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Copyright of Academy of Management Learning & Education is the property of Academy of Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective Methods Results Interpretation Training clinician–scientists is a primary objective of many academic neurology departments, as these individuals are uniquely positioned to perform insightful clinical or laboratory‐based research informed both by clinical knowledge and their own experiences caring for patients. Despite its importance, training clinician–scientists has perhaps never been so challenging. The National Institute of Neurologic Disorders and Stroke (NINDS) R25 program was designed in an attempt to support these individuals, decrease the time needed to obtain National Institutes of Health K awards, and to help educate a cohort of trainees preparing for a career in academic neurology. We endeavored to describe the structure and features of the program while examining its outcomes.R25 outcome data from 2009 to 2024 were reviewed. Statistical comparisons were made using 2‐sided Mann–Whitney U testing.A total of 67% of adult neurologists who received an R25 had a successful application for a National Institutes of Health K award compared with 45% of adult neurologists who had not received R25 support (p < 0.0001). Among child neurologists, 73% who applied went on to receive K funding after R25 support, compared with 45% who had not been part of the R25 program (p < 0.001). The average time between completion of residency and obtaining a K award for R25 participants was decreased by 26 months among those with an MD/PhD degree, and 32 months for those with an MD degree compared with non‐R25 individuals.The R25 program has been successful in achieving its training goals, but stands as only one component of support for aspiring clinician–scientists. Investments and commitments made by academic neurology departments are key to supporting this success. ANN NEUROL 2024 [ABSTRACT FROM AUTHOR]

This study demonstrates the value of the field of public theology for cathedral studies. Both of these fields are concerned with the continuing role of religion in public life in contemporary societies, and yet those writing within these fields often do not draw from the work of the other. Therefore, in this study I show some findings of my PhD thesis entitled 'A critical evaluation of the public theology of Manchester Cathedral'. In this project, I conducted research in both of these fields by employing a publicness-ethnographic approach to collect and analyse data from participant observation, analysis of public data, and 14 semi-structured interviews with key actors at the cathedral. This study analyses three key findings from this research: public theologies of inclusion at the cathedral, the location of theology in the public work of the cathedral, and an understanding of cathedrals as hosts of subaltern counter-publics. [ABSTRACT FROM AUTHOR]

This text aims to revisit a practice developed in a course on art education within the Ph.D. programme in Arts Education at the Faculty of Fine Arts, University of Porto. We approached this space through the construction of a workbook that was practised during classes. The exercises aimed to reflect on the positionality we occupy and on art education as a field of practice/research built on several colonialities. The idea of theory as a practice enacted through questioning, displacements, staying in research and getting to know the archives we inhabit framed the work carried out. The text is an exercise in revisiting the workbook, activating it now through reading and outside the group of participants to which it was made. It is not linear in the sense of recounting the experience; rather, it seeks to blend today's writing with the exercises drawn from that workbook. [ABSTRACT FROM AUTHOR]

A significant proportion of the teaching and learning in PhD programs is conducted independently by the candidate under the supervision of one or more supervisors. Supervisors and students are usually expected to meet regularly to ensure that students are on track to produce a dissertation as independent researchers. Yet few studies to date examine how teaching and learning within supervision meetings is interactionally achieved. In this paper we use a conversation analysis approach to study how supervisors formulate their student-solicited feedback. Specifically, we show that equivocation in giving feedback serves a pedagogical purpose that balances competition between the institutional goals of teaching with the expectations that PhD students should already be competent researchers. While supervisors provided equivocal feedback in both early and late stages of candidature, we show here how the nature of this feedback changes, showing the sensitivities of supervisors to the developing capacities of their supervisees. [ABSTRACT FROM AUTHOR]

PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework synthesis of 86 papers analysed rich qualitative data about feedback within PhD supervision. Our synthesis, informed by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervision. Supervisors, through their engagement or disengagement with feedback, controlled candidates' access to tacit and explicit standards. The ephemeral and generative nature of verbal feedback dialogues contrasted with concrete textual comments. While many supervisors aimed for candidates to become less reliant on feedback over time, this did not necessarily translate to practice. Our findings suggest that balancing power dynamics might be achieved through focussing on feedback materials and practices rather than supervisor-candidate relationships. [ABSTRACT FROM AUTHOR]

The closed-door PhD and doctoral viva voce - the approach adopted in the United Kingdom - is esteemed by some as being a valuable academic tradition. However, an increasing body of literature and research has raised concerns about the quality, transparency, reliability and validity of this viva format. This systematic literature review aims to explore the closed-door viva from the candidate perspective. Eight studies, encompassing 267 participants, were included. Themes which emerged from a narrative synthesis of the data were: emotional response; psychological impact; power; examiner conduct (i.e. questioning techniques and interpersonal style); fairness; and practical and procedural issues. A great deal of variation was found across all accounts. Whilst some were indicative of positive and constructive viva experiences, there were also concerning reports of candidate distress as a result of examiner conduct, behaviour and use of positional power. Implicit and explicit reference was made to the lack of fairness. Given that concerns regarding the closed-door viva are now well-established, results are discussed with reference to recommendations for change; ultimately, to ensure best practice in PhD and doctoral assessment in the UK as well as to offer academic providers in other countries valuable insights into this form of viva. [ABSTRACT FROM AUTHOR]

