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Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. 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.)

More and more teachers of higher education are entering doctoral studies. This seems to be related to the process of universitarisation. Are there other reasons? How do they manage to stay involved when they are returning to study and have to reconcile their training with their other life trajectories? This article focuses on the specific case of midwifery teachers. We conducted longitudinal qualitative research with interviews of 15 midwifery teachers who were in the process of completing their doctorate at one year intervals. The results show that they see their commitment as an investment in their profession and in the science of midwifery. Despite the difficulties they face, they show stamina. We identify factors influencing their continued commitment and mental health, such as recognition of doctoral work by others and a supportive relationship with their supervisor(s). [ABSTRACT FROM AUTHOR]

Au Canada, l’examen de synthèse constitue une étape déterminante dans la majorité des programmes de doctorat (Ph. D.). Il s’avère pour certaines personnes étudiantes une épreuve anxiogène, comprise comme un rite de passage du doctorat, grade universitaire certifiant notamment l’aptitude à contribuer, par une recherche scientifique de haut niveau, à un champ donné. Le format de l’examen de synthèse et sa nomenclature diffèrent d’un programme à l’autre. Le processus et les attentes qui lui sont associés restent souvent flous pour les personnes étudiantes ou encadrantes, ce qui se répercute dans la littérature scientifique par une lacune dans les connaissances à son sujet. Dans le cadre de cet article, nous avons tenté 1) d’approfondir les connaissances sur l’examen de synthèse, 2) de décrire l’expérience de personnes doctorantes, 3) d’identifier des conseils pratiques pour favoriser la réussite de l’examen de synthèse. Les propos de douze personnes doctorantes de la Faculté d’éducation de l’Université de Sherbrooke, recueillis par l’entremise d’entretiens semi-dirigés, révèlent que l’expérience de l’examen de synthèse s’avère positive. La catégorisation et l’analyse de contenu des récits mettent par ailleurs en évidence l’importance de l’entourage, des pauses, des deuils et de la souplesse pour favoriser la réussite de l’examen.

În prezentul articol sunt analizate câteva aspecte ale noului cadru existent în Republica Moldova referitor la studiile doctorale ca urmare a aprobării în ultima perioadă a unui șir de acte normative, inclusiv care se referă la conferirea și confirmarea titlului științific de doctor. Acestea sunt comparate cu procedurile existente anterior, la nivel național, dar și cu bunele practici internaționale. Se constată multiple contradicții în actele aprobate, inclusiv în procedurile prevăzute, dar și standarde de calitate mai reduse comparativ cu cele existente în țările europene. Noul cadru stabilit în domeniu, coroborat cu alte tendințe în domeniul învățământului superior și a cercetării, ridică noi provocări în asigurarea calității activităților științifice din Republica Moldova. În acest context, autorii înaintează o serie de propuneri de îmbunătățire a cadrului normativ și a procedurilor care să ateste calificarea științifică a personalului implicat în procesul de studii doctorale

Um die Anforderungen der Promotion bewältigen zu können, müssen Promovierende spezifische Kompetenzen aufbauen. Ein Kurs- und Beratungsangebot der Hochschulbibliothek kann dabei unterstützen, wenn es fachlich und am Bedarf der Zielgruppe ausgerichtet ist. Es wird gezeigt, wie die Konzeption und Umsetzung eines solchen Kurs- und Beratungsangebotes für Promovierende der Ingenieurwissenschaften an Hochschulen für angewandte Wissenschaften gestaltet werden können. Grundlage des Artikels bildet die Masterarbeit der Autorin mit demselben Titel, die an der TH Köln unter der Betreuung von Frau Prof. Dr. Inka Tappenbeck und Prof. Dr. Claudia Frick im Studiengang Bibliotheks- und Informationswissenschaft entstanden ist. In order to be able to cope with the demands of doctoral studies, PhD students need to build up specific competences. A course and advisory service offered by the university library can support them, if it is oriented towards the subject and the needs of the target group. It is described how the conception and implementation of such a course and counselling offer for doctoral students in engineering sciences at universities of applied sciences can be designed. The article is based on the master's thesis written by the author with the same title, which was written at Koeln University of Applied Sciences under the supervision of Prof. Dr. Inka Tappenbeck and Prof. Dr. Claudia Frick in the program of Library and Information Science. [ABSTRACT FROM AUTHOR]

The doctoral program represents a process of training and transformation of individuals. Based on a singular device, the RIIME project (Research on Engineers and Innovation Training in the Maghreb Faced with Environmental Challenges), our research questions the learning process of the doctoral students who are involved in it. RIIME has strong specificities due to its multidisciplinary and international dimension. Our research is based on semi-directive interviews conducted with doctoral students. Two dimensions of the professionalization process structure our results. The first is at the individual level of skills development and shows the contributions in terms of self-confidence, perspective-taking and recognition. The second is at the collective level and highlights the phenomenon of identification, integration and internationalization. This study reveals the benefits and limits of the insertion of young researchers in an international research project.

