Search

Purpose: This study's purpose was to explore professional career paths into physical education teacher education. Methods: Participants included 27 physical education teacher educators with an average of 20.2 years of experience selected from among attendees at international conferences, using a combination of convenience and purposive sampling. Data sources included semistructured interviews, living graphs, and participant vitae. Results: Findings describe intrinsic and extrinsic motivating factors to pursue a professional role change and the selection of a doctoral program including: (a) prompted by others, (b) self-initiated, and (c) forced choice. After deciding to pursue a doctoral degree, program choice was predicated by disciplinary and institutional, as well as idiosyncratic and personal considerations. Conclusions: Understanding how and why participants repositioned themselves from their current roles into doctoral education has important implications for further research and practice to enhance the quality of doctoral education. [ABSTRACT FROM AUTHOR]

The study delved into the level of capabilities of Kindergarten teachers in the Municipality of Pozorrubio, Pangasinan. The study determined the profile of the respondents, the level of Kindergarten instructional capabilities during a pandemic, the significant difference between the profile of the respondents and the level of kindergarten instructional qualifications during the COVID-19 pandemic, and the level of significance of the relationship and the profile variables of the respondents and the level of kindergarten instructional capabilities during COVID 19 pandemic. The descriptive method of research was used in this study. Findings showed that most of the respondents are female, in the early adulthood stage, and married; most of the respondents earned units in graduate school and enough training to teach during the COVID-19 pandemic. The level of kindergarten instructional capabilities during the COVID-19 pandemic is Highly Capable. This study concludes that Kindergarten teachers are not significantly comparable in the performance of their instructional capabilities at certain times and at certain functions. Still, there are times and cases when they are, on the other hand, comparable, and the Kindergarten teacher's level of instructional capabilities is dependent upon or affected or caused by age, highest educational attainment, and the number of relevant training in the division levels. The study recommended that Kindergarten teachers should take the initiative to pursue the highest academic degree, which is the graduate studies and doctoral degree, and should undergo professional upgrading through higher levels of training and seminar workshops; teachers should formulate a suitable plan and continue to implement sound strategies to meet the demand for new standard education, teachers and parents must have a collaborative effort in keeping track of learner's everyday activities and give strategic intervention to monitor learners' progress, and stakeholders may work with the teachers in addressing the issues and concerns they face as they shift to the new standard teaching practices. In addition, a similar study should be conducted, taking into consideration other factors and more appropriate and relevant variables to better determine the level of instructional capabilities of Kindergarten teachers. [ABSTRACT FROM AUTHOR]

Doctoral engineering students leave doctoral programs without their intended degrees at high rates, with students from minoritized groups leaving at higher rates. In the current study, we modeled the associations between academic relationships, professional identity, and degree completion intentions (DCI). Positive academic relationships with research advisors and peers within doctoral degree programs can bolster persistence and professional identity development. Professional identity is proposed as a mediator of academic relationships on DCI. Participants were 913 doctoral engineering students from 113 universities across the United States. Using structural equation modeling, we found support for the proposed direct and indirect effects. A multigroup model was tested with six groups: underrepresented minority (URM) women, Asian women, white women, URM men, Asian men, and white men. The model fit remained strong. The model provides insights into ways engineering education systems may engage advisors and peers to support students as an avenue to increasing persistence to a degree. The findings highlight the importance of equitable systems, structures, and relationships that serve underrepresented students. [ABSTRACT FROM AUTHOR]

The doctorate forms the basis for academic careers and the regeneration of academia, and has increasingly become important for other sectors of society. The latter is reflected in efforts on institutional, national as well as supranational levels to change and adapt the doctoral degree to new expectations. As doctoral education is embedded in research, changes in governance and funding of research further affect the doctorate. The evaluation of the doctoral thesis appears, however, to have remained true to the academic tradition: an examination committee exercising their gatekeeping in a ceremonial setting. This study sets out to explore doctoral examination committees' evaluation practices. Insights were gained through six focus group interviews with experienced examination committee members at three large research-intensive universities in Sweden. Of particular interest is how the object of evaluation is formed, the nature of the boundary-work conducted, and variations in examination practices related to different and changing conditions for research and doctoral education. Our results show how the object of evaluation emerges through a gradual interpretation of the thesis and defence, becoming more complex and nuanced as the process of evaluation progresses from its initial stages to the final closed discussions of the committee. The finalised object of evaluation, only fully present at the conclusion of the closed meeting and hence transient in nature, encompasses the research contribution, educational achievement, and academic competence of the candidate. Furthermore, the boundary-work conducted in this process often transcends the object of evaluation to include also supervision and the local context for doctoral education and research, and hence contributes to upholding, and potential changing, norms in research fields, educational contexts, and academia at large. This extended boundary-work intensified as problems and inconsistencies were discovered during the evaluation process. The ceremonial staging underscored the gravity of the decision and the extended boundary-work. Despite changing conditions for the doctorate, our findings highlight the importance of the practice of evaluation committees, and the disciplinary communities to which they belong, for upholding and negotiating norms in academia. [ABSTRACT FROM AUTHOR]

