feasible and has the potential to enrich and inform the experience of PhD students pursing advanced degrees in a cancer biology. Supplementary Information The online version contains supplementary material available at 10.1007/s13187-021-02088-x.

Araştırma doktoraöğrencilerinin akademide sabır kavramına ilişkin görüşlerini tespit etmekamacıyla yapılmıştır. Çalışma, 2018-2019 akademik yılında Aydın Adnan MenderesÜniversitesi Eğitim Fakültesi’nde doktora öğrenimi gören 8 doktora öğrencisiile yürütülmüştür. Araştırmada nitel araştırma desenlerinden fenomenolojideseni kullanılmıştır. Araştırmada katılımcılar ölçüt örneklem, kolayulaşılabilir durum örneklemesi ve maksimum çeşitlilik örnekleme yöntemi ilegönüllülük esasına göre seçilmişlerdir. Araştırmada veriler, araştırmacıtarafından oluşturulan yarı yapılandırılmış görüşme formu ile toplanmış,veriler içerik analizi yöntem ile analiz edilmiştir. Araştırmada geçerlik,güvenirlik, etik unsurlara dikkat edilmiştir. Araştırmada sabır kavramı çözüm yolubulma ve olayı kapatma ile eğitim kategorileri içerisinde ele alınmıştır.Akademide dersler/akademik çalışmalar, arkadaşlar, hocalar ve fiziki ortamasabır gösterildiği; akademide sabır göstermenin doktora öğrencileri üzerindepsikolojik, bedensel, ailesel ve sosyal hayat/arkadaşlar ilişkileri üzerindeetkileri olduğu sonucuna varılmıştır., This research was conducted to identify views ofPhD students regarding the concept of patience in academia. The research wascarried out with 8 PhD students studying at Aydın Adnan Menderes UniversityFaculty of Education in 2018-2019 academic year. Phenomenology, which is one ofthe qualitative research approach, was used in the study. The participants wereselected on a volunteer basis with criterion sampling, convenience sampling andmaximum variation sampling methods. The data was collected with semi-structuredinterview form created by the researcher and analyzed with content analysismethod. Validity, reliability and ethics were considered in the study. Theconcept of patience was addressed within the categories of finding a solutionand closing the case and education. The researcher has reached the conclusionthat PhD students can show patience to courses/academic studies, friends,academicians and physical environment; and showing patience createspsychological, physical and familial effects as well as effects on social lifeand effects related to friends.

Our study highlights specific ways in which race and gender create inequality in the workplace. Using in-depth interviews with 67 biology PhD students, we show how engagement with research and service varies by both gender and race. By considering the intersection between gender and race, we find not only that women biology graduate students do more service than men, but also that racial and ethnic minority men do more service than 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 gendered organizations are also racialized, producing distinct experiences for women and men from different racial groups, and thus contribute to theorizing the intersectional nature of inequality in the workplace.

Xiuqiang Li obtained his PhD at College of Engineering and Applied Sciences, Nanjing University. Currently, he is a postdoc at Duke University. His research focuses on solar energy conversion and nanoscale heat transfer. George Ni is a research scientist at Lincoln Laboratory, Massachusetts Institute of Technology. He obtained his PhD in mechanical engineering at Massachusetts Institute of Technology. His research focuses on solar energy conversion. Thomas Cooper is an assistant professor at York University. He received his PhD and MSc from ETH Zurich in 2014 and 2010, respectively, and his BASc from the University of Toronto in 2008, all in mechanical engineering. His research focuses on solar energy and converting it into useful forms. Ning Xu, Jinlei Li, and Pengcheng Yao are PhD students at College of Engineering and Applied Sciences, Nanjing University. Their research focuses on solar energy conversion. Xiaozhen Hu and Bin Zhu are research scientists at College of Engineering and Applied Sciences, Nanjing University. Lin Zhou is an associate Professor at College of Engineering and Applied Sciences, Nanjing University. Their research focuses on solar energy conversion. Jia Zhu is a Professor at College of Engineering and Applied Sciences, Nanjing University. He obtained his bachelor’s degree in physics at Nanjing University and received his MS and PhD in electrical engineering from Stanford University. He worked as a postdoctoral fellow at University of California, Berkeley and Lawrence Berkeley National Lab. His scientific research interest is in the area of nanomaterials, nanophotonics and nanoscale heat transfer.

Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

More and more universities are striving to provide competitive education programs to help graduates integrate into market areas. In this fight, universities need to have strong communication and support in the business world. The purpose of this article is to identify the main factors that would improve the quality of the doctoral program and facilitate the integration of students into the labour market in Romania. A questionnaire was applied to PhD students from the universities in Bucharest, and the data collected were interpreted.The linear regression model developed shows that the library facilities, school infrastructure, access to Doctoral Theses, dialog between academia and students, doctoral coordinator and committee proficiency, staff attitude and multiple way of communication are some important factors that have positive influence over the quality of the higher education in the PhD program and the students’ integration on labour market in Romania. The open questions of survey revealed new interesting suggestion for improving PhD programs in Romania.

Successful researchers in the biological sciences communicate their work to a global audience and must do so in English to be widely recognized and cited. This applies equally to scientific talks, posters, and published articles; thus, scientific English must be prioritized in nonnative English-speaking (NNES) academic institutions to prepare their trainees for successful careers. Here, we propose strategies for integrating scientific English into PhD programs operating in NNES countries. Many graduate students from NNES countries strive for an international career and encounter English as an important barrier. Based on our own experiences as NNES postdoctoral fellows at a US institution, or as a US mentor of these trainees, we contend that conventional learning processes at home institutions do not sufficiently prioritize scientific English as the medium for regular discussions of laboratory-generated data. Principal investigators, mentors, and supervisors are key in promoting English language usage as a structured component of PhD training. If these stakeholders routinely integrate English training and education within the research laboratory program, graduates will be equipped to pursue international academic careers. The ideas presented here are intended for NNES PhD students (and their mentors) who seek an international scientific career in the biological sciences.

Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.

The general framework of the Chemical Engineering studies in Spain includes the Bachelor's Degree (4 years), Master's Degree (the most common duration is 1.5 years) and Doctorate (3-4 years). In 2008, the Conference of Directors and Deans of Chemical Engineering (CODDIQ) was constituted with the main objective of promoting and improving the quality of Chemical Engineering studies in Spain. Currently, Faculties and Schools of 29 Spanish universities are members of CODDIQ. An analysis of the most characteristic indicators provides a representative radiography of the Chemical Engineering Studies in Spain, whose most outstanding data are: (i) 7,396 undergraduate students, 1,014 Master students and 556 PhD students, (ii) according to the gender profile of undergraduates and graduates, the percentage of women is similar to that of men, while for faculty staff, the percentage of women is 43% and 46% for Associate and Assistant Professor (respectively) and 23% for the category of Full Professor category; (iii) after completing the Bachelor studies, most of them continue their training in the MSc in Chemical Engineering, (iv) the employability after obtaining the Master's degree is very high (>75%), which in the case of PhDs is close to 100%. The studies of Chemical Engineering in Spain have a very direct relationship with society, especially in the chemical, environmental, biotechnological and energy fields. The companies that collaborate in the training of future professionals are distributed throughout the national territory, which allows a strong connection with the socioeconomic environment.

Coronavirus has changed the habits of all over the world deeply. This transformation has profoundly affected the way of the education system. Closing schools and universities carried education to online platforms. My university has also been using a new online education platform. Naturally, my students have been facing some problems during my lessons. I targeted to explore what kinds of problems have been experienced. My second aim of this exploratory research is to measure my students’ digital literacy levels. The findings of my research showed that the learners were mostly facing problems such as internet connection, losing concentration, and social interaction. Furthermore, their digital literacy sub-scales were found as very good and good, but they have a problem with one side of digital literacy. Article visualizations

Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.

Jan Wouter was born in Amsterdam and studied medicine at the University of Amsterdam, specialized in internal medicine, and defended his PhD thesis in 1971 with the subject 'Platelet functions in relation to haemostasis'. He became head of the department of thrombosis and hemostasis of the former Wilhelmina Gasthuis in Amsterdam, which later on, after the Academic Medical Center was formed, extended into the Centre for Thrombosis- Haemostasis-Atherosclerosis and Inflammation Research. In this fertile scientific environment, Jan Wouter, with his immense sense of humour, gift of speech and flamboyant presentation, attracted numerous talented, rebellious and untameable young PhD students, who were seeking a bright future and were magnetized by his appearance. The first contact was nearly always brisk and direct: 'Do you want work really hard? Are you brilliant? How old are you? You can start tomorrow'. Afterwards, later in a nearby cafe, the salaries were conjured out of the magician's hat. The other day, the student learned that hard working with integrity would be the line to follow. Many PhD theses and dozens of top journal articles appeared, thus creating a wonderful scientific perpetuum mobile, engineered by this unique, jovial person with his impressive moustache.

