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It is my pleasure to announce the winners of the 2021 B Mike Brown Annual Early Career JMG Research Paper Prize b and B Douglas Robinson JMG annual reviewer award. b Congratulations go to B Alexander T. De Vries Van Leeuwen b , currently a PhD Student at the University of South Australia, for the 2021 I Mike Brown Annual Early Career JMG Research Paper Prize i for the publication: A. T. De Vries Van Leeuwen, M. Hand, L. J. Morrissey & T. Raimondo, 2021. The work very nicely integrates a range of field, petrological, thermodynamic, geochemical, geochronological, and geodynamic approaches to provide a comprehensive model for high-T-low-P metamorphism in the Flinders Ranges of South Australia. The approach taken is impressively comprehensive going beyond most papers in pursuing a driving cause for the metamorphism using regional heat flow data. [Extracted from the article]

Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the United States. Training primarily occurs at institutions of higher education, and these trainees comprise an important part of the workforce at these institutions. Federal investment in the support of doctoral students in the biological and biomedical sciences is distributed differently than the distribution of students across different types of institutions, for example, public vs private. Institutions in states that historically receive less federal support for research also receive less support for doctoral student training. Doctorates at different types of institution exhibit little difference in research productivity, with the exception of citations, and subsequent receipt of additional NIH awards. Thus, training outcomes, which are related to the quality of the student and training environment, are similar across different institutions. Research productivity of doctoral students does not correlate with the number of F31s awarded to an institution. Factors that correlate with F31 funding include R01 funding levels and program size. The findings suggest strategies for institutions to increase success at securing F31s and modification of policy to promote more equitable distribution of F31s across institutions. [ABSTRACT FROM AUTHOR]

In this article, I outline the reasons why the choice of PhD research topic has important and persistent effects on an economist' s career. Although the issues raised in this article are most acute for those wishing to pursue a career in academia, there are also implications for those working outside academia. While there are many factors that determine whether an economist has a successful career, I argue that the choice of PhD topic is an issue, which deserves more attention. Although primarily targeted at PhD students, the issues raised here resonate throughout an economist' s career. [ABSTRACT FROM AUTHOR]

Industrial PhD students, affiliating to industrial firms and academic institutions, hold unique boundary‐spanning positions as they engage in knowledge co‐creation through university–industry collaboration (UIC). Despite much research on knowledge transfer processes and boundary spanners in inter‐organizational contexts, firms who engage in UIC remain uncertain about how to reap the benefits of co‐creating knowledge through industrial PhD projects. This paper investigates the enablers of knowledge dissemination for PhD students in industrial firms. Based on a qualitative case study in Sweden, our study identifies enablers and mechanisms related to individual and organizational actions in the internal knowledge dissemination process. Based on the findings, the paper presents a model that distinguishes between surface and deep knowledge dissemination and elaborates on the symbiotic nature of enablers, with middle management mediating between the individual and organizational levels. The paper enhances research on knowledge dissemination in UIC by specifically addressing industrial PhD students' dissemination of co‐created knowledge. The findings inform organizations in managing their expectations, making more informed decisions and improving dissemination conditions for boundary‐spanning industrial PhD students in UIC. [ABSTRACT FROM AUTHOR]

At the beginning of 1941, Ludwig Föppl published an 8‐page paper "Elastische Beanspruchung des Erdbodens unter Fundamenten". The main result of this paper was further developed by his doctoral student Gerhard Schubert in 1942. These publications by Föppl and Schubert contain many results obtained by researchers in contact mechanics in the subsequent decades of the 20th century. Unfortunately, both papers have been forgotten, which is not particularly surprising considering the years when they appeared (1941‐42). The solution of Schubert reached a great degree of international recognition through the paper of Sneddon (1965) – one of the most cited publications in the history of contact mechanics. Yet Sneddon merely offers a different derivation approach to obtain already known solutions. The solution of Föppl and Schubert was finally transformed into a simple mnemonic rule in the Method of Dimensionality Reduction (MDR). [ABSTRACT FROM AUTHOR]

Most readers of this paper will likely have written a PhD thesis, will be in the throes of writing one, or perhaps will be aspiring to write one. There is a huge literature on the practice and experience of PhD research – on designing a thesis, on writing and research, on the student–supervisor relationship, on the doctoral student experience, and so on. In this paper, however, I reflect on a specific question less often asked: in what ways does a PhD thesis live on beyond the time when it can only be thought of as "work in progress"? I develop an answer to this question along four dimensions – the material, instrumental, epistemic, and personal afterlives of a PhD thesis. For this reflection I use my own PhD thesis, awarded in 1985, as the case study. While the paper is therefore autobiographic, it is intended to provoke more general considerations about the longevity of PhD theses and their formative role for their authors and their authors' subsequent careers. While a PhD thesis can be understood as having a variety of afterlives, those that matter the most are perhaps also those that are less easily recognised. [ABSTRACT FROM AUTHOR]