This study provides a framework for assessing doctors' verbal engagement during medical consultations. It quantifies doctors' degrees of resonance (Du Bois, 2014), a form of interactional alignment (Pickering and Garrod, 2021) that occurs when speakers imitate and re-use words and constructions uttered by their interlocutors. Resonance often involves creativity and active participation in others' speech, overtly signalling that what they said is relevant for continuing the interaction (Tantucci and Wang, 2021). We looked at Chinese naturalistic consultations and explored whether resonance produced by Chinese doctors with a background in Western medicine (WM) differs from Traditional Chinese medicine (TCM) doctors. Our data includes 60 online medical consultations and shows that TCM doctors' resonance is remarkably higher. This reflected stronger involvement in patients' speech in combination with other interactional indicators of engagement such as sentence peripheral markers of intersubjectivity (Tantucci, 2021) and strategies of relevance acknowledgement (Tantucci, 2023). The pragmatics of TCM doctors is also characterised by a more directive language geared towards a healthy lifestyle, whereas WM doctors favour etiological assessment, with a predominant use of assertive speech acts. • This study provides a replicable framework to assess verbal engagement in dialogue and health communication. • It analyses Chinese doctors' verbal engagement with patients during consultations. • Resonance involves re-using an interlocutor's expressions and contributes to verbal engagement. • Traditional Chinese medicine doctors engage with their patients more than Western Medicine doctors. • Their speech is geared towards advice-giving; Western medicine doctors favour etiological assessment. [ABSTRACT FROM AUTHOR]

The purpose of the present investigation is to shed light on the intraindividual (i.e., within-person) process of distancing from the goal of obtaining a PhD. Based on the motivational theory of action crisis, we assume that a lack of both individual (here: self-directed career management) and external (here: social support) resources may fuel doubts concerning PhD completion. An action crisis, in turn, is proposed to undermine the subsequent motivation to engage in proactive behavior and seek out social support. We analyzed five waves of longitudinal self-report data (NT1 = 2011 PhD students, 61.7% men; half-year intervals) with the random-intercept cross-lagged panel model. This method allows to separate between-person from within-person effects. As expected, we found intraindividual increases in self-directed career management and perceived social support to reduce the development of an action crisis, and vice versa. Practical implications on how to avoid a loss spiral in the PhD process are discussed. [ABSTRACT FROM AUTHOR]

Unlike prior studies that have examined the research productivity to develop various rank-order metrics of particular scholars or institutions, we seek to determine ways in which criminology and criminal justice faculty at the top 21 doctoral programs publish their research. To account for a potential diversity in faculty publication productivity, our study considers various outlets for faculty publications—journal articles, books, and book chapters—and develops composite profiles of publication productivity. Our intention is not to rank faculty and determine academic stars, but to distinguish groups of faculty similar in their patterns of faculty productivity. We analyze the publications of over 90% of all tenured and tenure-track faculty employed by the top 21 U.S. doctoral programs in criminology and criminal justice. Our latent profile analysis yielded five distinct profiles of productivity among the faculty in the top doctoral programs. Our study reaffirms the need for the use of multidimensional measures of publication productivity. [ABSTRACT FROM AUTHOR]

This paper examines how Nobel laureates' academic backgrounds relate to their economic contributions. The study covers laureates in Economics from 1969 to 2023 and reveals that 49% of laureates studied Economics at the undergraduate level, while the remaining 51% pursued other sciences. Moreover, 79% of laureates obtained their doctoral degrees in Economics and 21% in other sciences. The data also includes a breakdown of laureates' primary contributions in various fields of Economics, with the majority contributing to Macroeconomics (29%), followed by Microeconomics (15%) and Finance (14%), New Methods of Economic Analysis (19%), and General Equilibrium Theory (6%). The results further demonstrate that 17% of laureates have contributed to interdisciplinary research, establishing links between Economics and other sciences such as Psychology, History, Sociology, Philosophy, Politics, Law, and Organizational Sciences. This approach is a result of the diverse educational backgrounds of Nobel laureates. [ABSTRACT FROM AUTHOR]

Sexuality education is often implemented by individuals of various backgrounds and training which may cause doubt about the level of competence and expertise provided. Certification can be a strategy to gain knowledge and skills and distinguish oneself in the field; however, little is known about sexuality educators’ experience of certification. This mixed-methods study sought to address this gap in the literature. Sexuality educators (n = 157) were asked about their experiences of certification and the perceived value of sexuality education and sexology certifications. Findings indicate a variety of certifications (n = 32) held by sexuality educators with significant differences in holding/pursuing a certification based on the highest degree earned, the geographical region worked in, and the work setting. Respondents perceived sexology certification as less valuable than sexuality education certification, and those with bachelor’s degrees valued sexuality education certification more than those with master’s and doctoral degrees. Cost and time were common barriers to certification, and individuals choosing not to pursue certification questioned its value for their job or success in the field. These results provide guidance to organisations offering certification and can also provide insight for sexuality educators as they consider certification as part of their professional journey. [ABSTRACT FROM AUTHOR]