Despite progress achieved in academia regarding gender parity, women remain disadvantaged on several fronts. As professors, researchers, and students, they do not benefit from the same opportunities as their male colleagues. In this article, we present results from a case study highlighting peer support between PhD candidates requiring to develop academic writing skills to integrate their field of research. Based on a theoretical framework on the socialization to the scholar profession that was developed by Skakni (2011), we analyze semi-structured interviews conducted with 25 PhD candidates from Canadian universities. The findings reveal that participants prefer to join forces with their equals by joining academic writing groups to normalize their challenges faced in academic settings. Moreover, they seem to value the support they receive from their peers, as much as the support they offer to their female counterparts. As a consequence, professional and personal collaborations emerge, through the establishment of a network of novice scholars promoting solidarity, instead of the competition usually observed in graduate studies. We then discuss the feminine perspective on this culture of competition and the gender differences leading to a disparity in socialization requirements in academia. Finally, we offer suggestions for further exploration of student-led actions, in conjunction with institutional support, to optimize the socialization of female PhD candidates, and by the same token, their insertion into the scholar profession.

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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.)

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada 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.)

Les incitations croissantes à l’interdisciplinarité viennent modifier les pratiques de recherche dès le doctorat. Les doctorants faisant le choix de l’interdisciplinarité peuvent se trouver livrés à eux-mêmes face aux défis méthodologiques et épistémologiques que cette approche peut entraîner. Ce texte témoigne d’un projet initié et conduit par trois doctorants se revendiquant d’une pratique interdisciplinaire des sciences de l’environnement. Il présente et analyse les résultats d’un questionnaire diffusé auprès de doctorants en sciences de l’environnement en France, notamment suite à une conférence organisée sur le thème de la thèse interdisciplinaire. L’article propose aussi des pistes de réflexion pour une meilleure intégration de l’interdisciplinarité dans le parcours doctoral.

Malgré le nombre grandissant d’études sur la santé psychologique des doctorants, l’intérêt semble surtout axé sur leur détresse psychologique. Ceci peut s’expliquer par le manque d’outils contextualisés au travail doctoral pour mesurer à la fois la détresse et le bien-être psychologiques, deux aspects indissociables de la santé psychologique. Or, un tel outil apparaît essentiel pour les futures recherches empiriques qui tenteront, par exemple, d’éclairer les prédicteurs et les conséquences de ce construit. La présente étude visait donc à adapter une échelle existante de santé psychologique au travail (Gilbert et al., 2011) en version courte et contextualisée au doctorat et à examiner ses qualités psychométriques. Quatre indicateurs de la validité de construit (exploratoire, confirmatoire, convergente et prédictive) et deux indicateurs de fidélité (cohérence interne et stabilité temporelle) ont été examinés sur deux échantillons de 380 et 377 doctorants. Une courte échelle unidimensionnelle à huit items (quatre items mesurant le pôle de la détresse et quatre items mesurant le pôle du bien-être) présentant de bonnes qualités psychométriques a été obtenue, justifiant son utilisation dans des études ultérieures.

Plusieurs études qualitatives suggèrent que le sentiment de faire partie de la communauté scientifique est essentiel à la réussite du parcours doctoral. Bien que quelques outils aient été développés pour capter certaines composantes du sentiment de communauté scientifique, il n’existe aucun instrument pour mesurer ce construit dans sa globalité. La présente étude visait donc à développer l’Échelle du sentiment de communauté scientifique (ÉSCS) et à en examiner les qualités psychométriques auprès d’un échantillon de 318 doctorants au Canada. Cinq indicateurs de la validité de construit (exploratoire, confirmatoire, discriminante, prédictive et concourante) et trois indicateurs de fidélité (cohérence interne, test-retest et stabilité temporelle) de l’ÉCSC ont été examinés. En somme, cette échelle comporte 18 items répartis en trois facteurs (perception d’appartenir, d’influencer et de bénéficier de soutien) présentant tous de bons indices de cohérence interne. Les qualités psychométriques de l’ÉSCS justifient son usage dans des études ultérieures.

