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Enter This study aimed to identify the process of applying digitization in the higher education sector Progress platform in the registration of doctoral students in an old system and a new system as a model at the Faculty of Humanities and Social Sciences, Badji-Mokhtar University of Annaba, and to identify the difficulties that students faced in using the platform, we relied on the descriptive method and the use of quantitative and qualitative analysis in analyzing field data to answer the questions of the study that was conducted on a purposive sample of 58 doctoral students. [ABSTRACT FROM AUTHOR]

The ability to publish research papers is a must for scientists nowadays. Ideally, at the very beginning of their career, young researchers, PhD students, should be instructed in writing research papers and should get feedback on their texts. In this study, the first manuscripts from 22 doctoral students, non-native English speakers, 223 pages were analysed for errors in grammar, spelling, punctuation, and style. For each type of error and each student, the average per page was calculated. The most frequent errors were identified in using articles, formal features, missing information, and the use of inappropriate words. Individual students showed significantly different levels, which reflected their previous language training and the approach (responsibility) to completing the task. The results will be used to modify the course in Academic Writing (more attention paid to the most frequent errors) and individual work with students. [ABSTRACT FROM AUTHOR]

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

Changes in legal regulations cause that moving in them can cause difficulties. Regulations scattered throughout various legal and normative acts or in the act itself may be problematic. This also affects people who are educated at Doctoral Schools. Situations in which the doctoral student is not sure of his status or the possibilities he can obtain financial resources may be problematic. The presented fragment of the semantic network is to be a tool that allows free navigation through the legal regulation regarding education at the doctoral school. Ultimately, the presented semantic network is a template that specific regulations of a given doctoral school can supplement. [ABSTRACT FROM AUTHOR]

In the context of accelerated knowledge production, projectification is a typical form of work under academic capitalism, profoundly reshaping the practice and conditions of academic research. The doctoral students’ experience of time in research projects contributes to understand the consequences of the extension of the time system within projectification to the doctoral student in academic capitalism. Based on semi-structured interviews with 12 doctoral students, this article explores what kind of discomforts and difficulties pose for doctoral students caused by time constraints in projects and how they cope with the challenges. Employing 4C (Compress, Commodification, Control, Colonisation) model of project time, four patterns of negative effects caused by time conflicts are summarised. By the lens of value orientation, considering four modes of strategies to time tension depending on whether achievement-oriented or self-care-oriented, students are identified as Balancers, Realists, the Resilient, and Avoiders. This article develops the application of the 4C model in doctoral students’ academic time regimes and the four modes of their strategies, which contributes to an understanding of doctoral students’ perceptions of temporal tension in projectification and their initiative embedded in structural conditions of the academic capitalism. [ABSTRACT FROM AUTHOR]

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Aim/Purpose The present study aimed at (1) identifying the naturally occurring patterns of motivation among doctoral students and (2) assessing their impact on the doctoral completion process. Background Grounded in the self-determination theory, the paper investigated needs satisfaction and the doctoral completion process. Methodology Two complementary methods were used. First, k-mean clustering was used to classify 461 doctoral students according to their feelings of competence, autonomy and relatedness. Second, the completion process of these five profiles was investigated through multi-group path analyses. Contribution This paper provided a motivational perspective on doctoral completion process that highlighted significant individual differences. Findings Five profiles were identified corresponding to different combinations of satisfaction of their innate psychological needs. The results also revealed significant differences in the completion process from one motivation profile to another. Recommendations for Practitioners The doctoral supervision needs to consider the specificities of the patterns of motivation among doctoral students. Recommendations for Researchers A more important investigation of motivational patterns is required to fully understand the doctoral completion process. Impact on Society A better consideration of motivational profiles would increase doctoral students' well-being and their persistence. Future Research The effect of motivation and context on student satisfaction and professional efficiency could be further explored. [ABSTRACT FROM AUTHOR]