Job insecurity is a work stressor associated with various health‐related impairments. As concerns about the ubiquity of job insecurity in academia have become increasingly prominent, the potential implications of job insecurity for the health and well‐being of faculty require attention. Specifically, these implications may vary between groups within academia, yet little is known about such variations, particularly with respect to different indicators of health and well‐being. This study aims to identify and examine profiles of job insecurity (including quantitative and qualitative dimensions) in relation to exhaustion, depressive symptoms, well‐being, and work–family conflict among faculty in Sweden. Self‐reports in questionnaires were collected in 2021 from a representative sample of faculty, with a doctoral degree, working in Swedish public higher education institutions (N = 2,729 respondents; 48% women; average age: 50 years; 82% born in Sweden). Latent profile analysis was conducted to identify profiles of job insecurity, followed by statistical comparisons on demographic covariates and health‐related indicators across profiles. The latent profile analysis revealed five job insecurity profiles: the moderately insecure (n = 215), the secure (n = 1777), the secure; quality‐concerned (n = 406), the insecure; employment‐concerned (n = 177), and the insecure (n = 154). Twelve percent of the sample was identified as vulnerable, particularly the insecure profile, where these individuals may be most at a risk for exhaustion disorder and depression. Among faculty in Sweden, quantitative and qualitative dimensions of job insecurity appear to be closely connected, with the qualitative dimension seemingly more informative for health‐related indicators. [ABSTRACT FROM AUTHOR]

Research articles published by the journal eLife are accompanied by short evaluation statements that use phrases from a prescribed vocabulary to evaluate research on 2 dimensions: importance and strength of support. Intuitively, the prescribed phrases appear to be highly synonymous (e.g., important/valuable, compelling/convincing) and the vocabulary's ordinal structure may not be obvious to readers. We conducted an online repeated-measures experiment to gauge whether the phrases were interpreted as intended. We also tested an alternative vocabulary with (in our view) a less ambiguous structure. A total of 301 participants with a doctoral or graduate degree used a 0% to 100% scale to rate the importance and strength of support of hypothetical studies described using phrases from both vocabularies. For the eLife vocabulary, most participants' implied ranking did not match the intended ranking on both the importance (n = 59, 20% matched, 95% confidence interval [15% to 24%]) and strength of support dimensions (n = 45, 15% matched [11% to 20%]). By contrast, for the alternative vocabulary, most participants' implied ranking did match the intended ranking on both the importance (n = 188, 62% matched [57% to 68%]) and strength of support dimensions (n = 201, 67% matched [62% to 72%]). eLife's vocabulary tended to produce less consistent between-person interpretations, though the alternative vocabulary still elicited some overlapping interpretations away from the middle of the scale. We speculate that explicit presentation of a vocabulary's intended ordinal structure could improve interpretation. Overall, these findings suggest that more structured and less ambiguous language can improve communication of research evaluations. Research articles published by eLife are accompanied by statements that use prescribed phrases to evaluate importance and strength of support. This study uses an online repeated-measures experiment to gauge whether the eLife phrases were interpreted as intended, finding that most participants' implied ranking did not match the intended ranking. [ABSTRACT FROM AUTHOR]

In this exploratory mixed-methods study, we applied Fletcher, Davis Comer, and Dunlap’s conceptual framework of Virtual Holding Environments (VHEs), spaces where supportive relationships can be developed and maintained using technology over time. We investigated the role of VHEs in enhancing educational experiences among doctoral students who completed their degrees primarily (or fully) online. Using survey data collected over the spring/summer of 2019, we examined Doctorate in Social Work (DSW) students’ (n = 34) experiences of VHEs in a Midwestern university in the United States as they began, worked toward, and completed their doctoral degrees. Qualitative findings included themes such as togetherness and connectedness, importance, and relevance, and quantitative descriptive analysis of responses to Likert-scale questions portrayed doctoral students’ experiences of the VHEs. Recommendations for social work online and hybrid educational programs are to consider implementation of VHEs during orientation programs, to focus developmental processes on embracing differences among cohort members, and to adjust the delivery of curricula to meet the current needs of students. [ABSTRACT FROM AUTHOR]

A scoping review to identify models of doctoral supervision as described in the literature (2000 and 2021) was conducted using Arksey and O'Malley's six-step framework. Four bibliographic databases generated 2102 potential studies. Further screening identified 81 articles for inclusion. The findings highlight that despite differences in terminology, an international move towards more collaborative and structured approaches is identifiable. Benefits detailed in the literature include: better throughput, the mitigation of loneliness and power issues implicated in one-on-one approaches, and the possibility for a stronger research foundation and interdisciplinary work. Concerns were also noted about increasing managerialism whereby support structures focus on efficiencies rather than quality and growing ties between industry and doctoral education without much critique of possible conflicts. [ABSTRACT FROM AUTHOR]

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants' experiences of DGAs included discussion of "academic" attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and "soft skills". Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the "soft skills" and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes. [ABSTRACT FROM AUTHOR]

In the dynamic context of higher education, the academic self-realization of a researcher is significant not only for the growth of the dedicated researcher but also for the well-being of the entire academic community. The purpose of this study was to reveal the academic self-realization experience of researchers in higher education and answer the research question: "What does academic self-realization mean for the researcher in higher education?" This study used a phenomenological-hermeneutic approach, which allowed researchers to delve into the academic self-realization experience of researchers in higher education. The study was conducted from November 2022 to December 2023 and represents the social sciences and the science of education. Individuals who have obtained a PhD, work as lecturers and/or researchers in Lithuanian universities, participate in the training of doctoral students, and who obtained bachelor's, master's, or doctoral degrees in more than one field of science took part in this study. This means that these researchers represent scientific multidisciplinarity. The research participants were from Lithuania and the United Kingdom. A total sample of seventeen researchers participated in the study. This article presents results from semi-structured interviews with six researchers, where the theme of "academic self-realization" emerged. The study results showed that the academic self-realization of the researcher in higher education is a process through which the researcher finds, develops, and represents personal interests and talents in the university's academic community, thereby contributing to the personal, scientific, and academic development of this community. The conducted research reveals the complexity of the academic self-realization of researchers, which includes a significant integration of academic and personal components. [ABSTRACT FROM AUTHOR]

