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Given the disproportionate influence that high-impact articles have on the field of management, it is not surprising that PhD students trying to establish themselves early in their careers would like to know how to write such articles. Unfortunately, these students often receive conflicting advice about whether they should bide their time by conducting incremental research until they reach tenure (play "small ball"), or try to write impactful research early in their careers ("swing for the fences"). We explore the characteristics of high-impact management articles and examine whether early-career scholars are capable of publishing them. Our analysis shows that over half (53%) the authors of 235 high-impact management articles published them in the pre-tenure period of their careers. We use the results of this study, along with the lessons from previous research, to provide recommendations to faculty mentors and advisors on how PhD students can increase their chances of conducting high-impact research. [ABSTRACT FROM AUTHOR]

Aims: This study investigated, 'What is the perceived value of a PhD to doctoral and postdoctoral nurses in the UK?' Background: Little is known about what happens to the careers of nurses who undertake a doctorate and whether they use these skills in the next career steps. Methods: Nurses (n = 47) with doctorates were recruited via professional networks and twitter (@NMAHP_DoctorateStudy). Qualitative responses from the nurses were analysed using thematic analysis. Results: Three themes emerged from qualitative analysis: impact on career, utilization and value, and impact on self. Conclusions: This study provides one of the few insights into how doctoral trained nurses understand and experience the value and utility of their studies to themselves and others. Implications for nurse management: Nurse managers can play a crucial role in generating a research‐led culture within their clinical setting. This would include promoting an understanding of research as something directly related to patient benefit rather than an abstract, intellectual activity. [ABSTRACT FROM AUTHOR]

Aims and Objectives: In order to retain and develop pre‐doctoral and doctoral staff, we sought to establish and implement a model for supporting postdoctoral clinical academic careers at our hospital. Background: Doctorally‐prepared nurses can raise clinical practice standards, but there is a deficit of career opportunities and post‐doctoral positions. This will inevitably impact delivering the evidence for improving patient outcomes and service delivery. It is therefore imperative that post‐doctoral nursing and allied professional post‐doctoral clinical academic career opportunities are developed and embedded in practice. Design: We describe the development and implementation of a model to provide and embed post‐doctoral clinical academic roles at our hospital. Methods: A multidisciplinary group devised the model which was approved by the Hospital Executive Board. Results: The model includes having a bespoke plan for each individual, planning the post‐doctoral role at time of PhD planning, providing 1 day a week protected research time for a minimum of 12 months after PhD completion, having an appropriate honorary academic contract at a partner University, and providing integrated clinical and academic supervision throughout. Other key components include senior clinical and Executive Board support and an existing vibrant research culture at our organisation. Conclusions: The St Bartholomew's Hospital model, focusing on individualised posts integrating clinical and academic roles to address service needs, offers a novel approach to supporting post‐doctoral clinical academic careers in a clinical setting. Relevance to clinical practice: Since doctorally‐prepared nurses can raise clinical practice standards we developed a sustainable infrastructure to increase our postdoctoral nursing and allied professional workforce. This model could provide a framework for other hospitals to embed postdoctoral clinical academic careers in practice. [ABSTRACT FROM AUTHOR]