In France, the doctorate is a necessary condition for accessing permanent positions for researchers and teacher-researchers in higher education and public research. However, it is not a sufficient condition, even if a majority of young doctoral students wish to stabilize themselves in these jobs. Doctoral training, especially since the creation of doctoral schools, has sought to offer other professional alternatives. Based on Céreq surveys on the integration of young doctors, our work underlines a fairly marked drop in the aspirations of young doctors to join the academic sector at the end of their thesis. They also show that the increase in precariousness in this sector seems to affect their professional project by encouraging them to look to other outlets. [ABSTRACT FROM AUTHOR]

Background: There is a need for interventions to improve the PhD pipeline for nursing program enrollment. PhD nursing students who have navigated the program successfully are in a strategic position to help by sharing their stories. Several strategies for successful completion of a PhD program and some common expected barriers have been documented in the literature. Method: The authors used personal reflections from their first and second years of study in a PhD nursing program to identify strategies to progress through a program. The personal reflections were analyzed by their student cohort and a faculty advisor using the Bridges' Transition Model as a theoretical framework. The cohort members included five females and one male, ages 29‐48, attending a PhD nursing program in the Southeastern, US. Results: The following strategies were identified from the personal reflections: seeking and offering support within your cohort; establishing a relationship with mentors; identifying and using a reference manager; mastering time management; soaking up statistics; and focusing on your focus. The strategies listed above occurred within the ending and/or neutral zone phases of the Bridges' Transition Model. Conclusion: It is important to note the early phases of transition and need for success strategies in these specific phases of transition. PhD nursing students are in a strategic position to positively influence the PhD pipeline by providing personal reflections that inform future PhD nursing students as well as PhD nursing programs. [ABSTRACT FROM AUTHOR]

Using survey data on academic PhD students, influencing factors for PhD students' academic career intentions are explained from the perspectives of individual features and the academic labor market. The study found: (1) There is a diversification of PhD employment, with nearly one-third of academic PhDs going to nonacademic organizations; (2) female PhDs tend to favor stable academic professions, and rural and low-income PhD groups are more inclined to choose employment in academic organizations to become academic elites and realize upward social mobility; (3) PhD students who identify with academic majors tend to choose academic professions, but a considerable portion of top quality PhDs go to nonacademic organizations; (4) academic interests and enthusiasm are important influences on choosing an academic profession; (5) worsening job environments in academic institutions and weakening professional attractiveness had a cooling effect on the academic employment intentions of PhDs. [ABSTRACT FROM AUTHOR]

Purpose: The study purpose was to compare dissemination of PhD dissertation research by dissertation format: traditional (five‐chapter document providing a complete and systematic account of the PhD research) versus an alternate (substudy [document containing three smaller studies but not written as stand‐alone manuscripts] or publication [document containing three or more related manuscripts intended for submission or published in a peer‐reviewed journal]) format. Design: A retrospective study of all PhD dissertations (1999–2019) from one research intensive school of nursing. Methods: Following identification of graduates via the school's PhD database, we searched ProQuest and PubMed databases for the dissertation and first authored peer‐reviewed publications of each graduate to determine dissertation format, study design, timing and number of dissertation research publications, and inclusion of dissertation sponsor in authorship. Data were analyzed using descriptive statistics and Wilcoxon rank sum tests. Findings: Of 113 graduates, 80 (70.8%) employed a traditional format, with the remaining graduates structuring dissertations using an alternate (substudy [n = 12], publication [n = 21]) format. Of those using the traditional format, 33 graduates (41.3%) never published dissertation research findings in a peer‐reviewed journal. For those who published their dissertation research in a peer‐reviewed journal, time to first publication was 1.4 ± 2.1 years (median 1.6 years) following degree conferral. In contrast, all graduates who utilized alternate formats published one or more components of their dissertation research with shorter time to first published manuscript (‐0.6 ± 1.1 years; median ‐0.5 years; p <.001). Number of peer‐reviewed publications was higher for those who utilized an alternate format compared to the traditional format (2.9 ± 1.5 [median 3.0] vs. 1.8 ± 1.1 [median 1.0], p =.001). Acknowledgment of the sponsor's contribution via publication authorship was higher for those using an alternate format compared to the traditional format (100% vs. 70.2%). Conclusions: Number and timeliness of peer‐reviewed publications stemming from dissertation research was higher for PhD graduates who utilized an alternate dissertation format. Alternate dissertation formats should be encouraged by PhD programs as one means to improve dissemination of PhD nursing research. Clinical Relevance: Dissemination of PhD research through peer‐reviewed publications promotes the continued development of nursing science to inform nursing practice and advances the career trajectory of PhD graduates. [ABSTRACT FROM AUTHOR]