Withdrawal from doctoral education has been recognized as a problem with negative consequences for different actors, leading researchers worldwide to explore its underlying factors and processes. However, even if many PhD candidates who withdrew intend to re-enrol, there is a gap in the literature regarding the factors and processes related to re-enrolment. The aim of this qualitative study is to understand pre- and post-withdrawal experiences of PhD candidates and the factors and processes related to withdrawal, dropout and re-enrolment, through the voices of PhD candidates who withdrew and faculty in social and health sciences in a Portuguese university. Our findings conceptualize withdrawal as a behavioural manifestation of disengagement processes comprising interacting emotional/affective, cognitive, and behavioural dimensions, which start before withdrawal, extend beyond it, and may culminate in dropout or re-engagement and re-enrolment. Factors and processes related to withdrawal, dropout, or re-enrolment were situated in various nested contexts. This study highlights the need for an academic cultural change, to envisage withdrawal as a process that does not necessarily mark the end of PhD candidates' incursion into doctoral education. It draws attention to the need to provide adequate working conditions for PhD candidates, and also to promote follow-up and communication with PhD candidates who withdrew. [ABSTRACT FROM AUTHOR]

This article aims to explore the effects of doctoral publication requirements on the research output of Ukrainian academics in Scopus in terms of quantity and impact. Research output in Scopus, elaborated by Ukrainian academics in economics, medicine and physics who were awarded a doctoral degree in three time periods (before September 2013, after September 2013 and after September 2020) marked by changes in doctoral publication requirements was chosen for analysis. The study findings highlight that the publication requirements resulted in an increase in the share of doctorate holders with publications in Scopus. However, first, the share of PhD holders in economics and medicine who have publications in Scopus remains rather small. In these disciplines, 9.4% and 18.1%, of PhD holders and 44.6% and 47% of DS holders who were awarded a doctoral degree in 2020, have publications in Scopus. This can be attributed to the low standards applicable to doctoral theses in economics and medicine. Second, the median journal CiteScore quartile remained unchanged in all groups except for DS holders in physics. In their case, it rose from 3 to 2. Thus, in general, changes in doctoral publication requirements did not result in doctoral holders publishing in more impactful journals. [ABSTRACT FROM AUTHOR]

This article contributes to the growing evidence based on well‐being in doctoral study. It draws on 35 qualitative, in‐depth interviews to explore how the well‐being of an understudied group—working doctoral student mothers—is affected when undertaking part‐time PhDs. While there is a growing literature on the research student experience and an increased awareness of mental health issues in doctoral study, there has been little exploration of the experiences of part‐time PhD students. Moreover, this is particularly true of mothers undertaking doctorates on a part‐time basis. The experiences of this sub‐group of research students constitute the gap to which this paper responds. It explores the consequences of having to straddle a number of competing domains and examines how the gender role conflict, marginalisation and lack of support experienced by doctoral student mothers impact their psychological, physical and social well‐being. The article concludes with a number of recommendations that institutions may wish to consider. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges faced by Indigenous higher degree by research (HDR) students in Australia. It explores how Indigenous methodologies, cultural responsibilities, and personal experiences shape the academic paths in disciplines like political science and international relations. It discuss the intersectionality of their identities as Indigenous women researchers and emphasize the importance of decolonizing academic spaces to better support Indigenous HDR students.

Copyright of Pasado y Memoria. Revista de Historia Contemporánea is the property of Pasado y Memoria 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.)

Typical data available to engineering educators about the state of degrees awarded is disseminated via various groups. The most salient limitations to each of these sources are a lack of disaggregating data by multiple personal identities and an annualized reporting schedule hindering interpretations over time. This analysis ascertains how female degrees earned in engineering changed for bachelor's, master's, and doctoral degree levels from 2005 to 2021. We sought to understand trends by disaggregating ASEE records by gender, race, and engineering discipline. Data gathered from EDMS were cleaned, analyzed, and visualized, following principles for data sense making and human factors. Results highlight women gravitating towards Biological, Environmental, and Computational engineering disciplines. The total number of all degrees awarded is increasing for all genders in all disciplines, but these trends are not evenly distributed across disciplines. While it is true that the overall proportion of women in engineering wavered near 20%, this statistic does not tell the whole story of what has been occurring in engineering. By disaggregating infographics, we tracked percentage growth in certain fields as well as overall increases in number of degrees awarded at all levels of higher education. Future research is needed to determine causes for women's choices in engineering. [ABSTRACT FROM AUTHOR]