Researchers have shown that the pursuit of doctoral studies is often related to the desire to become an academic, despite the constrained academic labour markets and changing (or deteriorating, as some have argued) academic working conditions (AWC) worldwide. In this study, we assessed the extent to which Chinese PhD students were aware of the changes taking place in the academic profession and, if so, whether this awareness influenced their career choices. We conducted a narrative inquiry involving 29 mainland Chinese PhD students and graduates in mainland China, Hong Kong and Macau to elicit their perceptions of AWC in their main academic labour market in mainland China and how these perceptions may have informed their career intentions. We found that perceptions of unfavourable AWC tended to dissuade the PhD students from pursuing a career in academia, but not always in the same way. This finding led us to conceptually identify four decision-making types based on the PhD students' motivations for achievement and desire for autonomy: the materialist, academic striver, undecided and comfort seeker. We found that all of the PhD students were primarily concerned about the ruthless tenure-track system and excessive competition, especially the comfort seekers (i.e. with high and low motivations for autonomy and achievement, respectively). Most of the PhD students also perceived guanxi, hierarchical academic communities, the segmented academic labour market and low remuneration as major drawbacks for seeking an academic career, particularly the materialists (i.e. with high and low motivations for achievement and autonomy, respectively). [ABSTRACT FROM AUTHOR]

Using qualitative case study as a method, the researchers collected data from four PhD returnees specializing in teaching English as a Foreign Language (EFL) and inquired about their experiences of teacher identity (re)construction after their return to Chinese universities. The collected data demonstrate that these participants have encountered various challenges in complying with Chinese higher education practices; their unique insider/outsider experience and the contribution that they can make to internationalization of the university culture and pedagogy are undervalued, while they often feel unsupported to develop their research profile. This paper contributes to the current research into EFL PhDs' mobility and their teacher identity (re)construction in the context of the internationalization of Chinese universities. The challenges and issues raised here may have commonalities with those faced in other international tertiary education settings, where EFL PhD students gain their qualifications overseas and return to a career in EFL in their own country. [ABSTRACT FROM AUTHOR]

Copyright of Financial & Business Studies Journal / Maǧallaẗ Al-Dirāsāt Al-Māliyyaẗ wa Al-Tiǧāriyyaẗ is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this research is to test the direction, strength, and significance of the influence relationship between strategic renewal activities and organizational immune systems, depending on sample that consists of (246) university leaders and their assistants at public universities, and (117) university leaders and their assistants at private universities, two models were chosen to compare the relationships between the variables in the two study populations. The two relationship models were tested using the structural equation modeling method by (AMOS V.25) program using a five Likert scale with a response rate of approximately 90%. The results showed that strategic renewal activities has a significant positive effect on organizational immune systems in the two samples, as well as conducting a test of comparative models, it was concluded that there are no differences in the relationships between the two societies. At the end of the research and based on the research results, the researcher suggested some future research that could be conducted concerning the research model variables. [ABSTRACT FROM AUTHOR]

This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library and Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to their experiences in Ph.D. programs irrespective of the pandemic and focuses on both existing barriers and support mechanisms. Based on the results of a qualitative, online, self-administered survey, guided by hermeneutic phenomenology, the study identifies barriers rooted in attitudes and perceptions; policies and procedures; information and communication; physical spaces; virtual spaces and technology; and access to support services and networks. At the same time, an only mitigating factor and an only sustainable and consistently mentioned support mechanism was the good will, compassion, and supportive actions of individual faculty members. The article places the analysis and interpretation of empirical data in the context of academic ableism, conceptualizing the situation of Ph.D. students as a lingering state that was not improved even through the lessons and experiences of the pandemic. [ABSTRACT FROM AUTHOR]

Medical professionals who assume multiple roles as clinicians and researchers are commonly found in hospitals worldwide. Likewise, in many Chinese hospitals, particularly among early-career medical professionals with MD and PhD degrees, active engagement in both clinical practice and scientific research is expected. In the current ethnographic study, the cultural-historical activity theory is used to explore how three early-career neurosurgeons at a tier-one northern Chinese hospital conduct and write research for publishing in Science Citation Index (SCI)-indexed journals in addition to handling their heavy clinical workload. Drawing on multiple sources of qualitative data, including semi-structured interviews, two-week naturalistic observations, field notes, photographs, and daily activity logs with three neurosurgeons, the study findings highlight Chinese neurosurgeons conduct and write up their research using patient data and collaborating with laboratories while seeking academic language editing and peer feedback. Ethical considerations of clinician-researchers' scholarly publishing process, implications for researching medical professionals' boundary crossings, and future research directions are also discussed. [ABSTRACT FROM AUTHOR]