In this paper, I discuss the gendered‐racialised interactional and contextual dynamics hindering the socialisation of ethnic minoritised women (EMW) within Belgian higher education. Based on in‐depth interviews, I develop the concept of 'socialisation climates' to explain the key aspects that determine EMW's socialisation process. Three socialisation climates are identified: integration, negotiation and interrogation. Findings show that insiders play a crucial role in hindering or facilitating EMW's socialisation. Developmental relationships are gendered‐racialised relations in which EMW's identity impacts supervisor and peer support. The departmental context in terms of hierarchy, an Equality, Diversity, and Inclusion culture, and team composition is relevant to their socialisation process. EMW are able to socialise rapidly only in a context that is (radically) inclusive which is still rare in academia. This paper informs higher education institutions to be aware of the gendered‐racialised climate and interactions that influence EMW's socialisation and increase the risk of pushing them out. [ABSTRACT FROM AUTHOR]

This paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi‐structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self‐efficacy, outcome expectations and environment. The clear goal of political ambition and work–life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self‐efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the 'special selected graduates' scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities. [ABSTRACT FROM AUTHOR]

The globally expanding doctoral education and the diminishing availability of academic job opportunities have prompted an increasing proportion of PhD graduates to seek employment beyond academia, drawing a growing scholarly interest. However, the existing literature on doctoral career pathways tends to be fragmented and dispersed, given the idiosyncratic individual and educational characteristics of doctorates grappling with the complex structural factors. To depict a comprehensive picture of the diversifying employment trajectories of doctorates across various geographical, disciplinary and sectoral contexts, this study conducts a systematic review, scouring 831 pertinent journal articles from the Web of Science. Following a set of inclusion criteria, 31 papers were ultimately selected to identify the key factors shaping employment trajectories of PhD graduates at structural (national supply and demand), institutional (employers' perceptions) and individual (doctorates' characteristics) levels. Drawing on the boundaryless and value‐based career theories, the authors develop a four‐dimension analytical framework, within which the findings of the 31 papers in East Asian and Western contexts are analysed. Overall, stakeholders in Western systems generally recognise the trend of PhD graduates securing non‐academic employment, whereas East Asian nations appear less receptive to this agenda. Meanwhile, due to their strong emphasis on research skills utilisation and employment stability, PhD graduates in certain economies find it challenging to pursue satisfying and successful careers, warranting increased attention. Building on the findings, we propose a four‐quadrat model in an effort to provide a tool for evaluating the capacity to absorb doctoral workforces of specific systems by categorising the doctoral professions. Highlighting shared patterns observed across various higher education systems and distinct trends prevalent in specific economies, this paper addresses key topics in doctoral education and doctorate employment literature such as labour market conditions, employment outcomes, job satisfaction, skills (mis)matches and sustainable careers. [ABSTRACT FROM AUTHOR]

This paper examines the experiences of racialized PhD students in British elite universities. It is framed by Mills' (2007) conception of white ignorance and reflects on the power of whiteness that shapes everyday experiences in such places of privilege. For Mills, the production of racism relies on epistemological processes that produce ignorance, and which promote various ways of ignoring the histories and legacies of European colonialism. Research has shown that professors find it difficult to talk about racism and coloniality within higher education. Professors responses are important as they may affect the outcomes of conducting research for PhD students, yet there is less understanding of how racialized PhD students experience or address white ignorance. Using in‐depth interviews with 14 racialized PhD students, this paper critically examines the intertwined relationship between the coloniality of knowledge and white ignorance within elite universities in the United Kingdom. While universities have been regarded as "neutral" knowledge‐producing institutions, this study challenges the assumptions, interactions, and practices of higher education disciplines in the social sciences, namely anthropology and sociology. Based on the findings of this work, we argue that white ignorance is an epistemic strategy that justifies racial domination within and beyond the halls of academia. [ABSTRACT FROM AUTHOR]

The following dialogue takes up recent calls within nursing scholarship to critically imagine alternative nursing futures through the relational process of call and response. Towards this end, the dialogue builds on letters which we, the authors, exchanged as part of the 25th International Nursing Philosophy Conference in 2022. In these letters, we asked of ourselves and each other: If we were to think about a new philosophy of mental health nursing, what are some of the critical questions that we would need to ask? What warrants exploration? In thinking through these questions, our letters facilitated a collaborative enquiry in which philosophy and theory were generative tools for thinking beyond what is and towards what is yet to come. In this paper, we expand the dialogue within these letters—in a 'dialogue‐on‐dialogue'—and take up one thread of our discussion to argue that a new philosophy of mental health nursing must rethink the relationships between 'practitioner'/'self' and 'self'/'other' if it is to create a radically different future. Further, we posit solidarity and public love as possible alternatives to foregrounding the 'work' of mental health nursing. The possibilities we present here should be received as partial, contingent and unfinished. Indeed, our purpose in this paper is to provoke discussion and, in so doing, to model what we believe is a necessary shift towards criticality in our communities of nursing scholarship. [ABSTRACT FROM AUTHOR]

Reflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering the field. Key findings highlight four implications for novice researchers: an engagement with critical independent reflection, critical friendship, skills development through academic modules and reflexive reading, and communities of practice. The paper calls for continued attention to the methodological framing of research, particularly during and after entering the field. [ABSTRACT FROM AUTHOR]

In this paper, we draw on our subjective experiences as two female early‐career academics during the global COVID‐19 pandemic. While we acknowledge that the pandemic had negative implications for many female scholars due to compulsory telework or increased family responsibilities, we also want to shed light on the empowering experiences shaped by collegial support that became an important part of our pandemic story. We build on the theory of liminality to explain how the events triggered by the pandemic allowed us to break out of our uncomfortable occupational limbo (i.e., feeling "locked‐in" to the identity of a foreign‐born PhD graduate) and, through creating a kind of equality, resulted in some unique opportunities and challenges. During these difficult times, shaped by an increasing fear of us or our family catching COVID‐19, we embarked on a betwixt‐and‐between state that allowed us to grow as academics as a part of a collective. [ABSTRACT FROM AUTHOR]

Although the historical bases for graduate training in the United Kingdom (UK) and Scandinavia both stem from the original concept developed by von Humboldt, and both award a 'PhD degree', their paths have diverged. There are thus significant differences in the manner in which graduate training is organised. To analyse these differences, two UK graduate programmes (School of Medicine, Cardiff University; Institute of Integrative Biology, University of Liverpool) and two Scandinavian graduate schools (Faculty of Medicine and Dentistry, University of Bergen; Karolinska Institutet, Stockholm) completed a Self‐evaluation questionnaire developed by Organisation of PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS)). Analysis of the completed questionnaires shows differences concerning requirements for admission, the training content of PhD programmes, the format of the PhD thesis, how the thesis is assessed and the financial model. All programmes recognise that PhD training should prepare for employment both inside and outside of academia, with emphasis on transferable skills training. However, the analysis reveals some fundamental differences in the direction of graduate programmes in the UK and Scandinavia. In the UK, graduate programmes are directed primarily towards teaching PhD students to do research, with considerable focus on practical techniques. In Scandinavia, the focus is on managing projects and publishing papers. To some extent, the differences lead to a lack of full recognition of each other's theses as a basis for doing a postdoc. This paper describes the basis for these differences and compares the two approaches and points to areas in which there is, or might be, convergence. [ABSTRACT FROM AUTHOR]

Background: Despite many initiatives to improve graduate student and faculty diversity in engineering, there has been little or no change in the percentage of people from racially minoritized backgrounds in either of these groups. Purpose/Hypothesis: The purpose of this paper is to counter the scarcity fallacy, in which institutions blame the "shortage" of qualified people from traditionally marginalized backgrounds for their own lack of representation, related to prospective PhD students and prospective faculty from traditionally marginalized groups. This study identifies the BS‐to‐PhD and PhD‐to‐tenure‐track‐faculty institutional pathways of Black/African American and Hispanic/Latino engineering doctorate recipients. Design/Method: Using the US Survey of Earned Doctorates, we tracked the BS‐to‐PhD institutional pathways of 3952 Black/African American and 5732 Hispanic/Latino engineering PhD graduates. We also used the Survey of Doctorate Recipients to track the PhD‐to‐tenure‐track faculty pathways of 104 Black/African American and 211 Hispanic/Latino faculty. Results: The majority of Black/African American and Hispanic/Latino PhD graduates in this study did not earn their BS degrees from Top 25 institutions, but rather from Not Top 25, non‐US, and minority‐serving institutions. The results also show the relatively small proportion of PhD earners and faculty members who move into highly ranked institutions after earning a bachelor's degree from outside this set of institutions. Conclusions: The findings of this study have important implications for graduate student and faculty recruitment by illustrating that recruitment from a narrow range of institutions (i.e., Top 25 institutions) is unlikely to result in increased diversity among racially minoritized PhDs and faculty in engineering. [ABSTRACT FROM AUTHOR]

A call for papers on the 2013 Marco Biagi Award announced by the International Association of Labour Law Journals which is addressed to doctoral students and academic researchers is presented.

Background: While attrition from the PhD has been attributed to many high‐level causal factors, such as funding, advisor relationship, and "fit" into a department, few studies have closely examined the mechanisms of attrition or why and how graduate engineering students begin to consider attrition from their doctoral programs. Design/Method: This study analyzed interviews with current and former doctoral engineering students at research universities across the United States, collected through two closely‐related studies on graduate engineering experiences and attrition consideration. We used critical event analysis as a methodological approach to understand the experiences of a subset of 13 participants, who, at some point in their graduate career, experienced a singular event that caused them to question whether to persist in their PhD program. Purpose/Hypothesis: The purpose of the present paper is to investigate how graduate engineering students begin to question whether they should remain in their PhD programs of study. Results: We categorized the environments in which critical events occurred into four quadrants along the lines of University and Nonuniversity Settings and Routine versus Unexpected Contexts, mapping critical events and supporting events to themes from prior literature. The findings demonstrate how seemingly mundane experiences for faculty can be cataclysmic in the eyes of the student; how critical events serve to magnify other issues that had been accumulating over time; and how students may not self‐reflect on their rationale for pursuing a PhD until a critical juncture occurs. Conclusions: Critical events are one mechanism by which students may begin considering departure from their engineering PhD programs. Some critical events masquerade within mundane contexts, like conversations or conferences (although, in retrospect, students can identify other relevant features contributing to dissatisfaction). From this work, we provide implications geared toward administrators, advisors, and graduate students on how to address and potentially mitigate critical events or their effects, including engaging in conversations about leaving. [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]