The Journey of life is often connected with faith, destiny, and choices that one makes on his or her daily life. Prof. Eduard Babulak's journey of life started in Czechoslovakia (now Slovakia) where he attended elementary, secondary and university education. Czechoslovakia was quite different country some 50-40 years ago and not too many people ever travelled overseas to study, or work or to live. Since his very young age Eduard, enjoy sports, music, school in particular mathematics and physics. Languages were never his favorite subjects and often his grades in Slovak and Russian languages were quite modest. Soon after his graduation at Technical University in Kosice in 1982, Eduard's first job was in Pragoinvest in Prague, where he discovered his passion to learn more about the world, cultures, traditions and foreign languages. At age of 25, Eduard had already a Black Belt in Karate and started to learn foreign languages, including German, Esperanto and Italian. While in Prague, Eduard have met a wonderful young girl and later married and had a baby daughter. Unfortunately, his marriage did not last too long. The life in Czechoslovakia did not embrace Eduard's desire for freedom of expression and travel. In summer of 1989, Eduard decided to travel to Great Britain, where the Magic Box of His Journey of Life have opened. Since, his arrival to UK, Eduard continued his studies and learning foreign languages. From the UK he immigrated to Canada in spring 1993 and continued his doctoral studies in Canada in both French and Englich languages. Later he was invited to teach at Penn State and Azusa Pacific University in US. While in US, he decided to complete his PhD studies and returned back to UK. After successful completion of his doctoral studies, he was awarded a PhD degree in Computing in 2003. Since then he successfully published and presented his research all over the world. Eduard successfully completed his postdoctoral studies and was awarded a Docent (DSc) title in the Czech Republic in 2008. Since then, Eduard lived and worked as University Professor in Canada, US, UK, South Korea, Japan, Spain, Germany, Austria, Cyprus, Belgium, Fiji, and Czech Republic, and presented more than 200 Plenary Keynotes, Invited and Colloquial Talks worldwide. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to determine the productivity characteristics related to the thesis rate of biomedical students of the PhD program in Health Sciences in Lima, Peru through a 20-year retrospective study. Materials and Methods: This was a retrospective, comparative, cross-sectional study. The evaluation period consisted of two time periods, 1999–2014 and 2015–2019, to differentiate thesis defense production both before and after the promulgation of the new University Law 30220 in Peru. The student population included graduates from different professional areas (Dentistry, Medicine, etc.). An electronic search for all the data was carried out by using the Universidad Nacional Mayor de San Marcos (UNMSM) SUM (Unique Registration System) software. Results: It was found that the highest prevalence of students who entered in the doctoral programs of the UNMSM Faculty of Medicine was 26.6% in 2013, whereas the highest prevalence of graduates was 24.4% in 2016. Finally, the highest prevalence of graduates who engaged in thesis defense was 41.4% in 2017. There has been a constant increase in thesis production, with the cutoff point being from 2014 onward. The Pearson's chi-square test showed a significant association between the type of PhD program and thesis defense (P = 0.008). Conclusion: The greatest production of thesis defense was carried out from 2014 to 2019. In addition, there was a significant association between thesis defense according to the PhD program and the professional career of the PhD student; however, none of the factors associated with the influence of obtaining a PhD degree in any of the programs evaluated was statistically significant. [ABSTRACT FROM AUTHOR]

This qualitative research study using a heuristic, descriptive phenomenological approach explored the lived experience of 12 DNPs who have returned to in pursuit of a PhD in nursing. Three themes were identified from the study participates: Wanting to Know Something More, Social-Individual Tensions, and Challenges to Transformational Learning. Based on the study findings, the DNPs desire to expand on their limited research knowledge and the tensions and challenges to transformational learning surrounding this quest were worth it as the participants gained personal and professional fulfillment. [ABSTRACT FROM AUTHOR]

To normalize ArtScience, examples need to be shared of its average practitioners within the sciences, in addition to its historical exemplars. Described here are two cases of arts practice informing scientific research as experienced by early-stage researchers in postdoctoral or PhD work. Each case involves different arts approaches and yields different effects on the science; both inform ideas for how to better support and institutionalize ArtScience work. [ABSTRACT FROM AUTHOR]

The article presents the author's comment concerning the decline in enrollment of students in doctoral, production and research programs in the U.S. He stated that as the baby boom generation is reaching young adulthood so universities in the U.S. will notice a decline in the enrollment of young investigators. The author also included a detail statistical report concerning the young investigator problem.