Background: With an increasing number of doctor of nursing practice (DNP) graduates, the volume of peer-reviewed journal publications among DNP-prepared nurses is rising. Purpose: The primary aim of this study was to quantify, analyze, and categorize DNP-authored peer-reviewed journal publications. Methods: A descriptive research design was used to analyze DNP-authored peer-reviewed journal publications in the WorldCat, EBSCO Discovery Service, and PubMed databases from 2011 through 2021. Results: The 3839 journal publications included at least one DNP-prepared nurse author. There were 2495 (65%) publications with a DNP first author, 921 (24%) with a DNP solo author, and 2918 (76%) included publication collaboration. The majority of publications were practice- (40%), nursing- (17%), and education-focused (15%). Science translation in evidence-based practice and quality improvement publications accounted for 24%. Conclusions: This study demonstrates the proliferation of DNP-authored peer-reviewed journal publications, which may indicate an increase in the number of nursing care quality initiatives occurring in the clinical setting. [ABSTRACT FROM AUTHOR]

Background: The Doctor of Nursing Practice (DNP) degree prepares nurses for engagement in practice scholarship to improve health outcomes at multiple system levels. Organizational leaders' and employers' perceptions and expectations of DNP-prepared nurses require further study. Objective: To explore the perception of organizational leaders regarding expectations and engagement of DNP-prepared nurses in practice scholarship activities. Methods: Guided by the Actualized DNP Model, a cross-sectional design was used to survey organizational leaders (N = 87) regarding DNP-prepared nurses' engagement in practice scholarship. Results: Findings indicate that 92% (n = 80) of participants believed practice scholarship should be an expectation of DNP-prepared nurses serving in a variety of roles. Of the 77 respondents to the scholarship engagement questions, 97.4% (n = 75) reported that DNP-prepared nurses engaged in one or more practice scholarship activities over the past year. Conclusions: Aligning DNP practice scholarship competencies, as outlined in the American Association of Colleges of Nursing 2021 Essentials, with organizational needs, expectations, and provision of sufficient time to support these scholarship activities is needed. Implications for Nursing: Opportunities exist for DNP-prepared nurses to articulate and demonstrate their value by conducting practice scholarship through innovative advanced nursing roles to realize organizational goals. Organizational support is necessary for practice scholarship activities to transform DNP education. [ABSTRACT FROM AUTHOR]

The article reports the results of an interview-based study exploring how internationally educated Ph.D. degree holders re-integrate into research environment in Kazakhstan and how the process of reintegration varies depending on the country of study. We found that returnees from non-Western countries experience greater challenges than returnees from the Western contexts. Applying the concept of “legibility” we reveal that the variation in the experiences is the result of operation of a legibility sorting mechanism used by the state in valuation of the quality of doctoral education of two formerly colonial academic systems – the post-Soviet and the Western one, which compete as they exert neo-colonial claims on the academic system in Kazakhstan. The state uses foreign degree recognition mechanism as a heterogeneity producing system signaling the stakeholders the desired perception of the value of the different degrees. The differentiation in the experiences results from the sorting. [ABSTRACT FROM AUTHOR]

As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students' conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students' transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching–learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning. [ABSTRACT FROM AUTHOR]

Academic career development relies on a combination of teaching and research skills. In Australia, it is common for recent Doctor of Philosophy graduates to have a short-term post-doctoral research experience to build publication track-record and increase grant competitiveness, before securing a combined research and teaching or 'academic' role at a university. Other scientists work as full-time researchers for several years before transitioning to academic roles with expectations they can teach. The aim of this study was to explore the experiences of health and biomedical science researchers transitioning into academic roles using a mixed methods design. Sixty-six participants working in health and biomedical sciences at over 20 Australian Universities who had been in an academic role for 5 years or less completed an online survey. Of 66 participants, 18 (27%) had never been in a research-only role before, while 48 (63%) had held a research-only role for up to 11 years before starting their current academic role. Findings showed most academics were not trained nor equipped to successfully undertake scholarly teaching. They reported a lack of awareness of teaching expectations, practical resources, and direct support provision at the start of their appointment. For former researchers specifically, these experiences led to low confidence and poor enjoyment in their academic role, with the potential to decrease overall teaching quality, student learning and student satisfaction. We postulate that these issues may be mitigated by the implementation of teaching-specific training programs catering for the research-only background of staff entering health and biomedical academic roles in the higher education workforce. [ABSTRACT FROM AUTHOR]