BACKGROUND This study aims to determine the most important criteria used by Canadian cardiac surgery residency program committees (RPCs) to select applicants and compare these criteria with the perceptions of Canadian medical students interested in cardiac surgery. METHODS AND RESULTS A 50-question online survey was developed and sent to all 12 Canadian cardiac surgery RPCs. A similar 52-question online survey targeted at students interested in applying to cardiac surgery residency programs was designed and distributed broadly across Canadian medical schools. Data from both surveys were analyzed using descriptive statistics. A total of 62% (66/106) of all RPC members across the country completed the 50-question survey. Committee members from all 12 programs (range: 1-12 members/program, 9%-100% response rate/program) and 67% (8/12) of program directors participated. The average experience of participating RPC members was 3.9±2.5 years, with 20% being relatively inexperienced (≤2 years on committee) and 30% being very experienced (≥7 years on committee). Forty-one Canadian medical students (22 pre-clerks [54%], two MD/PhD students [5%], and 17 clinical clerks [41%]) participated. Committee members considered the following criteria most important when selecting candidates: clinical performance during rotation(s) at the program's institution, performance at the interview, quality of reference letters from cardiac surgeons, and completing a rotation at the target program's institution. In contrast, the following criteria were considered less important: a candidate's desire to practice in the city or province of training, having a connection to the program location, and personally knowing committee members. This pattern was consistent between Quebec and non-Quebec programs and between inexperienced and experienced RPC members. Medical students' perceptions were concordant for the most important factors but overestimated the influence of the least important factors. Prospective candidates also overestimated RPCs' expectations concerning research performance. There was a significant difference between medical students' and RPC members' perceptions of the minimum number of first-author cardiac surgery publications (1.9 vs 0.8, p=0.001), total cardiac surgery publications (3.3 vs 1.7, p CONCLUSION Canadian cardiac surgery residency programs seek applicants demonstrating clinical excellence as assessed by clerkship rotations and reference letters from colleagues, as well as solid interview performance. Medical students are aware of the importance of these factors but overemphasize non-clinical characteristics — including the minimum number of research publications — as ways to increase competitiveness.

No university or research institution is immune to research misconduct or the more widespread problem of questionable research practices. To strengthen integrity in research, universities worldwide have developed education in research integrity. However, little is known about education in research integrity for PhD students in European research-intensive universities. We conducted a content analysis of didactic materials of 11 of the 23 members of the League of European Research Universities (LERU) to map out the content, format, frequency, duration, timing, and compulsory status of their training programmes and the characteristics of instructors of the onsite courses. Quantitative results revealed substantial variation in educational materials among the studied institutions. This variation might be because European research universities are free to design curricula without any requirements from the European, national, or institutional public funding channels. Given the challenges inherent to modern science and preventing misconduct, research institutions should empower future generations of researchers to engage in responsible research practices. To promote integrity in research among PhD students, we provide a set of recommendations for university-wide education in research integrity for doctoral trainees based on our investigation of educational resources. ispartof: SCIENCE AND ENGINEERING ETHICS vol:27 issue:1 ispartof: location:England status: published