The mounting burden of non-communicable disease in lower-to-middle income countries was recognized two decades ago by the World Health Organization who reported that in 2012, that non-communicable diseases were responsible for 71% of total deaths in Thailand. Thus, the goal of our ongoing NIH D43 training grant is to increase the quantity and quality of non-communicable diseases research in Thailand by producing nurse scientists with the capacity to design, implement, guide, and evaluate cutting-edge research projects. The three components of the program are 1) a long-term component to train 10 Thai postdoctoral scholars that includes one year of intensive mentored research training in the US and one year implementing a research project back in Thailand; 2) a short-term component that provides an opportunity for Thai scientists, teachers, administrators and policy makers to take classes in areas relevant to non-communicable diseases; 3) a yearly two-day workshop to be held in different regions of Thailand. To date, 8 long-term trainees have completed various stages of their training. Eleven short-term trainees have taken courses at the University of Michigan. Two non-communicable diseases workshops have been held so far under the auspices of the grant with a third planned for 2018. The ability to participate in the in-depth activities provided by the grant have not only expanded knowledge around non-communicable diseases, but also has enabled US and Thai investigators to grow in the area of culturally informed research. [ABSTRACT FROM AUTHOR]

Background Although nursing has been an academic discipline for decades, the infrastructure for nursing research in many countries is still fragile and struggling. Postdoctoral nurses have difficulties developing sustaining careers in nursing research due to lack of career opportunities. Considerable research has been conducted on leadership and mentoring in various areas of nursing. We aimed to systematically review the literature investigating leadership programs and mentoring for postdoctoral nurse researchers, as well as the influence of leadership and mentoring on research productivity, research career development, leadership knowledge and skills, the nurses’ health and well-being, staff relationships, work culture and collaboration, salaries and postdoctoral nurses’ experiences. Methods A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. The electronic databases PubMed, CINAHL and EMBASE were searched without time limits for eligible studies up to January 2016. Reference lists of included articles were also searched manually and authors were contacted to inquire about other relevant papers. Two authors independently assessed eligibility of studies for inclusion. Titles and abstracts were matched with the inclusion criteria: studies investigating leadership and mentoring programs for postdoctoral nurses and leadership and mentoring influencing research productivity, and career development; and leadership knowledge and skills and other outcomes. The quality of the studies was appraised using the Centre for Evidence-Based Medicine for surveys, the Critical Appraisal Skill Program Qualitative Appraisal Checklist for qualitative studies, and a critical appraisal list for mixed methods studies. Any disagreements were resolved by consensus. Data were extracted by two reviewers. Findings We screened 1775 titles and abstracts, resulting in 15 studies, which included quantitative, descriptive, qualitative and mixed methods designs and involved 3855 postdoctoral nurses. Two studies presenting mentoring programs for postdoctoral nurses were identified. Other studies investigated the influence of mentoring on various outcomes. The findings showed a positive influence of mentoring on research productivity, including increase in publications and grant writing and research career development, improved leadership skills and knowledge. Furthermore, mentoring positively influenced nurses’ health and well-being, staff relationships, work culture and collaboration. Postdoctoral nurses’ experience of mentoring, mentorship, leadership and peer-support is essential in supporting ongoing research activity. Conclusion Although there is a lack of studies with robust designs investigating leadership and mentoring programs, our results document some evidence of mentoring’s influence on research productivity, career development and other outcomes of postdoctoral nurses. [ABSTRACT FROM AUTHOR]

‘Early career’ in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of ‘early career’ are changing and definitions in use by institutions and research bodies do not reflect the lived experiences of early career academics (ECAs). This paper presents five collective narratives and a thematic analysis of survey data from 522 ECAs in three Australian universities. The results offer insights into the diverse experiences of the early stages of academic careers and provide an opportunity to reconsider current definitions. We argue that the employment context in higher education makes it crucial to consider scholars’ self-definitions alongside existing objective indicators to redefine early career in academia. [ABSTRACT FROM PUBLISHER]