This study investigated the publication behaviour of 573 chief editors managing 432 Social Sciences journals in Turkey. Direct inquiries into editorial qualifications are rare, and this research aims to shed light on editors' scientific leadership capabilities. This study contrasts insider publication behaviour in national journals with international articles in journals indexed by the Web of Science (WOS) and Scopus. It argues that editors demonstrating a consistent ability to publish in competitive WOS and Scopus indexed journals signal high qualifications, while editors with persistent insider behaviour and strong local orientation signal low qualification. Scientific leadership capability is measured by first-authored publications. Correlation and various regression tests are conducted to identify significant determinants of publication behaviour. International publications are rare and concentrated on a few individuals, while insider publications are endemic and constitute nearly 40% of all national articles. Editors publish 3.2 insider papers and 8.1 national papers for every SSCI article. 62% (58%) of the editors have no SSCI (Scopus) article, 53% (63%) do not have a single lead-authored WOS (Scopus) article, and 89% publish at least one insider paper. Only a minority consistently publish in international journals; a fifth of the editors have three or more SSCI publications, and a quarter have three or more Scopus articles. Editors with foreign Ph.D. degrees are the most qualified and internationally oriented, whereas non-mobile editors are the most underqualified and underperform other editors by every measure. Illustrating the overall lack of qualification, nearly half of the professor editors and the majority of the WOS and Scopus indexed journal editors have no record of SSCI or Scopus publications. This research relies on local settings that encourage national publications at the expense of international journals. Findings should be evaluated in light of this setting and bearing in mind that narrow localities are more prone to peer favouritism. Incompetent and nepotistic editors pose an imminent threat to Turkish national literature. A lasting solution would likely include the dismissal and replacement of unqualified editors, as well as delisting and closure of dozens of journals that operate in questionable ways and serve little scientific purpose. To my knowledge, this is the first study to document the publication behaviour of national journal chief editors. [ABSTRACT FROM AUTHOR]

Worldwide, research reports increasing proportions of nontraditional doctoral students including those who return to a doctorate after a short or prolonged gap (indirect-pathway students (IPS)). However, studies lack knowledge about background, motivation, educational experience, and outcomes of IPS and differences between them and direct-pathway students (DPS) in regard to these characteristics. Our research aims to fill this gap using data from a survey of doctoral students at Russian universities (N = 5007). We compare three groups of students: DPS, interrupters (IPS with a less than 5-year gap), and returners (IPS with a longer gap). The analysis shows that returners stand out from the other two groups of students: they more frequently study part-time, have a full-time job, are married and have children, and enter doctoral programs with their own specific topic of dissertation. During their studying, returners less frequently interact with their supervisors and face a bigger amount of problems related to lack of academic skills, problems with knowledge of a foreign language, and family duties and the need to combine studying with work. At the same time, such students are more satisfied with their programs, develop more skills during their doctoral journeys, less often have difficulties with their supervisors or want to withdraw, and demonstrate a higher level of publication activity. We conclude that the master-apprentice model of doctoral education, elements of which are still highly widespread in Russia, could be more suitable for these students. Our findings raise questions about the necessity of doctoral programs' diversification. [ABSTRACT FROM AUTHOR]

Supervision is one of the most important determinants of a successful doctoral process. However, there have been few large-scale survey studies on the development of PhD supervisors. In this study, doctoral supervisors' perceptions of their supervisory competence, professional development activities and professional support from the research community are explored. A total of 561 doctoral supervisors from a large multi-field research-intensive university in Finland responded to the survey. The data were analysed with statistical methods. The results showed that the supervisors perceived their supervisory competence as being high. More experienced supervisors were more confident with their supervisory competence than less experienced ones. Support from the scholarly community was also related to positive perceptions of one's supervisory competencies. The results further showed that engaging in supervisory development activities was also related to perceived supervisory competence. Some gendered and disciplinary differences in supervisors' engagement in professional development activities were detected. [ABSTRACT FROM AUTHOR]

Pursuing academic studies in foreign countries is a globally prevalent phenomenon for diverse reasons: earning a degree in high-demand subjects from a prestigious university opens more doors than a diploma earned locally. Earning a degree overseas is an opportunity to expand one's horizons and gain new experiences and exposure to other cultures. In addition, other personal and/or academic reasons that prevent students from pursuing a degree in their home country, such as age, admission requirements, and difficulty in finding an appropriate supervisor, motivate them to choose a degree program in a foreign country. The current study examines the motives of PhD degree holders who are Israeli residents who completed their doctorate studies overseas and explores the aspirations they hope to achieve through such studies. The study examines several aspects of the profiles of PhD holders who chose to study overseas, including demographic, socioeconomic, academic, financial, and professional, as well as their aims. The study sample comprised 153 PhD holders who earned their PhD degree in the field of education overseas and applied to the Israeli Ministry of Education for accreditation of their degree. The sample focuses on PhD holders in the social sciences and humanities, specifically in education. The study was conducted using the quantitative method and is based on a survey. The findings of the study offer insights into decision makers in higher education in Israel and their efforts to assess the value of the degrees presented for accreditation by PhD holders who earned their degrees overseas. [ABSTRACT FROM AUTHOR]