Publicly engaged sociology seeks to use our research and work to engage stakeholders within and beyond the university to analyze and fight inequality or injustice, and to address other issues society faces. Sociologists who do such work help universities (and other institutions) keep their social contract to use our work to make society better. This Special Issue continues the Eastern Sociological Society's work on publicly engaged sociology, including the 2022 creation of Public Sociology Awards for Early Career and Post‐Tenure scholars, and my Presidential Address. Contributors to this volume can hopefully serve as examples to younger sociologists, because these articles describe how the authors have done excellent basic research and used it to address societal problems, and have navigated hazards of such work, including the MeSearch gaze. Contributors do publicly engaged sociological work from the most macro‐level, such as analyzing how algorithms promote division and undermine democracy or how to better disseminate sociological work to wider audiences, to work on national policies to create more equitable universities, to the local contexts, including working to promote play for elementary school students, or oust sheriffs responsible for family separation, or restore citizenship stripped from naturalized immigrants. Authors range across the spectrum of sociological careers, from current doctoral students, to postdocs, to tenured professors, to the American Sociological Association's 2024 President. [ABSTRACT FROM AUTHOR]

Context is important when considering how racism acts to harm Black youth. Hence, social scientists developed socioecological theories that consider both the individual and the context(s) which shapes them. We used these theories to make sense of the challenges facing Black youth and identify points for intervention. However, these theories were rarely shared with community participants. Theory, at its core, is a way to make sense of the world. Theory shared in an age‐appropriate manner can help youth make sense of their experiences in a way that promotes psychological wellness. This paper describes the intentional sharing of socioecological theory with community members engaged in two community‐based mental health programs. Our team has collaborated closely with community stakeholders to implement and iteratively improve these programs. This first‐person account presents the doctoral students' experiences in engaging community members in using socioecological theory to improve the programs with which they have identified as useful to their community. The article underscores the importance of elevating community voices when engaging in community‐based research and how that engagement is more fundamental as programs become well‐established. Highlights: Community‐based participatory research (CBPR) encourages a more equitable research process.Together, CBPR and socioecological theories contextualize the lived experiences of Black youth.The socioecological theory presented in an age‐appropriate fashion inspired youth‐driven action.Revised curriculums of both CBPR programs reflect this salient interest in community engagement.Ongoing discussion with community members is essential in ensuring CBPR interventions stay relevant. [ABSTRACT FROM AUTHOR]

For the last 28 years, one of the leading international science education organisations has regularly provided a week‐long summer school experience for doctoral students. In summer 2020, the COVID‐19 pandemic prevented international travel and close‐contact interactions between scholars. This required the transformation and relocation of learning interactions between mentors and doctoral students online through a virtual week‐long summer school. All doctoral participants, from across the five continents, were invited to reflectively comment on their educative experience after the online event. This paper consequently presents the perspectives of these science education PhD students who engaged with the transformed virtual summer school to consider how the range of varied online interactions maintained the learning opportunities for them and enabled their introduction to an established research community. The study indicates how the digital activities facilitated and maintained high‐quality learning exchanges through a varied array of intellectual activities involving both experienced and novice scholars. The findings demonstrate how successful academic outcomes can be achieved remotely while minimising international travel and significantly reducing financial outlay. This was achieved through creatively structuring a week‐long virtual experience and combining a series of synchronous and asynchronous learning opportunities for different groupings of participants within the international summer school community. Practitioner notesWhat is already known about this topic Doctoral students often feel that studying for their research degree is a very solitary experience.Supporting doctoral students to discuss their research with peers and more experienced others can address the feelings of isolation.The pandemic restricting face‐to‐face interaction constrains how learning can unfold in online contexts.It is possible to provide doctoral support through online means, however, the exact nature of such is not clearly defined.What this paper adds Clear evidence that doctoral learning communities [involving university students and tutors] can be successfully developed through online virtual environments.That online working can afford and extend doctoral learning, develop beginning researcher identities and provide students the opportunity to become part of an international research community whatever their geographical setting and prior socio‐cultural experiences.Clarity about the nature of online activities that ensure an appropriate blend of the kind of synchronous and asynchronous interactions that effectively support virtual online doctoral learning.The Community of Practice COP theoretical framework can offer a useful way of looking at different dimensions of higher degree learning.Implications for practice and/or policy This paper provides advice for those who would like to develop their own virtual learning networks that bring together learners from universities and wider organisations to develop a community of learning.That an appropriate blend of synchronous and asynchronous interactions can mediate and support doctoral students, aiding them to effectively become more knowledgeable members of an international research community within a short space of time.That international virtual events can successfully achieve learning outcomes while also minimising overseas travel, significantly reducing financial expenditure and individual carbon footprints. [ABSTRACT FROM AUTHOR]

An editorial is presented in which the author discusses the need for teaching ethics to PhD students. The author further gives examples like a PhD student who unknowingly used four paragraphs from another paper in his own research paper, a professor publishing a student's paper without his consent and a collaborator making his students fetch him lunch and coffee at their own expense.