To report the percent of radiation oncology graduates from ACGME-accredited residency programs who are actively working in academic medicine 5 to 10 years after residency, and to analyze metrics of early career success. The study population was comprised of 1,134 radiation oncologists who graduated residency between 2011 and 2017. The year of analysis of career status was 2021, 5 to 10 years after residency. Career status in 2021 was classified as academic or private practice based on affiliation with a residency program or publication record. Degree of academic productivity was evaluated with 3 metrics: h-index ≥ 5; ≥ 1 first or corresponding authorship publication ≥ 2 years after residency, and NIH funding. Status in 2021 as a percentage of 1,134 graduates in the years 2011 to 2017 were as follows: (1) 43% in academic medicine; (2) 40% in academic medicine with an h-index of ≥ 5; (3) 35% in academic medicine with ≥ 1 first or corresponding authorship publication; and (4) 8% in academic medicine with NIH funding. Three factors were associated with a near doubling of the probability of an academic career, with differences being statistically significant at the p < 0.05 level on both univariate and multivariate analysis. Specifically, the percentage of graduates with an academic career in 2021 were as follows: (1) Holman Pathway residency (yes, 75%; no, 42%); (2) Doximity Top-10 ranked residency program (yes, 65%; no, 35%); and (3) PhD prior to residency (yes, 65%; no, 37%). Regarding gender, there were no substantial differences in the percent of women versus men establishing academic careers at the 5- to 10-year post-residency timepoint. Since 2011, about 40% of radiation oncology residents have gone into academic medicine and are academically productive 5 to 10 years after residency based on standard metrics. These results are much higher than for most other fields of medicine. Training in the Holman pathway, attending a Doximity Top-10 residency program, or having a PhD degree prior to residency approximately doubles the probability of an academic career. Radiation oncology is on track to achieve gender equity in academic medicine. [ABSTRACT FROM AUTHOR]

Many resources are invested in research training, but very little literature exists on predictors for a successful PhD and postdoctoral training outcome. A PhD program has two overall objectives: to extend knowledge about a hopefully important health topic and to provide extensive training to improve the PhD student's skills through learning research methods and collaboration. A substantial number of PhD students may run into some kind of problem in the course of their PhD program. In this article, some determinants all starting with an "I" and indicative of a good PhD outcome are reported. The successful PhD student can be described as having an Interest in the PhD program, an Incentive for the program, and an Idea of what he or she wants to investigate, showing Initiative, and having high personal Integrity and good Interpersonal relationships. When these so-called I-determinants are present, the likelihood of success in a PhD program is high. More evidence is available for selection of candidates for postdoctoral appointments since it is known that the postdoctoral candidate has completed a PhD program, published papers in peer-reviewed journals, and received awarded grants. However, other characteristics determine a successful transition of the postdoctoral candidate into a research leader. These determinants are Identity, Independence and Image, Implementation ability in terms of being able to implement decisions and projects, working with Innovative and Important topics, having In-depth knowledge of the research topic, being Interactive and Integrated with the scientific community, and Internationally oriented. In conclusion, regardless of the framework of research, the personal characteristics of a researcher play a very important role in the quality of research. Application of some of the principles mentioned in this article might allow decision to reach a more evidence-based way to recruit PhD students and postdoctorals. [ABSTRACT FROM AUTHOR]

Background: We studied the scientific yield of the medical PhD program at all Danish Universities. Methods: We undertook a retrospective observational study. Three PhD schools in Denmark were included in order to evaluate the postdoctoral research production over more than 18 years through individual publications accessed by PubMed. Results: A total of 2686 PhD-graduates (1995-2013) with a medical background were included according to registries from all PhD schools in Denmark. They had a median age of 35 years (interquartile range (IQR), 32-38) and 53% were women at the time of graduation. Scientific activity over time was assessed independently of author-rank and inactivity was measured relative to the date of graduation. Factors associated with inactivity were identified using multivariable logistic regression. 88.6% of the PhD theses were conducted in internal medicine vs. 11.4% in surgery. During follow-up (median 6.9 years, IQR 3.0-11.7), PubMed data searches identified that 87 (3.4%) of the PhD graduates had no publication after they graduated from the PhD program, 40% had 5 or less, and 90% had 30 or less. The median number of publications per year after PhD graduation was 1.12 (IQR 0.61-1.99) papers per year. About 2/3 of the graduates became inactive after 1 year and approximately 21% of the graduates remained active during the whole follow-up. Female gender was associated with inactivity: adjusted odds ratio 1.59 (95% confidence interval 1.24-2.05). Conclusions: The scientific production of Danish medic PhD-graduates was mainly produced around the time of PhD-graduation. After obtaining the PhD-degree the scientific production declines suggesting that scientific advance fails and resources are not harnessed. [ABSTRACT FROM AUTHOR]