This paper explores arts-based practice research from the perspective of a UK University. In this context, Practice Research is still fraught with complexity that can result in communication issues. It can be challenging to confidently share insights and developments with readers outside of one’s discipline. There can be an overwhelming feeling of having to justify the value of one’s practice and over-explain every element to underline its worth. But what does Practice Research offer us and how can we, in the Arts, effectively communicate this to the broader academic community and beyond? Is there really a difference between practice-based and practice-led research or are there other ways to describe and share what we (academic practitioners) are creating? This paper will draw on specific examples from UK institutions to see how various challenges of communication and justification have been addressed at PhD level, through national research audits of academic staff, which also include considerations of the university research environment. I will discuss examples of successful practice-based research outputs from the University of Portsmouth that were part of the 2021 Research Excellence Framework (REF), a National published research government audit of UK academic institutions. I will show examples of how visual practitioners have contextualized their research outputs so that they can be “effectively shared.” [ABSTRACT FROM AUTHOR]

Shifting doctoral contexts disrupt conventional doctoral educational practice. A research development framework is thus necessary; one that can advance quality research but also enhance skills for social impact beyond the qualification. The doctoral intelligence framework has been conceptualised to provide a map of the doctoral terrain and represents the knowing, doing, thinking and willing mindsets or mental tools necessary for success. The article reports on a study to enrich this research development framework through an empirical exploration among a sample of 22 mainly part-time PhD students and graduates. The aim of the study was to identify mindsets for developing doctorateness. The findings extend insights into the four key mindsets related to scholars' cognition regarding the process and product of the PhD (knowing), self-management for ownership when stuck (doing), the process that extends various thinking mindsets, and the willing mindset for sustaining momentum during the doctorate. This enriched perspective of the doctoral intelligence framework will guide educators regarding pedagogical realignment for the modern context to enhance the quality of research and also better develop the knowledge makers of the future. [ABSTRACT FROM AUTHOR]

Embarking upon my PhD journey as the Other at the age of 37, I soon became emotionally involved in dealing with the process of not knowing my becoming. Reading and writing, then, create the possibilities of both re-immersing and reinventing the self in the plane of self-referential immanence. Using embodied writing as a method of discovery, this autoethnographic poem exemplifies 'how to document becoming', creating new ways of thinking, feeling, and knowing. Through the embodiment of contemporary thinkers and scholars, I (re-)immerse myself in their works, uttering each poetry line through my untold desire of becoming. This creative writing process, in turn, allows for the novelty of knowing and becoming identities, bringing meaning and power into play. By applying Deleuzian philosophy, I realise that the imagination itself can be meaningfully rehabilitated as a productive capacity, of giving me desire and agency, to construct the aspirational self for an imagined terrain of academia. [ABSTRACT FROM AUTHOR]

We study whether student-advisor gender and race composition matters for publication productivity of Ph.D. students in South Africa. We consider all Ph.D. students in STEM graduating between 2000 and 2014, after the recent systematic introduction of doctoral programs in this country. We investigate the joint effects of gender and race for the whole sample and looking separately at the sub-samples of (1) white-white; (2) black-black; and (3) black-white student-advisor couples. We find significant productivity differences between male and female students. These disparities are more pronounced for female students working with male advisors when looking at the joint effects of gender and race for the white-white and black-black student-advisor pairs. We also explore whether publication productivity differences change significantly for students with a high, medium, or low "productivity-profile". We find that female productivity gaps are U-shaped over the range of productivity. Female students working with male advisors have more persistent productivity gaps over the productivity distribution, while female students with a high (or low) "productivity-profile" studying with female advisors are as productive as male students with similar "productivity-profile" studying with male advisors. [ABSTRACT FROM AUTHOR]

The purpose of the research is to present the scientific and religious foundations of Gabriella Victor’s pedagogy. The name of the Victor family is inseparable from the cause of the reformist revival and the internal mission. Gabriella Victor (1891– 1971) is the first teacher of the Reformed Teacher Training School in Kecskemét, Head of the Lórántffy Zsuzsanna Association. She published a number of articles, children’s Bible, juvenile novels, and informative books for parents and teachers. She was the Doctor of Philosophy (1917) and Theology (1950). The main topics of her scientific work are women’s education, Christian family education, and school religious education. In this study, we present the activities of the Victor family in the internal mission, Gabriella Victor’s opinion on women’s issues, and her views on the characteristics of the female psyche. [ABSTRACT FROM AUTHOR]