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The article explores how the Holy Family University in Philadephia strengthened its learning assessment process through cooperation between faculty and doctoral students. Involved in the project were three doctoral students and the faculty of the criminal justice program. Setting rubrics, or scoring guides, were used for five types of papers including the capstone research paper and capstone oral presentation. Details of the revised rubrics are also given.

The article discusses the published papers which directly advice to master’s students for successfully navigating an interdisciplinary environmental studies program. It states that the majority of the papers target doctoral students who ultimately seek academic positions despite that the rate of postdoctoral academic employment in U.S. physical and life science fields dropped by more than five percentage points between 2009 and 2014.

After a long period of relative neglect, the mental well‐being and the mental health of researchers and employees in academia are increasingly entering the limelight. The growing body of evidence suggests that a high number of doctoral researchers work under elevated levels of stress and frustration, and that this has a significant impact not only on their personal health and research output, but also on their future career development. In this paper, therefore, we first discuss what a dystopian and a utopian learning journey of early career researchers may look like from a well‐being perspective. Subsequently, and based on extensive dialogues with more than 250 researchers and professionals active in the researcher mental health domain, we highlight a number of key focal points that both early career researchers, their supervisors, and institutions alike should consider when it comes to planning and delivering mental health oriented educational activities for doctoral researchers. [ABSTRACT FROM AUTHOR]

In today's age of knowledge and technology, societies are changing fast, on both macro and micro levels. Hardly anyone could have predicted several years ago such an acceleration of change and its impact on society, and in particular, on higher education. In Europe as well as globally, higher education has been undergoing many changes for more than two decades. In many countries, the number of higher education institutions has increased, mass education has replaced more elite systems, universities have adopted different agenda, and research has become more competitive. In this new context, doctoral education has also needed to be redefined in order to better respond to societal and academic challenges. Doctoral education—a crucial segment of higher education and the main link between the European Higher Education Area and the European Research Area—has been receiving continuous attention for more than 15 years. This paper provides an overall view on changes in doctoral education in Europe, the background of this change process, and the context that led to these major changes. The main analysis will be presented from a European academic context perspective, but it will also reflect a global perspective. It will provide an analysis of all the milestones and consider the relevant policies and recommendations on the supranational level and their reflection on the national level. While taking the reader on a 15‐year journey of the doctoral education system in Europe, a brief look to the future of doctoral education will be sketched as well. [ABSTRACT FROM AUTHOR]

Key points: Juniority is a complex category dependent not only on the length of academic career but also cultural and structural factors.Because of the complexity of defining juniority, it may not be easily changeable to seniority in some situations.For some journals, even those that are not solely student‐oriented, PhD candidates and other early‐career scholars represent a critical group of contributors.Fostering a link to junior scholars may be a key journal development strategy, especially for lower‐ranked journals and those looking for fresh ideas and innovation. [ABSTRACT FROM AUTHOR]

At the beginning of 1941, Professor Ludwig Föppl published an eight‐page paper "Elastische Beanspruchung des Erdbodens unter Fundamenten" (Elastic stress in the ground under foundations). It was further developed by his doctoral student Gerhard Schubert and led to a publication by Schubert in 1942, which contains many results obtained by researchers in contact mechanics in the subsequent decades of the 20th century and would make many of these efforts unnecessary... if it had become known. Unfortunately, both papers have been forgotten, which is not particularly surprising considering the years when they appeared (1941–1942), the language (German), as well as the location of the publisher (Munich). Yet, these are true classic works that are still very worth reading, not just as historical artifacts, but also in terms of content. It is most regrettable that this excellent work, which in itself nearly represents a small "handbook of contact mechanics", remained essentially unknown for a long time and has only been "rediscovered" in recent years. The present paper provides a historical background and a guideline to the mentioned works by Föppl and Schubert, followed by a complete English translation of Schubert's paper. [ABSTRACT FROM AUTHOR]

The culture of silence surrounding the nuanced challenges of fieldwork is being broken but there is still a long way to go. In the last two decades or so, an interesting discourse has developed on experiences of "betweenness" in the field. However, a glaring issue is the underrepresentation of the experiences of Global South researchers and doctoral students returning to their homelands to conduct fieldwork. Much has been written about cross‐cultural fieldwork and its associated challenges, yet the "betweenness" experienced during intracultural research on the impacts of large‐scale tourism is scantly studied. This paper begins with an overview of producing knowledge through qualitative means, followed by an account of the insider/outsider debate that informs this paper. It sheds light on the intracultural dimensions of "betweenness," which are framed within my experience of being an outsider and an insider during my return to my home country, Jamaica, for doctoral fieldwork. The nuanced challenges and negotiations that came with my "betweenness," concerning phenomena such as "gazing back," are at the centre of my discussion. My conclusion is that "betweenness" is not limited to those conducting cross‐cultural studies but also affects those conducting intracultural studies. Therefore, researchers returning home for fieldwork should be on their guard for the implications of "betweenness" for the success of the research process. The paper sheds light on the intracultural dimensions of "betweenness." These are framed within my experience of being an Outsider and an Insider as I returned to my home country, Jamaica, for doctoral fieldwork. The underlined conclusion is that "betweenness" is not limited to those conducting cross‐cultural studies but also affects those conducting intracultural studies. [ABSTRACT FROM AUTHOR]