We examine differences in the careers of men and women Ph.D.s from two major European universities. Having performed regression analysis, we find that women are more likely than men to be employed in public administration when the alternatives are either academia or industry. Between the latter two alternatives, women are more likely to be employed in academia. These gender differences persist after accounting for Ph.D.s’ and their supervisors’ characteristics. Gender gaps are smaller for Ph.D.s with large research outputs and for those who conducted applied research. Restricting the analysis to Ph.D.s who pursued postdoc training, women are less likely than men to be employed in highly ranked universities, even after controlling for their research outputs. Finally, we find gender differences in Ph.D.s’ appointment to professorship, which are explained by the Ph.D.s’ publication output and the quality of their postdoc training. [ABSTRACT FROM AUTHOR]

The Council on Accreditation of Nurse Anesthesia Educational Programs appointed a Standards Revision Task Force to develop new accreditation standards. After 3 years of research and development (2011- 2013) by the task force, the Council approved the first entry-level Practice Doctorate Standards and the first voluntary Post-graduate CRNA Fellowship Standards in January 2014. This defining moment in accreditation history marks a transition in the educational preparation of entry-level nurse anesthetists and provides opportunities for learning in a variety of post-graduate fellowships for Certified Registered Nurse Anesthetists. [ABSTRACT FROM AUTHOR]

Postdoctoral fellowship programs play an essential role in developing future leaders in nursing by providing opportunities for interprofessional education, training, and collaboration. Nurse leaders must carefully consider the climate and design of such programs, paying particular attention to the ability to support the career journeys of more doctorally-prepared nurses from diverse backgrounds. This article describes a self-study that considered the unique, yet collective, lived experiences of 11 Black, doctorally-prepared, nurses who completed (or are completing) the same interdisciplinary postdoctoral fellowship. We describe the study methods, results, discussion, and limitations. Five themes across three phases of the nurse scholars’ educational journeys describe lived experiences in spaces not traditionally designed to support minoritized women, including insight into the limits and benefits of these programs specific to Black nurse scholars. Finally, we suggest implications for nursing to inform interdisciplinary postdoctoral fellowship programs to strengthen Black nurse scholars as emerging leaders with interprofessional collaboration skills to improve healthcare services provided to diverse patient populations. [ABSTRACT FROM AUTHOR]

Purpose To examine important decision points that graduates should consider before applying for a postdoctoral fellowship. Methods A literature review was performed. Findings and Conclusions A synthesis of the present data on the postdoctoral fellowship, eligibility criteria, application process, and important considerations was provided. Experiential knowledge from four present postdoctoral fellows was included. The goals, advantages, and disadvantages of the fellowship were discussed. In conclusion, the postdoctoral fellowship was examined to offer important considerations in the decision to pursue this opportunity. Clinical Relevance The clinical relevance of this article is related to the training and education of nurses to become the next generation of independent, successful scholars and scientists. Postdoctoral training adds valuable contributions and quality to the field of nursing. [ABSTRACT FROM AUTHOR]

The practice of having Ph.D. graduates employed by the university that trained them, commonly called "academic inbreeding," has long been suspected to be damaging to scholarly practices and achievement. Despite this perception, existing work on academic inbreeding is scarce and mostly exploratory. Using data from Mexico, we find evidence that, first, academic inbreeding is associated with lower scholarly output. Second, the academically inbred faculty is relatively more centered on its own institution and less open to the rest of the scientific world. This navel-gazing tendency is a critical driver of its reduced scientific output when compared with noninbred faculties. Third, we reveal that academic inbreeding could be the result of an institutional practice, such that these faculty members contribute disproportionately more to teaching and outreach activities, which allows noninbred faculty members to dedicate themselves to the research endeavor. Thus, a limited presence of inbreds can benefit the research output of noninbreds and potentially the whole university, but a dominantly inbred environment will stifle productivity, even for noninbreds. Overall, our analysis suggests that administrators and policy makers in developing nations who aim to develop a thriving research environment should consider mechanisms to limit this practice. [ABSTRACT FROM AUTHOR]