This commentary reflects upon the progress, limitations, and some of the pitfalls of one UK London-based HE institution's development of a trans-disciplinary arts and sciences undergraduate degree programme specifically designed to build knowledge and confidence in students to both reflect upon and effectively respond in constructive and just ways to some of the 'global challenges' facing society. It does not challenge the importance and necessity of specialist expertise but sees the potential of a trans-disciplinary approach to education as not just complementary but increasingly valuable to a wider range of graduates. Graduates needed to lead systems change and facilitate wider appreciation and practical understanding of multidimensional problem-solving, the importance of stakeholder engagement and more holistic systems thinking, something that should not be limited to those who have the opportunity and means to study Masters or PhD degrees. As one of a few UK universities that offer inter-disciplinary or trans-disciplinary undergraduate degrees and with some added insights from a former colleague who now works on University College London's (UCL) interdisciplinary BASc, we offer the following suggestions and advice for those interested in working towards developing trans-disciplinary provision. This includes the development of a financial model that allows students and staff to work between departments or faculties; an administrative structure that promotes communication and information sharing between different departments without compromising the requirements of data protection; the buy-in and support of senior leaders who both understand and can advocate for the benefits of a trans-disciplinary approach and explicit university-wide recognition of the staff who work on such programmes in terms of career progression and support for the trans-disciplinary research they undertake. [ABSTRACT FROM AUTHOR]

The importance of generic skills for life scientists is commonly recognised by employers, graduates, and higher education institutes. As it remains unclear which generic skills are relevant for different life sciences career paths, this study aims to give an overview to inform and inspire universities and students, by analysing 179 Dutch entry-level job postings. We deductively coded nine career paths, namely: life sciences industry, PhD-student, quality compliance, research-related, sales & business, communication/education, information technology, consultancy, and policy. We coded generic skills using an adapted categorisation consisting of 46 generic skills within four categories, which were: self, others, information, and tasks. The descriptive statistics and cluster analysis results showed that although language, communication, and collaboration were the most requested skills, differences in requested generic skills between career paths and cluster composition were observed as well. We concluded that although some generic skills are important in general, other generic skills are relevant for specific life sciences career paths. To educate skilled life scientists, universities should consider the flexible integration of these generic skills in their life sciences programmes. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The aim of this study was to examine the motivations and perceptions of RNs with completed doctorates in an integrated healthcare system. BACKGROUND: Historically, PhD preparation was the primary doctorate available for nurses, preparing them to conduct research and hold leadership positions. The recent growth of Doctor of Nursing Practice (DNP) programs that focus on either advanced clinical practice or executive competencies has significant implications for the future of nursing in practice settings. METHODS: A 30-item survey was sent to all 93 RNs at a healthcare system who have completed doctorates. RESULTS: A response rate of 71% found DNPs outnumber PhDs 3 to 1. PhDs are significantly more likely to perceive concrete benefits associated with their degrees, and DNPs are more likely to report that their degrees have not made a difference in their jobs. CONCLUSIONS: Leaders in practice and education must collaborate to ensure that both DNPs and PhDs are engaged in positions that use their highest level of competence in any setting. [ABSTRACT FROM AUTHOR]

While most of the studies have focused on how female PhDs are stereotypically depicted as a sexless third gender and an ultimate leftover in Chinese mainstream media representation, little attention has been paid to how such negative stereotypic representation and its underlying patriarchy are resisted. Drawing on feminist critical discourse analysis (Lazar, 2005, 2014) and legitimization strategies (van Leeuwen, 2007, 2017), this study sets out to investigate how the discursive legitimizing strategies for female PhDs play out on Chinese social media by employing a corpus-assisted approach. The data for the present study comprise 2,124 posts retrieved from China's most popular community question-answering (CQA) site – Zhihu. It is revealed that Zhihu users commonly employ (1) personal authority, specifically that of female PhDs, to establish legitimacy; (2) moral evaluation, involving negation, affirmation and re-evaluation to legitimize the presence of female PhDs and their marital practices; (3) rationalization, including definition, explanation, means-orientation and goal-orientation to achieve the social empowerment of female PhDs. Also, this study probes into the ideologies implicated by the use of these discursive practices in relation to the wider sociocultural contexts. The implications may hopefully shed light on the optimal ways for female PhDs' advocacy in contemporary China. [ABSTRACT FROM AUTHOR]

Under the relentless neoliberalism, there is a growing claim that doctoral students have transformed into highly performative, enterprising, and self-reliant subjects in the current higher education landscape. Whilst this seems almost a truism to encapsulate the unprecedentedly competitive educational context in which the PhD is pursued, it is equally important to recognise the diversified profiles of doctoral individuals. Against this backdrop, the study draws upon Archer's critical realist theory to conceptualise the heterogeneity and complexity of eighteen doctoral students' experiences with/in the neoliberal university and academy. Using Archer's reflexive modality as an inclusive framework, analysis has detected the positive linkage between participants' preferable deployment of particular mode(s) of reflexivity and the prototypical way they steer their PhD trajectories taking a multiplicity of forms. As such, the study makes original contribution to existing literature in three aspects. First, in illuminating the differential concerns participants hold about the PhD pursuit, it suggests that the prevailing neoliberal forces do not invariably produce damaging impacts, nor are they inescapable for all candidates. Second, analysis highlights that whilst participants with a great clarity of value commitments and career goals at the beginning of their PhD can consistently translate their reflexivity into agentic action, this is not a commonplace experience. Third, the finding on participants' practice of hybrid and shifting reflexive modes throws into relief the limits of Archer's thesis, which tends to champion a fixed conception of reflexivity and downplay structural influences on the mode of reflexivity one employs. In view of these insights, the study culminates in pointing towards more promising lines of inquiry alongside presenting a set of practical implications. [ABSTRACT FROM AUTHOR]