International student mobility, especially at doctoral level, is a largely under-researched component of international migration. This is in stark contrast with the case of credit mobility where much research has been undertaken on Erasmus students. The aim of this paper is to remedy the situation by focusing on international doctoral students who chose to study at an elite higher education institution in the UK. By analysing the role of - local, national and international - schemes of funding in shaping individual mobility decisions, the author argues against the portrayal of international students as 'rational decision makers' in favour of a more contextualised approach to mapping the graduate student migratory phenomenon. By contrasting the 'entry channels' of students with their future plans - in terms of the nature of future career and geographic location - the author challenges the assumption that internationally mobile students are coming with the intention of settling down in their study destination. The study cannot uphold the view of international students as a 'migratory elite' either; although some postgraduate students are indeed from more privileged backgrounds, many individuals undertake international doctoral mobility with the explicit aim of capital accumulation. Last but not least, the paper strongly argues for abandoning the term 'spontaneous mobility' in student mobility research because a significant proportion of degree mobility does not occur spontaneously but is a result of organised schemes of funding. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Saioa Cobo is a Junior Professor at the Laboratoire de Chimie de Coordination, University of Toulouse in France. Her research focuses on switchable molecular materials, including photochromism, spin crossover, and electrochromism. She chose chemistry as a career after initially aspiring to go into medicine. Cobo finds chemistry fun because it is interconnected with everything in life. She believes that the biggest scientific advance of the last decade was the discovery and adoption of AI, which has revolutionized various fields. Cobo emphasizes the importance of collaboration and the power of curiosity in research. She recharges by traveling and experiencing different cultures. Cobo's favorite musician is Alejandro Sanz, and if she were stranded on a desert island, she would choose to have the book "The Pillars of the Earth" by Ken Follett. The idea for one of her studies emerged from reading a paper by Stoddart, which led to the successful application of compounds for spin-crossover modulation. Cobo has published her first article as a submitting corresponding author in Angewandte Chemie. [Extracted from the article]

The PhD forms a watershed period where candidates' professional identities are formed, and their career aspirations and expectations are developed. Yet little is known about Australian geography doctoral students' career aspirations and expectations. Drawing on findings from a 2016 survey of those students, the paper establishes that while a majority of students aspire to work in academia, many also feel quite pessimistic about their prospects of being able to do so. The paper argues that the uncertainty and anxiety that many Australian geography doctoral students feel about their future careers is the product of a wider cultural shift that is occurring in relation to the purpose of the research doctorate. Geographers need to critically engage with these changes and the academic subjectivities they are producing to ensure that, as a discipline, geography continues to make a positive contribution to the careers of the individuals who undertake these degrees. [ABSTRACT FROM AUTHOR]

This study investigates the use of Robert Faff's Pitching Research® template (RF template) and its perceived benefits and disadvantages. Drawing on 38 interviews with accounting and finance researchers, this study finds that RF template is predominantly used by quantitative and finance academics, PhD students, and associate professors, although it provides benefits to both novice and experienced researchers. Concerns were raised relating to RF template's usefulness, technical and process issues, and consequences on research outcomes. Suggestions are made with regards to further detail and modifications to structure and language. This study calls for reflective examination of the role played by templates in research practice. [ABSTRACT FROM AUTHOR]

This paper aims to review how different approaches to social inquiry (e.g. positivist, postpositivist, interpretive, postmodernist and critical theory) have been used in strategy research and how these main paradigms engage with strategy. In a fragmented domain, debates typically match paradigms to schools of thought and use the paradigm concept, sometimes even promiscuously, to examine the underlying premises of different theories. Thus, scholars tend to overlook the debate on philosophical meta‐theoretical assumptions (ontological, epistemological and methodological) and prefer onto‐epistemological approaches that are considered to be 'normal science', which underestimate the contributions of certain less traditional streams of research. This review offers a fresh view of the philosophical foundations of the strategic literature by combining author co‐citation and content analysis of a sample of academic sources and analyses both the meta‐theoretical assumptions and the basic paradigmatic assumptions for central constructs that strategy researchers attach to their frameworks (e.g. strategy, environment, firm and strategist). This endeavour enables scholars who work in a multidisciplinary field to gain a better understanding of the philosophical beliefs, principles and conventions held by different research communities and theoretical approaches. Exposing the underlying assumptions, as is done in this study, is a key step in theory development. Hence, this review can help researchers, young scholars and doctoral students navigate a confusing research landscape, problematize the existing literature and set new research questions. [ABSTRACT FROM AUTHOR]