Two sample surveys of Post-Docs were planned and carried out at the University of Ferrara in 2004 and 2007 aimed at determining the professional status of Post-Docs, the relationship between their PhD education and employment, and their satisfaction with certain aspects of the education and research program. As part of these surveys, two methodological contributions were developed. The first concerns an extension of the non-parametric combination of dependent rankings to construct a synthesis of composite indicators measuring satisfaction with particular aspects of PhD programs [R. Arboretti Giancristofaro and L. Salmaso, Global ranking indicators with application to the evaluation of PhD programs, Atti del Convegno “Valutazione e Customer Satisfaction per la Qualita dei Servizi”, Roma, 8-9 Settembre 2005, pp. 19-22; R. Arboretti Giancristofaro, S. Bonnini, and L. Salmaso, A performance indicator for multivariate data, Quad. Stat. 9 (2007), pp. 1-29; R. Arboretti Giancristofaro, F. Pesarin, and L. Salmaso, Nonparametric approaches for multivariate testing with mixed variables and for ranking on ordered categorical variables with an application to the evaluation of PhD programs, in Real Data Analysis, S. Sawilowsky, ed., a volume in Quantitative Methods in Education and the Behavioral Sciences: Issues, Research and Teaching, Ronald C. Serlin, series ed., Information Age Publishing, Charlotte, North Carolina, 2007, pp. 355-385]. The procedure was applied to highlight differences in the interviewed Post-Docs' multivariate satisfaction profiles in relation to two aspects: education/employment relationship; employment expectations; and opportunities. The second consists of an inferential procedure providing a solution to the problem of hypothesis testing, where the objective is to compare the heterogeneity of two populations on the basis of sampling data [G.R. Arboretti, S. Bonnini, and F. Pesarin, A permutation approach for testing heterogeneity in two-sample categorical variables, Stat. Comput. (2009) doi: 10.1007/S11222-008-9085-8.]. The procedure was applied to compare the degrees of heterogeneity of Post-Doc judgments in the two surveys with regard to the adequacy of the PhD education for the work carried out. [ABSTRACT FROM AUTHOR]

As students move between universities on different continents, they are expected to adjust rapidly to the academic and cultural practices of their host university. Many of these students are higher educational professionals in their home country and on their return home they are faced with the challenge of how to fit back into - or whether to make changes in - their institution's established academic practices. I explored international PhD students' understanding of, and responses to, the perceived differences between academic cultures of host (UK) and home universities. Whereas some students regarded the changes made in how they conducted and wrote up educational research as temporary and strategic in order to pass the PhD course, others saw themselves as change agents. They were keen to transform academic practices once they returned home and were already actively working out politically and practically how to go about this. By reflecting on how educational research practices are changing and being influenced by the movement of academics between countries, I suggest how UK university departments can respond positively to the differing research practices in which international students engage in their home institutional contexts. [ABSTRACT FROM AUTHOR]

This article describes the experiences of four social work researchers who pursued an alternative career path immediately following their doctorate in social work by accepting a postdoctoral training fellowship funded by the National Institutes of Health (NIH). As schools of social work look for creative ways to build research capacity, this article describes the authors' perspectives regarding the considerations to accept postdocs, key elements in their training programs, lessons learned, and outcomes from training. To provide an overview of the funding mechanism and distribution of funds to institutes and centers relevant to social work, data were obtained from databases that list NIH training grants awarded each year. Study results showed a limited amount of variation in fellows' training plans. The majority of training time was spent building skill in manuscript preparation, grant development, and socialization to the NIH culture. Above all other themes, the desire for advanced research training was a critically important factor in accepting a postdoctoral training position. Finally, the outcomes of training may have a profound effect on professional development, yet the long-term trajectory of postdoctoral fellows in academic positions as compared with people without postdoctoral training in social work programs requires further study. [ABSTRACT FROM AUTHOR]