The paper examines how individual motivations, the role of the supervisor and gender influence the early career path of doctorate holders. We investigate PhD graduates' occupational outcomes beyond academia in the framework of current literature on the oversupply of PhD holders and labor market constraints. Our analysis relies on two unique datasets. The first, at the national level, includes microdata from the Italian National Institute of Statistics regarding about 41,000 graduates who account for over 70% of the population of 6 cohorts surveyed for the period 2004–2014. The other dataset is from a single university, and resulted from an original survey of 760 PhD holders who earned their doctorates from the University of Turin in 2007–2017. We find that PhD holders' motivation towards science is associated with their subsequent employment in academia or in other research and non-research jobs. Sponsoring support in early career and the supervisor's propensity for basic research also play a role in the future academic career path. Gender differences in type of occupation, however, continue to persist even taking motivations and the supervisor's role into account. [ABSTRACT FROM AUTHOR]

We propose and test the proposition that innate personality differences in trait affect explain significant variance in student satisfaction. Using three standard measures of trait affect and data from a student sample (n = 409) of PhD candidates across science, social science and humanities in 63 universities from 20 countries, we find that 24% of variance in student satisfaction is accounted for by trait affect. We also find that both discipline studied and research orientation of university have moderating effects on the relationship between trait affect and student satisfaction. Our findings suggest student satisfaction scores need to be viewed with caution because, in part, they merely reflect individual-level trait affect that - like all innate personality traits - academics, university administrators and education ministers alike are powerless to alter. Our findings indicate that governments, universities and other organisations gathering student satisfaction data could usefully adopt measures to control for trait affect. Our findings also raise the possibility that universities might strategically incorporate innate affect in their student selection criteria to game satisfaction ratings. [ABSTRACT FROM AUTHOR]

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Though well-being problems are prevalent among PhD students, the contextual antecedents and underlying mechanisms behind these problems remain underexplored. The aim of this study was to explore whether and how the research environment affects the well-being of PhD students through their motivation. Self-determination theory was used as the theoretical framework in order to understand how the research environment plays a role in PhD students' well-being. Students' autonomous and controlled motivation was posited as mechanisms linking the research environment to well-being. PhD students (n = 2578) from eight Hong Kong government-funded universities were recruited. Results revealed various dimensions of the research environment including process and assessment, culture, and skills development that had distinctive connections with students' motivation and their well-being. Furthermore, students' motivation significantly mediated the relationships between the research environment and their well-being. This study provides theoretical implications for increasing awareness of the factors and mechanisms that support or undermine PhD students' well-being. It also has functional suggestions for educators and administrators interested in enhancing PhD students' motivation and well-being. [ABSTRACT FROM AUTHOR]

An increasing mismatch between the global supply of PhD-qualified graduates with the global demand within the tertiary education sector comes despite academic positions remaining graduates' first choice of future career. The 'silver medal' choice, research work in industry, is increasingly a likelier outcome, leading to a need to understand industry employers' perspectives on desirable graduate attributes. This study systematically synthesises the results of literature examining industry employer perspectives, contrasting those perspectives with both the perspectives of PhD students and PhD-qualified graduates working in the industry. The findings show relatively little published empirical research to inform the transition of PhD graduates to industry destinations. Current research, however, indicates industry employers and those working in the industry tend to prioritise teamwork and collaboration more highly than doctoral students and shows that critical thinking is a skill set that unifies the views of employers, those working in industry, and doctoral students. [ABSTRACT FROM AUTHOR]

Objective. To conduct scientometric studies on PhD ("Doctor of Philosophy") theses (i.e., doctoral theses), researchers should be able to access the theses. We aimed to explore how to obtain a list and full text of the defended PhD theses from medical schools in Croatia over 30 years (from the beginning of 1992 to the end of 2021). Methods. We tried to obtain information from the Croatian Bureau of Statistics, the National and University Library in Zagreb (NSK), universities, medical schools and online repositories. Results. We could not find a single list (source) of all PhD theses. Based on 4 different sources (website of the University of Zagreb and Medical School in Rijeka; school administrator from Split; library catalog from Osijek), we gathered information that from the beginning of 1992 to the end of 2021, there were 2955 PhD theses defended at medical schools in Croatia - 357 in Osijek, 550 in Rijeka, 337 in Split and 1711 in Zagreb. In May 2022, the online Croatian Digital Dissertations Repository contained 631 (22%) of full-text theses in Portable Document Format (PDF). University of Zagreb School of Medicine has its own repository that holds the full text of 834 (49%) of their PhD theses. One of the three PhD programs of the University of Split School of Medicine, namely Translational Research in Biomedicine (TRIBE), published full texts of all PhD theses defended at that program on its website. NSK held 2650 (90%) of the theses in a printed version. Conclusion. It was extremely challenging to access the list and full texts of doctoral theses defended in Croatia. Making PhD theses publicly available would ensure transparency and enable analyses that should improve scientific policy. [ABSTRACT FROM AUTHOR]