Significance On June 10, 2020, as part of the Black Lives Matter movement, scientists in the United States and throughout the world paused to consider how systematic racism affects the scientific enterprise. As a result, many academic departments are now assessing policies and practices that may contribute to this situation. This paper provides evidence of the nature of inequities related to race–ethnicity and gender in graduate school experiences and career plans of PhD students in one science, technology, engineering, and math (STEM) discipline, chemistry. The results can help promote understanding of the problems and guide efforts toward equity within STEM and, potentially, other academic areas. In turn, these changes can strengthen the scientific enterprise and the well-being of society., Recent events prompted scientists in the United States and throughout the world to consider how systematic racism affects the scientific enterprise. This paper provides evidence of inequities related to race–ethnicity and gender in graduate school experiences and career plans of PhD students in the top 100 ranked departments in one science, technology, engineering, and math (STEM) discipline, chemistry. Mixed-model regression analyses were used to examine factors that might moderate these differences. The results show that graduate students who identified as a member of a racial/ethnic group traditionally underrepresented in chemistry (underrepresented minorities, URM) were significantly less likely than other students to report that their financial support was sufficient to meet their needs. They were also less likely to report having supportive relationships with peers and postdocs. Women, and especially URM women, were significantly less likely to report supportive relationships with advisors. Despite their more negative experiences in graduate school, students who identified as URM expressed greater commitment to finishing their degree and staying in the field. When there was at least one faculty member within their departments who also identified as URM they were also more likely than other students to aspire to a university professorship with an emphasis on research. Men were significantly more likely than women to express strong commitment to finishing the PhD and remaining in chemistry, but this difference was stronger in top-ranked departments. Men were also more likely than women to aspire to a professorship with an emphasis on research, and this difference remained when individual and departmental-level variables were controlled.

As part of 79th International Scientific Conference of the University of Latvia, on the 18th and 19th February 2021, the philosophy doctoral students’ section “Exceptionality and Normality” of the Faculty of History and Philosophy took place. In the section participated masters and PhD students of various programs, as well as lecturers of the Faculty of History and Philosophy, researchers of the Institute of Philosophy and Sociology of the University of Latvia and other academics. The collection contains 23 theses, which summarize the reports read in the organized section of the conference “Exceptionality and Normality”. Theses provide an opportunity to familiarize with the topicality of the subject of the section in the cross-section of the 21st century, as well as how the idea of exceptionality and normality has developed in epistemology, philosophy of consciousness, ethics, social philosophy, and history.

The present study aimed at (1) identifying the naturally occurring patterns of motivation among doctoral students and (2) assessing their impact on the doc- toral completion process.Grounded in the self-determination theory, the paper investigated needs satis- faction and the doctoral completion process.Two complementary methods were used. First, k-mean clustering was used to classify 461 doctoral students according to their feelings of competence, auton- omy and relatedness. Second, the completion process of these five profiles was investigated through multi-group path analyses.This paper provided a motivational perspective on doctoral completion process that highlighted significant individual differences., info:eu-repo/semantics/published

International audience; The trend towards the democratisation and sharing of academic research has brought about numerous changes in the type and number of genres researchers have to navigate. One recent addition to the palette of university genres is the Three Minute Thesis presentation (3MT). The primary purpose of this article is to identify the principal features of 3MT presentations and examine the recontextualisation strategies that doctoral students need in order to adapt their research to the non-specialist 3MT audience. Basing our study on a corpus of 30 presentations in the sciences and humanities, our analysis of these recontextualisation strategies is divided into two main categories: a) strategies to tailor the scientific information to the audience's knowledge base, focussing on the rhetorical structure and the explanatory strategies used to make the topic comprehensible, and b) strategies to engage the audience's interest using various personalisation and interactional strategies as well as attention-getting devices such as catchy titles, pictures and jokes. Results suggest that 3MTs possess a very stable cluster of features, with their own rhetorical strategies, register, and overall generic structure. The article ends with a discussion of the impact of some modern societal and media trends on 3MTs.

PhD Summit attendees, as part of moderated roundtable discussions, responded to two questions: What PhD competencies should guide the preparation of PhD prepared nurses to function in current and emerging roles? and How has innovation in programs and curricula changed the landscape to prepare and support PhD students for success? The purpose of this report is to summarize Summit discussion around these issues and assess the current relevance of 2010 AACN competencies and whether they are adequate to meet the needs of emerging nurse scientists., Highlights • Summit attendees discussed competencies essential to PhD graduate career success. • Emerging areas of science continue to expand. • PhD curriculum needs to focus on innovation, methodologic and problem-solving skills. • 2010 AACN competencies remain relevant to the needs of emerging nurse scientists.