This paper traces the development of professional doctorates within UK higher education and highlights some of the issues relating to quality and standards that have emerged. It is based on a review of the literature in the field, which is limited at present; interviews with a number of programme directors and examiners; and the personal experience of the author as director of two professional doctorate programmes. It should also be noted that the author has supervised over twenty PhD students and is therefore experienced in both PhD and professional doctorate programmes The paper is not based on an extensive research project, but rather represents personal reflection by an experienced practitioner in the field. [ABSTRACT FROM AUTHOR]

The article offers information on the guidelines which provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP) in the U.S. The purpose of the guidelines is to enhance the quality of teaching and learning in the area of the practice of CP and OCP. These guidelines are beneficial for psychologists who teach curricula for teaching CP/OCP at doctoral levels of professional education and training in psychology. Moreover, these guides are structured in the form of overarching principles, general competencies, and domain-specific competencies that are obtained by persons receiving training at doctoral or postdoctoral level in CP/OCP.

The Information Science area in Brazil (including Library, Archival and Documentation studies) has been suffering an academic consolidation during the last ten years, specially by means of the development of PhD and MSc programs, as well as by a complex and efficient governmental system of research supporting. In this sense, Brazil could build its epistemological background based on foreign influences (specially North American, English, French and Spanish ones), as well on a self-reflection about social, economical, and cultural aspects inherent to the Brazilian reality. Such a scientific landscape has allowed the country to taking part in most of the theoretical and methodological international discussions in the Information Science scenery. Considering those questions, it presents a landscape of Brazilian postgraduate and research support system in Information Science which makes possible to conclude, on one side, that there are not enough PhD and MSc programs to respond to the growing demands of the area (specially the needs for professors in Archival and Library Science Undergraduate courses) and, on the other side, that the strong governmental research support policies and the existence of scientific associations like ANCIB furnish a very unique environment for scientific research, academic exchange and, as a consequence, the advance of Information Science in Brazil. [ABSTRACT FROM AUTHOR]

The year 1998 marked 50 years of doctoral study in New Zealand, and in 1999 I embarked on a history of Ph.D. theses in Education. Influenced by Foucaultian genealogy, this employed a fusion of bibliographic, archival and life‐history interview methods. One hundred and eighty‐three Education theses were identified and 57 of these graduates interviewed. How has New Zealand’s ‘corpus’ of Education Ph.D. thesis production been enabled and constrained by its temporal/spatial location? To address this, I draw on geographical debates on ‘space’ and ‘place’. The first part contextualises thesis topics, theories and methods in discourses of international scholarship, New Zealand politics and social change. The second part narrates a parallel history of the changing circumstances and sites of thesis production—biographical, domestic and institutional. It integrates students’ accounts of thesis work’s epistemological, methodological, spatial and technological dimensions to suggest a history of New Zealand doctoral candidates’ experience. [ABSTRACT FROM AUTHOR]

This article summarises research into the effectiveness of a distance learning doctorate in education (EdD). Drawing on an emerging literature which attempts to conceptualise professional doctorates as distinctive from the PhD, we developed a case-study approach to investigate the EdD student experience. Four themes emerge which are developed into a model of professional outcomes: professionalisation; professional change; bridging the academic/professional divide; and professional self-esteem. We argue none of these outcomes would have been achieved so effectively for these distance students without a highly structured but flexible support system. [ABSTRACT FROM AUTHOR]

This study targets the phenomenon of spending a significant period abroad after having graduated as PhD, frequently undertaken in many countries and often referred to as a 'postdoc', using a survey sent to a Swedish sample as the tool for investigation. Questions regarding the sociological dimensions of doing a postdoc abroad are investigated. A postdoc abroad is found to have important integrating effects between the home and the host country. Contacts are made during the postdoc and they often lead to research collaboration and co-publication later on. The travelling pattern is rather limited to traditionally strong science-nations and the postdoc is rarely used as an opportunity to explore 'new' scientific environments. As senior colleagues often give advice of where to go and act as references, their contacts and networks are partly inherited by the younger generation. [ABSTRACT FROM AUTHOR]