We investigate whether junior researchers' attractiveness matters for obtaining an academic job post-PhD in a specific field within the social sciences, using faculty ratings on photographs along with data on publications, quality of PhD-granting university and employment type. The use of faculty ratings rather than external rating platforms allows for a closer match to a real-life academic setting. We find a significant association between faculty-perceived attractiveness and the probability of junior female researchers being in academic positions. A one standard deviation increase in the faculty attractiveness rating is associated with an increase in female junior researchers' academic job holding by 25 % of the mean. This association is equally strong for the full sample of females and a seasoned subsample of females, observed at least 5 years post-PhD. We show that faculty ratings are different from general perceptions, the latter being irrelevant for junior researchers' academic job holding. We also find that research productivity or access to high-quality coauthorship networks cannot explain the association. Collegiality, inferred using facial action coding of the photographs, is associated with the probability of females being in academia, but does not alter the association between faculty perceived attractiveness and females' chances of an academic job post-PhD. [ABSTRACT FROM AUTHOR]

The percentage of care‐experienced young people in England progressing to university by the age of 19 currently stands at around 12–13% with a further 10% of care‐experienced adults attending university during their 20s and 30s. This figure remains lower than both the general population and other groups of disadvantaged learners. It is well established that the educational attainment of care‐experienced young people can be impacted by a range of barriers to learning. Existing research often focuses on the importance of key adults and their role in supporting young people in care. A small number of studies examine the reflexive capacities of the young people themselves through the lens of sociologist Margaret Archer's model of modes of reflexivity and internal conversations. Archer's theory can be utilised to understand how care‐experienced young people navigate their circumstances. The notion of the internal conversation offers a way to understand how some young people growing up in care develop more stable modes of reflexivity, namely autonomous, communicative or meta‐reflexive. Here we contribute to new knowledge by considering care‐experienced young people who develop communicative and autonomous aspects to their day‐to‐day life functioning. This paper draws on findings and analysis from interviews conducted as part of the first author's PhD (2020) which considered the reflexive capacities of care‐experienced young people who self‐identified as higher achievers. We utilise Archer's modes of reflexivity to explore participants' internal conversations and to develop our understanding of the relationships, experiences and personal skills that underpin successful educational journeys. [ABSTRACT FROM AUTHOR]

A growing number of doctoral students work during their Ph.D., which is commonly associated with higher risks of dropout. This paper investigates whether the sector of employment (public or private) is also a predictor of student outcomes in Ph.D. programs. Using a dataset on doctorate students in Brazil, the association of employment with the likelihood of graduation and dropout is estimated using a logistic regression and an event history analysis. The results indicate that students employed exclusively in the public sector during the program are approximately 80% more likely to graduate than those working only for private organizations. [ABSTRACT FROM AUTHOR]

Background: Engineering curricula are built around faculty and accreditors' perceptions of what knowledge, skills, and abilities graduates will need in engineering careers. However, the people making these decisions may not be fully aware of what industry employers require for engineering graduates. Purpose/Hypothesis: The purpose of this study is to determine how industry employer‐sought professional and technical skills vary among engineering disciplines and levels of education. Design/Method: Using a large sample (n = 26,103) of mined job advertisements, we use the O*NET skills database to determine the frequencies of different professional and technical skills for biomedical, civil, chemical, electrical, environmental, and mechanical engineers with bachelor's, master's, and PhD degrees. Results: The most frequently sought professional skill is problem‐solving; the most frequently sought technical skills across disciplines are Microsoft Office software and computer‐aided design software. Although not the most frequently requested skills, job advertisements including the Python and MATLAB programming languages paid significantly higher salaries than those without. Conclusions: The findings of this study have important implications for engineering program leaders and curriculum designers choosing which skills to teach students so that they are best prepared to get and excel in engineering jobs. The results also show which skills students can prioritize investing their time in so that they receive the largest financial return on their investment. [ABSTRACT FROM AUTHOR]

Given the intricate and competitive global academic landscape and Chinese female PhDs' critical situation of being marginalized and otherized, this study aims to examine the academic career decision‐making experiences of three unmarried and childless Chinese female PhD graduates. Collaborative autoethnography is employed to delve into the three authors' experiences and reflections regarding the influential factors impacting their job‐seeking and decision‐making process as recent graduates, who earned their PhD degrees in 2022 from three popular destinations for international students in East Asia, namely Hong Kong, South Korea and Japan. Research findings indicate that various contextual and individual factors have shaped the authors' decision‐making and diverse career options were adopted to strike a 'happy medium' between long‐term career aspirations and increased competition for academic positions. This study provides implications for policymakers and university administrators to attract highly skilled female international professionals and overseas‐educated Chinese female PhDs considering a professional career in academia. [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]