Between 1953 and 1986, Bede Morris published 28 papers in the Journal, each of which elucidated aspects of the lymphatic system. Initially with rats at the Kanematsu Institute at Sydney Hospital under FC Courtice, and then at Australian National University with sheep and a succession of PhD students, Morris developed an impressive series of experimental approaches and understandings of the role of the lymphatic system in the physiology and immunology of the mammalian body. In this piece for the 100th anniversary of the Journal, we celebrate his contributions to immunological research. [ABSTRACT FROM AUTHOR]

#MeToo deals in the everyday ambiguous and intersectional, providing a space for discussion of the grey areas of sexual propriety. Since 2017, when the term was mobilised spectacularly in the US entertainment industry, other industries have undertaken an examination of their own practices and norms. In this paper we consider the implications of this political moment for the discipline of anthropology, and specifically the idea of 'the field' in the context of anthropological training in Australia. We argue that fieldwork is tacitly, and sometimes explicitly, fetishised by anthropologists as a transformative domain in which the normative rules of gendered interaction are temporarily suspended in favour of fruitfully engaging informants. Drawing on Bourdieu, we argue that 'the field' (the methodological and symbolic space) is a 'field' (a domain of recognition) that junior anthropologists enter with the expectation that they will suffer as a necessary part of their initiation, placing some PhD students at an enhanced risk of sexual violence. We reflect on the attitude of anthropologists to fieldwork as part of a professional illusio, a belief in the value of 'playing the game' that limits our capacity to modify our methodology to make it safer for neophytes and to reimagine a more just discipline. [ABSTRACT FROM AUTHOR]

The last decade has seen a substantial increase in the number of psychiatric or mental health nurses in Victoria, Australia who hold doctoral qualifications. The literature refers to the importance of scholarship for the professional development and recognition of nursing as a discipline. However, there is a paucity of literature addressing the contribution of nursing doctoral graduates to scholarship in mental health nursing or indeed the broader nursing profession. This paper presents the findings from a survey of psychiatric nurse doctoral graduates currently residing in the State of Victoria. A questionnaire was developed by the authors and distributed to the known doctoral graduates. The main findings demonstrate considerable variation in the discipline and topic of inquiry and in the extent to which doctoral studies had led to dissemination of research findings and engagement in further scholarly activity. The strengthening of mental health nursing knowledge requires scholarship and doctoral graduates are expected to make a major contribution, through research and the dissemination of findings. This paper presents a descriptive overview of doctoral graduates in one State of Australia with a particular focus on research and scholarship. [ABSTRACT FROM AUTHOR]

The article announces that doctoral student Shayna Fox Lee has been awarded the 2017 Cheiron Young Scholar Award for her paper "Psychology's Own Mindfulness: Ellen Langer, the Rise of Scientific Interest in Buddhist Practices, and the Social Politics of Helping Individuals Help Themselves."

Employing the Twenty Statements Test and a framework of self‐motives (self‐esteem, self‐efficacy, authenticity), this paper examines the self‐concept of Ukrainian doctoral students while means–ends decoupling takes place at the state level. The latter implies that the practices of state policies are disconnected from the state's core goal of creating public welfare. Data are taken from a survey of 125 doctoral students at one Ukrainian university and supplemented with 30 personal interviews within the sample of respondents. The findings reveal that in the Ukrainian case, means–ends decoupling at the state level causes institutional complexity, which results in means–ends decoupling at the organisational level, which in turn leads to cultural complexity. Institutional and cultural complexities experienced by doctoral students trigger them to sustain means–ends decoupling at the individual level. The main decoupling for most Ukrainian PhD students is that doctoral education neither increases their employability nor contributes to the development of science, economy or society. Means–ends decoupling at all levels results not only in a severe diversion of financial and human capital but also has a negative impact on individuals' well‐being, hindering their personal and professional development and evoking a sense of meaninglessness, alienation and cognitive dissonance. [ABSTRACT FROM AUTHOR]

The Nachwuchs Reaktionstechnik (NaWuReT) are early‐career scientists from the ProcessNet Division Reaction Engineering. In autumn 2021, they organized an online colloquium with international early‐career scientists from the chemical engineering community. Five guests were invited to give a scientific talk and provide insights into their career paths. The guests gave advice and emphasized the main challenges and opportunities during their early careers. Crucial points are networking, guidance, mentoring, as well as funding acquisition and the personal work‐life balance. [ABSTRACT FROM AUTHOR]

This paper investigates forms of collaborative doctoral programmes that enable employer engagement in innovation and skills development. Collaborative doctoral programmes exist in different national contexts for the development of the science and technology human capital. Such programmes are also seen as policy tools that enhance relationships between academia and industry. Illustrative cases of collaborative doctoral programmes in the United Kingdom highlight the co-existence and co-evolution of several models of collaborative doctoral programmes. Collaborative doctoral programmes, both centre format and non-centre format, provide an institutional space where doctoral students as social actors can build their professional identities as the nascent bridging scientists. For the university, both internal and external management and governance of such hybrid space for knowledge production and mediation is of critical importance for the long-term impact. [ABSTRACT FROM AUTHOR]