In libraries, perceptions of high services quality to their target clients are typically able to draw out high level of satisfaction and engagement. Using the descriptive-regression research design, the study was conducted to determine the influence of service quality of public libraries on library user's engagement. It was performed using a survey questionnaire that was tested using Cronbach Alpha and Content Validity. Data were collected from 175 randomly selected respondents who are frequent professional library users in public libraries in Region XII, consisting of graduate students, businessmen and women, retired personnel, and those users who have pursued their law, master's, or doctor's degrees. The data were analyzed using simple linear regression analysis. Results from the quantitative analysis revealed that service quality of public libraries can significantly influence library user's engagement. Thus, it can be claimed that one effective way of enticing more individuals to use public libraries is to improve the level of service quality of public libraries. Based on the findings, it is strongly recommended that public library administrators provide public librarians with comprehensive and continuous professional development opportunities, including seminars, trainings, enrolling in library professional courses, and benchmarking effective strategies that build the confidence and competence of public librarians to improve the quality of services offered to library patrons. [ABSTRACT FROM AUTHOR]

Much of the supervision literature revolves around the delicate balance between directive supervision and student independence. Yet there remains a paucity of empirical research about the balancing act. This is the first study based on survey data to undertake a large-scale empirical analysis of the assumed relation between doctoral supervisor direction and student independence. Data were collected from 1,243 doctoral students at a research-intensive Danish University. Factor analysis revealed that directive supervision encompasses two dimensions: (1) controlling and (2) advising. Through regression analysis, we found that student independence is affected positively by advising and negatively by controlling. Interestingly, we also found that student satisfaction was affected positively by both advising and controlling. Our findings suggest that directive supervision is complex, but the benefit of advising supervision could outweigh the harm of controlling supervision. Supervisors should therefore be less concerned with being too hands-on, but more concerned with being too hands-off. [ABSTRACT FROM AUTHOR]

This research aimed to reveal the decisions of master's students about whether to pursue their doctoral degree or not and the factors affecting these decisions. The participants of this research, in which the basic qualitative research design was used, consisted of 28 students (19 female and 9 male) in different parts of the educational sciences departments. To gather the data from the participants, a semi-structured interview form, which was prepared by the researchers, was used. The participants' answers were analyzed via the content analysis method and categorized under the main themes of personal, professional, and academic factors. The research findings are explained in light of the details given in the theoretical framework section, namely postgraduate education, reasons to pursue postgraduate education, and reasons for not completing postgraduate education. The findings demonstrated that the majority of the participants were willing to pursue a doctoral degree. According to the results, it was seen that the participants' master's degree experiences affected their decision to be willing or unwilling to pursue their education and enroll in doctoral studies. However, the participants also stated that they didn't have much knowledge about doctoral degree during their master's degree and could only get information with their own efforts. This finding showed that master's degree students needed to be informed more about doctoral degree at the master's degree level.

Definition: Completion and final examination comprise the final stages of a doctoral program and represent the culmination of the doctoral candidates' years of research. In this entry, completion is defined as the writing and submission of a doctoral thesis, and final examination is defined as the viva voce. Over the years, the format and scope of doctoral degrees has expanded and a variety of formats are now offered. In addition to the traditional research-only doctoral degree, professional, practice-based, and new route programs also contain a taught element alongside research. However, the creation of a substantive thesis or practice-based alternative addressing a novel research question is common to all. In contrast, processes and formats of viva voces vary across the globe. These range from private, closed-door defenses to assessed or ritualistic public defense presentations. For both completion and final examination, there are many practical and psychological hurdles that need to be navigated in order for the candidate to attain their doctoral degree. This entry will highlight these aspects as well as provide evidence-based guidance for supervisors in supporting their doctoral candidates through these daunting final stages. [ABSTRACT FROM AUTHOR]

Although there has been considerable post hoc research on student views of supervisors, there is little on how candidate expectations are constituted at or close to the point of commencement. This study reads students' commentary about the 'ideal supervisor' at the point of institutional induction to examine commencing candidate expectations, concluding that student discourse reflects historical, guild notions of the supervisor as 'master', and institutional messaging about the primary responsibility of the supervisor for positive research degree outcomes. The 'ideal' supervisor imagined by commencing candidates possesses highly esteemed character virtues and research mastery such that they can meet all needs and guarantee a successful outcome and a positive candidate experience. The paper concludes that institutional representations of the supervisor role need to change to re-situate supervision within wider networks of engagement and support and this needs to be reflected in the design of institutional orientation. [ABSTRACT FROM AUTHOR]

When Indigenous and non-Indigenous postgraduate research students start researching Indigenous topics, how can we best prepare them for the task ahead? In this article, I describe the approach taken by one regional Australian university to support research students with Indigenous topics through a Master of Philosophy (Indigenous). Drawing on Nakata's cultural interface theory, the programme is designed to grow students' capacities to both negotiate the intersection between Indigenous and Western knowledges and successfully complete a research thesis. This article outlines the pedagogical underpinnings of the programme and describes some of the practices used throughout one-week intensives. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article outlines a framework for poverty informed social work practice which was developed out of doctoral research about poverty in Aotearoa New Zealand. The framework is based on critical and feminist theory which informed the research process, and data drawn from 28 interviews with people who identified as living in poverty. The article begins with a brief review of relevant literature related to social work with people living in poverty, followed by discussion of critical theory and feminism. Semi-structured interviews were carried out using a feminist qualitative approach and an applied thematic approach was used to analyse the interview transcripts. From the interview data, and the theoretical underpinnings of the study, a poverty informed framework for social work was developed. There are six components to the framework: compassion, material support, advocacy, critical reflection, intersectionality and consciousness raising. The framework is practical and conceptual, a tool for social workers and educators to use when working in solidarity, or teaching about, working in solidarity with people experiencing poverty. [ABSTRACT FROM AUTHOR]