À partir d’enquêtes par questionnaires puis par entretiens, cet article analyse l’intégration des doctorant·es au sein d’un laboratoire français de recherche en histoire et en histoire de l’art modernes et contemporaines (« Lab »), au service d’une réflexion plus globale sur la production des inégalités dans les domaines de l’enseignement supérieur et de la recherche. L’enquête fait le constat de l’absence de constitution d’un collectif de doctorant·es, tant entre elles et eux qu’au sein du laboratoire. Plusieurs raisons sont avancées pour expliquer cette absence. En premier lieu, la communauté des doctorant·es n’existe qu’en théorie : elles et ils ont des parcours avec de fortes différences, qu’il s’agisse de leur situation financière, de leur localisation géographique ou de leur parcours de vie. Cette situation est complexifiée par le statut hybride des doctorant‧es, qui les maintient dans une professionnalisation inachevée. Et si une image de doctorant·e imaginaire semble être partagée, les vécus révélés par l’enquête plaident pour des différences profondes dans l’appréhension de cette période particulière de la vie d’un·e chercheur·euse. Dans cette diversité, le laboratoire pourrait apparaître comme un acteur unifiant. Or, impensé par la quasi-totalité des doctorant‧es à l’entrée de thèse, il est l’objet d’un intérêt lointain par la suite, sans devenir une réelle structure d’appui pour la majorité d’entre elles et eux.

Despite the growing number of studies on the psychological health of doctoral students, interest seems to be focused on their psychological distress. This may be due to the lack of available tools contextualized to doctoral work to measure both psychological distress and well-being, which represent two indissociable aspects of psychological health. Since such a tool appears essential for future empirical research that will attempt, for example, to clarify the predictors and consequences of this construct, the present study aimed to adapt an existing work- related psychological health scale (Gilbert et al., 2011) into a short, doctoral- contextualized version, and to examine its psychometric qualities. Four indicators of construct validity (exploratory, confirmatory, convergent, and predictive) and two indicators of reliability (internal consistency and temporal stability) were examined among two samples including 380 and 377 doctoral students, respectively. A short unidimensional scale comprising eight items (four items measuring the distress pole and four items measuring the well-being pole) with good psychometric qualities was obtained, supporting its use in future studies.

Several qualitative studies suggest that the sense of belonging to the scientific community is critical to the success of the doctoral journey. Although a few tools have been developed to capture some components of the sense of scientific community, no instrument is available to measure this construct in its entirety. The purpose of this study was to develop the Sense of Scientific Community Scale (SSCS) and to examine its psychometric qualities using a sample of 318 doctoral students in Canada. Five indicators of construct validity (exploratory, confirmatory, discriminant, predictive, and concurrent) and three indicators of reliability (internal consistency, test-retest and temporal stability) of the SCSS were examined. In sum, this scale comprises 18 items divided into three factors (perception of belonging, influencing, and benefiting from support) providing good internal consistency indices. The psychometric qualities of the SCSS justify its use in future studies.

The paper contributes to the analysis of training courses built jointly between higher education institutions in different countries through the analysis of the Erasmus Mundus doctoral programme (2009-2013). This programme aimed, through courses built by consortia of higher education institutions in Europe and around the world, to attract very good doctoral candidates from third countries to the European Union. It sought to counterbalance North American influence in the field of training and research, and also illustrates the EC's desire to spread its model of higher education, considered excellent, throughout the world.Based on a methodology based on a dual approach (exploitation of databases, consolidated by data collected through questionnaires and interviews), the paper aims to show that this programme, proposed by the EC, with strong political and economic connotations, meets with the support of many actors who see a clear interest. However, it must also be noted that many questions, errors of thought and resolution beforehand, at the European level, make it very difficult to structure and manage this original training at the local level and do not ultimately make it possible to satisfactorily meet the pre-defined objectives.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education 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.)

Copyright of Trabalho EnCena is the property of Trabalho EnCena 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.)