The article presents the views and experiences of several graduate students in completing their dissertation in college literacy programs as a requirement for their doctor of philosophy studies. Carole Bencinch realized how the literacy topic was important when she saw a gathering of audience during a session in Denver. She recalled how other graduate students were supportive to her research. Beth Graber revealed how the subject interests her as a middle school English teacher in Oregon. Jenny Staben recounts how she felt unsure on her research work.

The number of training programs in forensic psychology has grown considerably in the past 15 years. Numerous opportunities exist for individuals interested in pursuing careers in the forensic area. Interdisciplinary training in several forms is discussed: J.D. -Ph.D. programs, specialist Ph.D. programs, predoctoral internships, and postdoctoral fellowships. Continuing professional education, credentialing, and board certification in forensic psychology are also addressed. Despite the face validity of these various types of training and credentialing, little is known about their relative utilities. [ABSTRACT FROM AUTHOR]

Effective supervision of research students is acknowledged to be a crucial factor in the latter's successful completion of the social science PhD. How well supervisors supervise is likely to be linked to why they choose to occupy their role. These reasons constitute the supervisor's vocabulary of motives and are examined in some detail from the perspective of inter relative social-psychology. Three dimensions of the vocabulary are depicted, intellectual, functional and subjective. The vocabulary is then situated within as specific locus, namely the institutional context of higher education. Links are then made between the vocabulary and various aspects of the formal value system of academia, a value system which legitimates the depicted vocabulary of motives and declares others to be illegitimate. The paper concludes with some comments on the relationship between why supervisors supervise and the qualify of that supervision, citing a range of factors influencing that relationship. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on how she became a biochemist. She notes her experiences in her studies and research projects at the Institute of Biochemistry of the Romanian Academy, wherein she developed her interest in the modulation of melanin production and earned her Doctor of Philosophy in Biology. She adds that she attended the postdoctoral fellowship at the National Institutes of Health (NIH) in the U.S. wherein she met Dr. Vincent Hearing who guided her in various projects.

The article focuses on a survey by the scientific society Sigma Xi found that the U.S. was the most attractive place to settle for postdoctoral scholars of all nationalities, regardless of where they earned their Ph.D. The Sigma Xi survey also found that although international and domestic academic postdoctoral scholars expressed similar satisfaction with their training experience, temporary residents had more limited access to funding sources and to employment opportunities. In addition, the stipends of temporary residents were about seven percent less than those of citizens.

The article discusses the process of developing taxonomies in relation to broader and narrower categories. Topics include the impact of information accumulation on taxonomies, the relation of taxonomies to job descriptions for postdoctoral positions held by scientists, and the creation of taxonomies of alternative careers for people with sciences Ph.D. degrees.

The article announces the educational opportunities available in universities of the U.S. Applications are invited for a postdoctoral position available at the University of Illinois at Chicago, Biologic Resources Laboratory. Applications for a Residency in Veterinary Microbiology with graduate training are invited by the Department of Pathobiology, College of Veterinary Medicine at Auburn University. Vanderbilt University invited applications for a Residency in laboratory Animal Medicine.

The author reflects on how to address the surplus of well-trained Doctor of Philosophy (PhD) graduates in the Life Sciences in the U.S. He mentions the success of a one-year program Postdoctoral Professional Masters (PPM) degree in Bioscience Management they offered at KGI. He talks on the need for honesty when recruiting students, the need to provide them with opportunity on learning more on alternative careers in the industry, and the need to provide them with mentoring and leadership.

Offers advice for graduate students on how to map a successful postdoctoral path. Problems facing scientists; Comparison between postdoctorates in physics and chemistry and in the life sciences; Priorities for postdoctorates.