Realizing the common wealth of all people is the essential requirement of socialism with Chinese characteristics. Measuring the process of realizing common wealth and the differences between groups is one of the important issues that need to be addressed urgently. In order to reasonably measure the process of realizing common wealth in China, on the premise of horizontal comparability and vertical consistency, the principles of comparability and consistency are introduced, and a comparative method of opportunity advantage based on income distribution is proposed from the perspective of opportunity equity. Using the 2012–2020 CFPS data to measure and test the opportunity advantages and their differences across regions and groups in China. The study found, firstly, that the opportunity advantage persists but tends to diminish across groups, with the more educated group having a more pronounced opportunity advantage, but that this advantage is diminishing over time. Secondly, the doctoral degree group has a greater probability of earning higher incomes, followed by the master's and bachelor's degree groups, but this opportunity advantage, i.e., the probability of earning higher incomes, is diminishing, i.e., the education dividend is diminishing. Third, the difference in opportunity advantage between urban and rural areas still exists, as evidenced by the greater probability of higher incomes in towns than in rural areas, but this advantage has narrowed further over time, with a clear process of urban-rural integration. Fourthly, in terms of gender, men have a certain opportunity advantage over women, but this difference is not significant. Fifthly, in the context of education levels, gender and urban/rural subgroups, under the framework proposed in this paper, China has achieved some success in the process of realizing the common wealth, and is showing a steady upward trend. [ABSTRACT FROM AUTHOR]

In this paper, we (a) share perspectives from stakeholders who learn and teach in an EdD program located in the United States that utilizes telepresence for distance learning (TDL) in a synchronous, hybrid environment, (b) frame our learning as a community of practice, and (c) report affordances and challenges of this model. TDL students asserted that the telepresence option gave them choice in selecting their doctoral program and increased their social presence and ability to be perceived as real people, and all students recognized the importance of a cohesive community to offer support through technological challenges. Faculty were largely unfamiliar with utilizing telepresence in the classroom initially and acknowledged that revised pedagogies and instructional methods were essential to supporting all students in this model. TDL affords opportunities to increase equity and access in doctoral education; however, technological and logistical challenges must be remediated to ensure a successful learning environment. [ABSTRACT FROM AUTHOR]

Supporting writing remains an important dimension to the work of academic developers particularly for early career academics and doctoral candidates. A small qualitative case study was undertaken on an academic writing module to explore participants' needs and evaluate a new multimodal writing framework which sought to enhance publication opportunities while supporting the development of writing practice. The framework introduced the modes of reading, writing and reviewing as distinctive dimensions of the writing process and introduced practical activities to build participants' confidence and skills working in each mode. It also prompted participants to acknowledge, adopt and shift between the perspectives of reader, writer and reviewer to develop their writing. The framework is proposed as an effective way of supporting the writing of early career academics and doctoral students. Findings suggest that participants considered the framework helpful to understand and adopt modes to enhance their writing performance and improve their practice and confidence. [ABSTRACT FROM AUTHOR]

Copyright of Annali di Igiene, Medicina Preventiva e di Comunità is the property of Societa Editrice Universo s.r.l. 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: As an experimental biological science, physiology has been taught as an integral component of medical curricula for a long time in China. The teaching effectiveness of physiology courses will directly affect students' learning of other medical disciplines. The purpose of this study is to investigate the current situation and changes in physiology teaching over 30 years in Chinese medical schools. Methods: National survey was conducted online on the platform SoJump via WeChat and the web. The head of the physiology department in medical school was asked to indicate the information of physiology education from three periods: 1991–2000, 2001–2010, and 2011–2020. The responses of 80 leaders of the Department of Physiology from mainland Chinese medical schools were included in the study for analysis. Results: The survey showed that the class hours, both of theory and practice, had been decreased. During the past 20 years, the total number of physiology teachers, the number of physiology teachers who had been educated in medical schools, and the number of technicians had been reduced, whereas teachers with doctor's degrees had been increased. In addition to traditional didactic teaching, new teaching approaches, including problem-based learning/case-based learning/team-based learning, integrated curriculum and formative evaluation systems, had been employed, mostly for more than 5 years, in some medical schools. Conclusion: The present study has provided historical data regarding the current status of physiology education in China and that in the past thirty years by showing that physiology education in China has developed quickly,even it faces many challenges. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic influenced academia in many ways, impacting learners and teachers. This article is authored by six sustainable urban development doctoral researchers from various backgrounds and stages of their journey, and an academic advisor. The article is an outcome of remote collaboration through a substantial period during the pandemic. We offer self-reflective and collaborative accounts of how the pandemic affected doctoral research in a domain that requires in-depth connection with a physical field or site. We explore the impact of COVID-19 on the field through the themes of resonance and credibility, ethics and rapport, and the doctoral researchers' academic experience with regard to physical disconnection and virtual connectivity. In lieu of a conclusion, the supervisor's perspective offers insights into the future of the field and links the discussions in this article to wider debates in the literature on the role of the screen in delivering, presenting, and sharing research. The key takeaway is that the field and how we approach doctoral research and teaching have changed irrevocably. While we adjust to these new realities, it is important to look outwards as much as inwards to navigate the new complexities we now face. [ABSTRACT FROM AUTHOR]