L'épuisement académique est un problème majeur de santé publique, a fortiori chez les étudiants en thèse qui font figure de population particulièrement vulnérable au syndrome. Si un repérage précoce du burnout préviendrait ses effets sur la santé mentale et la performance académique, la validation d'un tel instrument en langue française adapté aux particularités des doctorants restait encore à établir. La présente étude propose la validation d'une échelle d'épuisement académique doctorant (la MBI-SS-D) adaptée de la version française de la Maslach Burnout Inventory–Student Survey (MBI-SS). Pas moins de 1150 doctorants issus de plus d'une dizaine de cursus en France ont répondu au questionnaire en ligne. Ils étaient encore 862 au retest six mois plus tard. Les analyses factorielles exploratoires et confirmatoires aux deux temps ont invariablement permis de retrouver la structure tridimensionnelle du burnout (épuisement émotionnel, cynisme, auto-efficacité académique). Les indices alpha et oméga proches de.80 et les coefficients split-half entre.70 et.89 renforçaient cette observation. Par ailleurs, les tests d'invariance métrique et structurale prouvaient la grande stabilité test-retest du MBI-SS-D jusqu'au critère le plus strict. Concernant la validité divergente, la mesure du burnout était liée négativement avec aussi bien l'optimisme (rs = −.41 ; p <.001) que la résilience (rs = −.32 ; p <.001). Le MBI-SS-D démontre de réelles qualités psychométriques. Il constitue à l'heure actuelle le seul outil en langue française permettant une mesure valide de l'épuisement académique à des fins de recherche ou de pratique clinique chez les doctorants. Academic burnout is a major public health issue, especially among PhD students who are particularly vulnerable to the syndrome. Although early identification of burnout would prevent its effects on mental health and academic performance, the validation of such instrument in French adapted to the specificities of PhD students still had to be established. Materiel and methods This study proposes the validation of a PhD student academic burnout scale (MBI-SS-D) adapted from the French version of the Maslach Burnout Inventory-Student Survey (MBI-SS). No less than 1150 PhD students from more than ten courses in France answered the online questionnaire. There were still 862 of them at the retest 6 months later. Exploratory and confirmatory factorial analyses at both times irremediably confirmed the three-dimensional structure of burnout (emotional exhaustion, cynicism, academic self-efficacy). The alpha and omega indices close to.80 and the split-half coefficients between.70 and.89 reinforced this observation. In addition, the metric and structural invariance tests proved the high test-retest stability of MBI-SS-D up to the most stringent criterion. Regarding divergent validity, the burnout measure was negatively related to both optimism (Rs = −.41; P <.001) and resilience (Rs = −.32; P <.001). The MBI-SS-D shows real psychometric qualities. It is currently the only French-language tool that provides a valid measure of academic burnout for research or clinical practice purposes among PhD students. [ABSTRACT FROM AUTHOR]

Après avoir fait le point sur la formation actuelle des psychologues, cet article propose quelques pistes novatrices permettant d'envisager une évolution importante de la formation et des pratiques du psychologue. Après avoir brièvement évoqué l'histoire de la psychologie et des courants qui la traversent, après avoir présenté succinctement l'état des lieux à l'étranger, puis fait part des perspectives de recherche actuelle sur l'évolution des formations, l'article se centre sur l'analyse de la formation actuelle des psychologues et de ses manques pour proposer un complément permettant d'envisager une formation des psychologues de haut niveau. De cette recherche, il ressort que la formation actuelle des psychologues est trop théorique, ne tient pas assez compte de la diversité des situations du terrain ni des évolutions du métier. La psychologie est traversée depuis l'origine par deux grands courants : la psychologie clinique et la psychologie expérimentale. Aujourd'hui, on assiste à un changement profond qui voit les neurosciences, héritières de la psychologie expérimentale, prendre le pas sur l'approche clinique et psychopathologique. Parallèlement, le métier de psychologue évolue. Il apparaît nécessaire de repenser la formation du psychologue en mettant l'accent sur la pratique et son analyse et sur les apports récents issus de la recherche tout en maintenant la pluralité des approches. After reviewing the current state of training in psychology, this article suggests innovative approaches for a significant overhaul of the training and practices of psychologists. Following a brief discussion of the history of psychology and its various trends, a presentation of the state of affairs abroad, and a report on current research perspectives in the area of training, this article focuses on the analysis of the current training of psychologists and on its shortcomings, providing complementary proposals for the training of higher degree level psychologists. The findings show that the current training of psychologists is too theoretical and that it does not take sufficient account of the diversity of situations in the field nor of the changes in the profession. Psychology has been pervaded from the outset by two major disciplines: clinical psychology and experimental psychology. Currently, we are witnessing a profound change that sees neuroscience, a descendant of experimental psychology, take precedence over the clinical and psychopathological approach. Alongside, the profession itself is also evolving. It appears necessary to rethink the training of psychologists with an emphasis on practice and its analysis, as well as on recent contributions of research, all the while maintaining the plurality of approaches. [ABSTRACT FROM AUTHOR]

The appropriate credentials for academic librarians have always been contentious. Is the MLS/MLIS adequate? Are additional subject master’s degrees required? The increasing importance of teaching and research as part of the obligations and responsibilities of academic librarianship suggest that advanced degrees are more significant than ever. If academic librarians are faculty, should their preparation and qualifications not match those of their colleagues? The role of the PhD as a key credential will be explored.