The article reveals the importance of the time management problem and substantiates the expediency of its research. It describes peculiarities of time management as a pedagogical technology concentrating on its principles; analysis of technology genesis was carried out in the works by foreign and domestic scientists from different fields of science. Five groups of problems solved with the help of this technology were identified. It was found out that time management within our research meets the requirements of a pedagogical technology effectively facilitating PhD students' self-management. It was proved that it combines features of professional management technology as well as effective self-management. The research analyzed the influence of training sessions (36 hours) devoted to the development of time management skills (professional and personal) at the level of postgraduate students' time management competence formation. There was ground to conclude that the conducted training sessions had a positive effect on the increase in all the indicators peculiar to the mentioned competence confirming the efficiency of time management technology in the process of PhD students' self-management. [ABSTRACT FROM AUTHOR]

Formulation of the problem. At present in Ukraine environmental problems are very topical. A comprehensive and effective solution to theses problems can be grounded on the the use of modern approaches, expressed through harmonization with the best world practices. Training of highly qualified specialists is an important component of the integrated approach. Currently, in Ukraine it is performed on 4 environmenal specialties: 03.00.16 -Environmental Sciences, 08.00.06 – Economics of Environmental Resources Management (Economics), 11.00.11 -Constructive Geography and Wise Use of Natural Resources (Geographic Sciences) and 21.06.01-Environmental Safety (Engineering and Industrial Technology Sciences, Chemistry and Geology). In addition, separate issues of environmental protection are considered in 15 specialties from the List 2011. Resolution of the Cabinet of Ministers of Ukraine No. 266, dated April 29, 2015, “On approval of the list of branches of knowledge and specialties for which candidates for higher education are trained”(“List 2015”) canceled “List 2011” [2]. Order of the Ministry of Education and Science of Ukraine No. 1151, dated November 6, 2015, “On the peculiarities of introducing the list of branches of knowledge and specialties for which candidates for higher education are trained” [3], the table of compliance of the List of scientific specialties (“List 2011” and List of areas of knowledge and specialties for which candidates for higher education are trained, including PhDs (“List 2015”) [2] was approved. At the same time, up to the present day, theses have been defended according to “List 2011”. The problem of “dispersion” of environmental issues among various specialties in various branches of knowledge not only remained, but also grew up, as the number of the latter increased. This situation is of concern to the scientific community. The purpose of the article. To clarify the problems existing in the national system of postgraduate students’ training in environment-oriented specialties and defending theses by them in accordance with modern requirements, as well as finding ways to improve this situation, based on international experience. Methods. As part of the implementation of project Erasmus + “ Integrated Doctoral Program for Environmental Policy, Management and Technology -INTENSE”, 586471-EPP-1-2017-1-EE-EPPKA2-CBHEJP, an anonymous survey of leading scientists engaged in post-graduate training and doing research work in the field of the environment. The questionnaire was developed by Odessa State Environmental University and the survey covered institutions of higher education in almost all regional centres of Ukraine, as well as the cities of Uman and Kremenchuk. It should be noted that such cities as Kharkiv, Lviv, Kyiv, Dnipro, Vinnytsia, Poltava and Uman were represented by several universities. The rest of the regions were represented by the respondents of one institution of higher education. Results. The obtained results have shown the existing organisational and scientific problems. The key problem is the lack of a separate category for PhD (Environmental Sciences) in the updated List 2015. Scientific problems are scientific research of low quality, low level of application of modern technologies, noncorrelation between topics with society demands, absence of foreign experience consideration in the solution to similar problems, etc. Organisational problems are poor technical supply, non-availability of training abroad for PhD students, low level of English, problems with publications in peer-review journals and visual presentation of the research at international conferences, etc. [ABSTRACT FROM AUTHOR]