The increasing internationalization of Higher Education Institutions has facilitated universities from East Asian countries like Taiwan, Korea, and China to value university rankings more in enhancing their admissions and reputation. Especially when Taiwan and China are all considered belonging to Chinese social community, returnee doctorates are assumed to possess international experience that is theoretically helpful to improve their research productivity and university employers generally prefer foreign-trained doctorates. However, there is little research to prove that returnee doctorates are more productive than local doctorates because of more frequent international mobility. This research examines a University in Taiwan, a prominent academic research university, credible for its research productivity. From the perspective of bibliometrics, this study used the Scopus International Academic Database to identify publications, citations, and Field Weighted Citation Impact (FWCI) as credible indicators of research productivity, controlling for personal background, doctoral training, international mobility, and research collaboration. We hope that the differences in research productivity between local and returnee doctorates can be measured more comprehensively and objectively. The results of this study found that there is a significant difference in the higher FWCI score of research publications between local and returnee doctorates, and further found that there is a significant positive relationship between local doctorates, published papers during doctoral studies, prestige of supervisors, and international and domestic research collaboration on research productivity. Those that identified international mobility in careers had a stronger impact on research productivity compared to those of the doctorate educating stage, and both international and domestic research collaboration were important for research productivity. The results based on empirical analysis broke the myths of returnee doctorate corresponding to high research productivity in this study, and can serve as a reference for faculty recruitment and research environment enhancement in research-oriented universities in Taiwan and other Asian countries. Policy implications are also discussed. [ABSTRACT FROM AUTHOR]

Supervisory relationship is a highly significant driver of doctoral experience. However, empirical studies exploring the alignment between supervisors' and supervisees' perceptions of good doctoral supervision is lacking. A total of 768 doctoral candidates and 561 doctoral supervisors from a multi-field research-intensive university participated in the study. Data were collected with the doctoral experience survey and the supervisory experience survey, and qualitatively and quantitatively analysed. The results showed that both doctoral candidates and the supervisors described informational, emotional, instrumental, and co-constructional support as the primary characteristics of high-quality supervision. However, some differences also existed. Perceptions regarding frequency of supervision are well aligned, although supervisors report supervising slightly more than candidates report receiving it. The results highlight the importance of promoting the alignment between doctoral candidates' and supervisors' perceptions of quality and quantity of supervision, as it fosters study progress, reduces the risk of candidates discontinuing their PhD and increases satisfaction. [ABSTRACT FROM AUTHOR]

Academic blogs are international, extramural, outside of institutional structure, obligation, and audit. Their algorithms allow quantitative investigation, but qualitative research on blog practice is rare. This paper offers qualitative insight into academic blog pedagogy using DoctoralWriting as a case study. Here, DoctoralWriting comments-to-posts become data (391 comments giving 129 pages of text), analysed both thematically and using NVivo12 to show the blog's interactive practice. We became interested in how commenters and academic bloggers create a community of practice. The findings led us to add Third Space theory to community of practice. Emerging from the super-complexity of postcolonial theory, Third Space exists outside of, or between, cultures. That means it can detach from biases, hierarchies and role restrictions. We show blogging's potential within doctoral education, demonstrate a novel method for understanding academic blogging, and advance the pedagogical use of Third Space theory. [ABSTRACT FROM AUTHOR]

Whilst China has become home to the second largest doctoral education system in the world, with over 20% of its doctoral graduates taking up postdoctoral researcher positions inside and outside of China, a lack of information regarding the expectations of these doctoral graduates in pursuing postdocs has resulted in a failure to meet their expectations, leading to insufficient institutional support for their career development. In order to improve this situation and provide more tailored institutional support for Chinese postdocs, we conducted interviews with 30 doctoral graduates from elite Chinese universities from February 2020 to December 2021 to understand their expectations for and experiences of postdocs. The data identified four expected‐to‐accumulated capitals during postdoc experiences: personal scientific capital, discipline‐related social capital, institution‐related social capital and family‐related social capital. Among these, the primary consideration for engaging in postdocs is to enhance personal scientific capital in both qualitative and quantitative aspects. Chinese doctoral graduates who choose domestic postdocs have higher expectations for increasing institution‐based social capital, while those who go abroad expect to develop discipline‐related social capital within the international academic community. Understanding these expectations will be instrumental in developing optimal approaches to providing institutional support for the career development of Chinese postdocs. [ABSTRACT FROM AUTHOR]

In this study, we explore the identity development of PhD graduates transitioning into non‐researcher roles. Through the conceptual lens of identity‐trajectory theory and based on interviews with 26 PhD graduates from three leading research universities in Hong Kong, Macau and Taiwan, we analyse their identity‐trajectory development after their transition to non‐research employment. The findings show that PhD graduates develop their identity trajectories based on their existing sense of researcher‐self through a variety of practices that involve intellectual, networking and institutional dimensions. Individual agency plays a key role in overcoming structural constraints in the workplace, yet its level varies according to one's willingness to pursue a non‐research career. The findings highlight the fluidity in identity development and the role of the researcher‐self as a positive legacy of doctoral training, including for PhD graduates taking non‐researcher roles. [ABSTRACT FROM AUTHOR]