Comprehensive training of talented MD or PhD students and postdoctoral fellows is one of the essential requirements for a future career as an established investigator or even an outstanding scientist. Here, from personal experience, several relevant aspects are summarized including the high responsibility of the academic mentor. Specifically, the interaction of the mentor with fellows, the choice of the research project, and the impact of the mentor's personality on mentees are discussed.Eine umfassende Ausbildung talentierter Doktoranden*innen und Nachwuchswissenschaftler*inn ist unerlässlich für eine künftige Karriere als etablierter Forscher oder erst recht als überragender Wissenschaftler. Aus persönlicher Erfahrung werden hier einige wichtige Kriterien dargestellt. Dazu zählt die hohe Verantwortung des akademischen Mentors. Insbesondere wird auf die Mentor-Schüler-Interaktion, die Wahl des Forschungsprojekts und auf die Entwicklung der Nachwuchswissenschaftler unter Einfluss der Persönlichkeit des Mentors eingegangen.

As colleagues and collaborators, we reflect on the work and legacy of Peter Carnevale, currently professor at the University of Southern California, and recipient of the 2002 Jeffrey Z. Rubin Theory‐to‐Practice Award of the International Association for Conflict Management (IACM). We review Carnevale’s main contributions, including his work on time pressure and surveillance, strategies for mediation, emotions in negotiation, and the use and integration of distinct methods for studying conflict and negotiation. We share personal anecdotes from our time as PhD students and collaborators with Peter Carnevale, and we touch on lessons learned for doing science and mentoring the next generation.

Objetivo: desvelar as situações de prazer e de sofrimento no processo de formação de doutores em enfermagem. Método: estudo descritivo, de abordagem qualitativa, cujos dados foram coletados com 16 doutorandos de Programas de Pós-Graduação em Enfermagem de universidades públicas do Sul do Brasil. Utilizou-se a análise de conteúdo para organização dos dados e a Psicodinâmica do Trabalho como referencial teórico. Resultados: o prazer foi relacionado ao aprimoramento científico, ao doutorado-sanduíche e aos relacionamentos interpessoais, sobretudo com o orientador. O sofrimento ocorreu devido à produtividade acadêmica, ao relacionamento frustrante com o orientador, a sobrecarga oriunda de conciliar doutorado, trabalho e vida pessoal, e as despesas relativas ao curso. Conclusão: o processo de formação de doutores foi permeado pela dialética de sentimentos de prazer e sofrimento.

Background The aging and retirement of the current nursing professoriate and the increasing numbers of nurses pursuing practice doctorates has precipitated decreasing numbers of nurses, specifically diverse nurses pursuing a research doctorate, thus limiting the development of nursing science. Purpose To describe factors influencing decisions about entering a PhD program from the perspectives of early-entry PhD nursing students. Method A qualitative descriptive design using semistructured interviews to explore the perceptions of making the decision to pursue a PhD in nursing of the students who participated in two early-entry mentoring programs. Findings A model, entitled “Seizing Opportunity” was developed from the findings about the process of students deciding to pursue a PhD. Discussion Motivators and detractors that can help nursing educators understand how to successfully recruit diverse PhD students were uncovered. Providing knowledge and mentoring for early entry students can increase the numbers of diverse students pursuing a PhD in nursing.

Ten years ago, in response to the growing discussions, a seminal report, The Research-Focused Doctoral Program in Nursing –Pathways to Excellence was endorsed by AACN members. A re-envisioning of PhD programs is urgently needed to ensure the advancement of nursing science and to situate research focused nursing PhD graduates for success – in academia and beyond. To address these issues, the University of Pennsylvania School of Nursing held a summit in October 2019, Re-envisioning Research Focused PhD Programs of the Future, with stakeholders from 41 educational, governmental, professional and philanthropic institutions. Results from a pre-summit poll shaped the Summit agenda, which consisted of panels and roundtables. Prior to and throughout the Summit, attendees identified and discussed challenges facing research intensive nursing PhD programs, emerging innovations within programs, and suggested changes to re-envision the future training of nurse scientists. These changes include better preparing PhD program graduates to bridge the research and practice divide, redesign funding and support for accelerated PhD students, and to reconceptualize outcome measures and evaluations of graduates. A synthesis of roundtable discussions will be used to frame other manuscripts in this issue as well as to prepare a roadmap for next steps.

When I started my doctoral degree a couple of years ago at the University of Tasmania in Australia, my enthusiasm for starting a doctoral degree with a scholarship was very high; however, along the way, due to various challenges, I began to ask myself: is acquiring a doctoral degree worth it? In this article, I provide a detailed account of how I started and completed my doctoral study and highlight the inherent lessons I learned.