Abstract: Purpose: Among research‐focused nursing doctoral (PhD) programs in the United States, the traditional dissertation format has recently given way to a series of publication‐ready manuscripts, often bookended by introduction and conclusion chapters. To help programs make decisions about the use of these formats, this study undertook a national survey of programs offering PhDs in nursing. The purpose of this study was to explore the advantages and disadvantages of the traditional format versus manuscript option for dissertations among nursing PhD programs in the United States. Design: Cross‐sectional census survey of U.S. nursing PhD programs. Methods: A web‐based survey was administered to all U.S. nursing PhD programs. Respondents indicated formats offered, factors contributing to decisions of which formats to offer, and lessons learned. Descriptive statistics and inductive content analyses were used for analysis. Findings: Of 121 eligible institutions, 79 provided eligible responses (66.7%). The majority (59%) offered both formats; 11% offered the manuscript option only, and 24% offered the traditional format only. Faculty support (or lack thereof) contributed to adoption (or not) of the manuscript option. Respondents' approaches to the manuscript option (e.g., number of papers) and advice are summarized. Conclusions: Manuscript option dissertations are commonly offered and provide benefits to students and faculty; however, thoughtful implementation is critical. Programs need to agree upon clear expectations and have graduate school support (e.g., formatting). Faculty need mentorship in advising manuscript option students who choose to use this format, and the time and support. Finally, students need additional writing skills that could be provided through coursework or via individual work with mentors. Clinical Relevance: As nursing education continues to expand further into doctoral research, programs must examine dissertation formats in order to both prepare future nurse scholars and disseminate nursing research that is critical to improving nursing education, patient care, and clinical practice. [ABSTRACT FROM AUTHOR]

This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution. [ABSTRACT FROM AUTHOR]

The article announces the call of Bruce McComish Fund for a sponsor of a doctoral student in the field of Economic History to attend the 2008 Economic History Society of Australia and New Zealand (EHSANZ) conference. The fund will shoulder the registration fee, airfare and accommodation of the student. It is required that the applicant must be currently enrolled at a university in Australia and New Zealand. Applicants must submit a brief précis of the doctoral studies being undertaken and the contact details of two referees. The deadline for submissions is on November 30, 2007.

The article focuses on the London Consortium's MRes and doctoral programs' students' academic papers and essays. It states that the former students of the institute mostly work in higher education, and others are involved in artwork, writing, or filmmaking. It also mentions some of the works of the former students, such as Noam Andrews, The Polyhedrists: Art and Geometry in the Long Sixteenth Century (MIT 2022), Lily Ford, Taking to the Air: An Illustrated History of Flight, etc.

Many academicians assume that anyone can engage in interdisciplinary research, but it is clear that successful interdisciplinary efforts require mastery of specific competencies that can be learned and improved. This paper describes the development and implementation of a course designed for Master's, pre- and postdoctoral students and research faculty on models of interdisciplinary research skills, based on a set of core competencies. Major challenges included working through institutional structures that made it difficult to offer cross-school courses, and interpersonal challenges among a diverse group of students from a number of disciplines. Although universities may be poised for interdisciplinary research, strategies for faculty preparation and support are lacking. Institutions embracing the concept of team and interdisciplinary science must focus not only on the structural barriers and facilitators, but also on direct support to faculty. The didactic course described in this paper is one approach to enhance interdisciplinary research skills of scholars-in-training and faculty, and we recommend that similar efforts be widely implemented. Clin Trans Sci 2011; Volume 4: 38-41 [ABSTRACT FROM AUTHOR]

In this short essay, I re‐emphasize the inter‐relationship between mentoring doctoral students or postdocs and the never ending problem of assessing the quality of scientific outputs. It includes the plea to mentees and mentors not to employ an overblown language in papers, posters and lectures, which constitute a gross exaggeration of the true state of affairs. Doubt is also cast on the present use of Hirsch‐factors and other bibliometric data as well as certain social media claiming to be effective in assessing scientific quality. [ABSTRACT FROM AUTHOR]

Some in the public sphere question the value of an anthropology degree. This assessment is unfortunate, as an education in anthropology prepares students for a wide variety of careers. To communicate the relevancy of anthropology, the discipline needs to have a renewed focus on applied methods. No longer can research be primarily for PhD students. Undergraduates also need opportunities for developing tangible skills that will be attractive and useful to employers. This paper provides an example of the Collaborative Anthropological Research Laboratory (CARL) that addresses this need. Based at Utah State University, CARL engages undergraduates in experiential learning through research. In their cognitive anthropological study of campus gender roles, these students gain valuable experience in a suite of methodological approaches that are valued in the applied sector. We contend that CARL serves as an example of how to construct a research group that focuses on the educational needs of undergraduates. [undergraduate, cognitive anthropology, methods] [ABSTRACT FROM AUTHOR]