Doctoral education in South Africa is at crossroads between the transformation agenda of higher education and the production of knowledge, whereas policy imperatives to produce more doctorates may come at the expense of quality. This article examines how universities assure the quality of doctoral education in Education at the point of access, its implications on transformation and the production of knowledge through doctoral education. The research employed a qualitative research approach. An exploratory research methodology was used. Data was generated through analysis of policy documents and structured interviews from 20 universities. The findings revealed that the assurance of quality perpetuates and privileges disciplinarity while transformation and the production of knowledge were narrowly conceived. Some implications were identified. The article concludes that the assurance of quality at the point of access to doctoral education should be a regulatory balancing act between quality, transformation and the production of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Business Informatics / Informatyka Ekonomiczna is the property of Uniwersytet Ekonomiczny we Wroclawiu 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 current exploratory study determined the prevalence of the sport management academic degree being offered in top-ranked institutions as based on U.S. News & World Report rankings. A focus on the differences of bachelor's, master's, and doctoral degrees being offered, or not offered, was placed on national universities and liberal arts colleges because of the prevalence of these institution types and their educational settings. Additionally, the study aimed to determine if relevant indicators predicted a sport management degree being offered at a top-ranked national university and liberal arts college. Results indicated significant differences, with sport management degrees being offered at a higher frequency in national universities than liberal arts colleges. However, the sport management degree was largely not offered by the majority of top-ranked institutions. Notably, ranking, enrollment, and public/private institutional status did not predict sport management degree offerings at a liberal arts college. However, a national university had an increased likelihood of offering a sport management degree as enrollment increased and ranking increased (i.e., moved closer to 150). Altogether, the project highlighted that while the sport management academic discipline has certainly grown since its inception, growth has not really occurred at top-ranked higher education institutions, especially liberal arts colleges. [ABSTRACT FROM AUTHOR]

This study investigates the ability of voice assistants and generative AI tools to respond to reference questions traditionally received by academic librarians. The authors created a sample of 25 questions based on queries received on the virtual reference service at their institution. They then created a rubric to evaluate the quality of the answers that the AI powered tools provided. The authors determined that the tools understand reference questions well and provide relevant answers but that the quality of the references provided, and the accuracy of the answers can be lacking. They suggest that more research needs to be done to understand the place of AI powered tools in reference services. [ABSTRACT FROM AUTHOR]

Librarian co-authorship of knowledge synthesis (KS) research is on the rise, demonstrating growing recognition of the value librarians bring to research teams. This study analyzes trends in KS research output at a mid-sized doctoral granting university between 2017 and 2022, with a focus on librarian involvement. Using PubMed, Scopus, and the Social Sciences Citation Index & Arts and Humanities Citation Index, all KS research published by researchers at our institution between 2017 and 2022 was retrieved. A content analysis was conducted, and findings reveal a 280 % increase in librarian co-authorship during this period, coinciding with a 54 % overall growth in KS publications. Health sciences continue to dominate as the primary creators of KS research, with <10 % of published KS published in the sciences, humanities, and social sciences. Notably, systematic reviews with librarian co-authors were published in journals with higher Journal Impact Factors (JIFs) than those without. This research underscores the vital role librarians play in advancing KS research, the importance of advocating for librarian co-authorship, and highlights the need for increased librarian engagement in non-health disciplines. [ABSTRACT FROM AUTHOR]

Definition: A doctoral student is someone studying for a doctoral degree, which is generally considered to be the highest academic qualification a university can award. The student develops research experience, while making an in-depth and original contribution to knowledge. They are supervised by university staff members (usually there are two, or a small panel) who train, mentor, and support the doctoral student. Professional and career development refers to support that helps students to not only grow as individuals and independent researchers, but to also have the option to successfully pursue either academic or non-academic roles after graduation. While this entry considers some international contexts, it is particularly oriented to the United Kingdom (UK) model, and to the most common doctoral degree, the Doctor of Philosophy (PhD). [ABSTRACT FROM AUTHOR]

Doctoral degrees include Doctor of Philosophy (PhD) and other professional doctorates such as Engineering Doctorate (EngD), Doctor of Education (EdD), or Doctor of Clinical Psychology (DClinPsy). Unlike undergraduate- or postgraduate-taught students, doctoral study focuses on a single, autonomous piece of research. Research indicates a high occurrence of mental health problems in doctoral students. This paper describes the piloting and qualitative evaluation of a range of interventions designed to enhance the mental health support for doctoral students at one UK university. These interventions sought to target an array of known factors that affect the mental health of doctoral students, including individual capacity for coping with stress and social support availability. [ABSTRACT FROM AUTHOR]

Featuring data from a nationwide survey of English faculty in Canada, this study focuses on the reasons that faculty offered for choosing their respective doctoral programs. This analysis pays particular attention to gendered disparities in participants' responses and to disparities associated with parental educational level, two variables that sometimes intersect in striking ways. This investigation explains why some reasons that women and first-generation university students provided for their choice of doctoral program can increase a student's chances of entering a poorly ranked program. Employing previously unprocessed data from Statistics Canada, this article also presents information to help would-be PhD students who are women, first-generation university students, or both make more informed decisions about where to pursue doctoral study to be more competitive in the academic job market if they aspire to be professors. This article is simultaneously designed to increase faculty mentors' understanding of the problematic logic that women and first-generation university students may use when selecting their PhD programs so that such mentors can better address these students' misperceptions about doctoral studies and the profession. [ABSTRACT FROM AUTHOR]