The object of the study. The purpose of the research was to analyze the legal status of PhD students in the light of the reform of higher education, in the areas of: the organization of education, recruitment, rights and obligations and proceedings in the matter of conferring the title of Doctor of the Juridical Science. Te st method. In the course of the research, the dogmatic and legal method as well as empirical method elements in the scope of analysis of case law were used. The normative matter was taken into account, in particular the provisions of the Act - Law on higher education and science and regulations introducing it, as well as the hitherto existing Act - Law on higher education. Results. The research has shown that the legal situation of PhD students depends on the academic year in which they started their doctoral studies, as well as on the day on which they initiated proceedings in the matter of conferring the title of doctor of legal sciences. Proceedings to award doctoral degrees may take place not only according to "old" or "new rules", but also in mixed modes, in which the rules are modified only in certain areas. Conclusions. PhD students should pay attention to the varied legal status. Due to the changed rules and numerous exceptions to the changes introduced, it is important to make sure on which day the proceedings were initiated and whether all formalities in this respect have been complied with. In addition, in the event of delays in the process of creating a doctoral thesis, it is worth paying attention to the deadlines, after which the proceedings will be discontinued or terminated. [ABSTRACT FROM AUTHOR]

With an ever more competitive global labour market, coupled with an ever-increasing population of PhD-qualified graduates, the ability to communicate effectively and build strategic connections with others can be advantageous in the job-search process. Whether in pursuit of a tenure-track or non-academic position, many postdoctoral researchers and PhD students will benefit from networking as early as possible to enhance their career prospects. Sometimes viewed cynically as 'using people' or dismissed as 'the old boy network,' the ability to make meaningful connections and build relationships can be more valuable than other job-related skills in order to gain entry to, and progress within, many professions. This mini-review highlights the positive influence of networking and how bioscience PhD students and postdoctoral researchers can harness the power of communities to achieve career success. It is argued that those who make connections and promote personal patronage through networking can gain an advantage over their contemporaries. A summary of key theories and research studies that underpin the practice of networking provides credence to these assertions, which are further substantiated with examples pertinent to the academic community. Although primarily focussed on the biosciences, much of the content is applicable to other scientists at a similar career stage. [ABSTRACT FROM AUTHOR]

Annotations of two new dissertations of PhD students are presented. Both of them are in the domain of methodology of Informatics education and are defended successfully in Plovdiv University “P. Hilendarski”. [ABSTRACT FROM AUTHOR]

Research results and university performance measures have been frequently discussed topic in the Czech higher education system. Performance can be improved by establishing innovations in education in many areas. At higher education sector the performance within research activities is of the same importance. Various authorities have been making an effort to establish a set of measures to assess research performance at institutional level. This paper focuses on the assessment of research activity within an institution -- Czech University of Life Sciences (CULS) Prague -- with the use of Data Envelopment Analysis model (DEA). The measured units (DMUs) are 29 doctoral study specializations. Based on the findings revealed by the DEA model application various measures adopted by the faculty in order to improve research and education performance are introduced. Following the widespread trend in many countries the focus of the effort is in training of university teachers and students. This aim is being partially accomplished by the Project Operational Program Prague -- Adaptability (OPPA), which is focused on the innovation of the PhD studies at the Faculty of Economics and Management. The main project aims are i) to improve students' research experiences, ii) to provide appropriate conditions for PhD students at the departments/faculty and iii) to launch tools for better communication among PhD students and their supervisors. [ABSTRACT FROM AUTHOR]