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This study focuses on the changes that doctoral education has experienced in the last decades and discusses the role of doctoral supervisors. The figure of doctoral supervisor continues to be a subject of much debate; therefore, the aim of this study is to provide a universal, global, and common definition that clearly establishes the roles and functions of doctoral supervisors. Employing a multi-method approach, the study utilized the perspectives of linguistic relativism and prototype theory to understand how linguistic and label diversity may influence the perception and approach to supervisory tasks. We examine a corpus of 55 different labels to refer to "doctoral supervisor." Data was collected from 116 countries, encompassing 47 different languages and 55 distinct labels from Europe, Africa, America, Asia, and Oceania, forming a unique corpus of information. The results reveal a total of 18 functions to be fulfilled by the doctoral supervisor. Additionally, the findings underscore the significance of linguistic influence in conceptualizing the functions associated with the supervisor in various cultural contexts and highlight the necessity for redefining the role of the thesis supervisor. The results hold potential benefits for doctoral schools and supervisors, serving as guidelines for standardizing the functions of the doctoral supervisor. [ABSTRACT FROM AUTHOR]

Doctoral student attrition has been a consistent and ongoing problem, with only half of Ph.D. students completing their degrees. Often generated by feelings of isolation and dissatisfaction during the Ph.D. process, attrition results in negative consequences for students, their departments and institutions, and the broader academic community. Students face substantial financial and psychological burdens, institutions lose out on their investments, and the larger community misses out on significant contributions to resolutions to social challenges. To make matters worse, attrition rates are highest among the most marginalized students. Effective strategies for reducing attrition involve aiding in the development of students' academic identity and creating a supportive sense of community. Although many departmental and institutional efforts to support doctoral students exist, challenges remain. Further, the needs of students are far-reaching and arguably require interventions from the academic community as a whole. To confront these challenges, the Academy of Criminal Justice Science approved the development of the Doctoral Student Summit, a professional development seminar intended to support Ph.D. students in degree completion through providing opportunities to foster academic identities and develop extended academic communities. This manuscript outlines the origins and evolution of the Doctoral Summit and provides an outline of its model and potential benefits to the field of Criminal Justice and other disciplines. [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]

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]

Varying views have been expressed about the purpose(s) of doctoral studies and qualifications. The views have been changing over time, as have the factors inducing the changes. This article examines a range of such factors, taking into account global developments in a neoliberal knowledge economy that may be influencing and may continue to influence South African approaches to doctoral studies, within a differentiated higher education institution taxonomy. It examines the impact of such matters as the pressures of marketisation, institutional typologies and missions, the emergence of inter-, trans- and multidisciplinary research, and the prioritisation of public, social good (decolonisation, equity and social justice), complementing private good, globally and in South Africa. The article argues that these developments should not minimise the benefits, in many cases, of an introspective research academy, but that there is a place for diversity in the articulation of the purpose(s) of doctoral studies and consequent qualification. It is further argued that the debate over the shifting purpose of doctoral studies needs to be further explored. The article draws on findings from a recent South African national review of doctoral qualifications, and a subsequent analytical report, in which emerging trends and inhibiting challenges are identified. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) has increasingly influenced higher education, notably in academic writing where AI-powered assisting tools offer both opportunities and challenges. Recently, the rapid growth of generative AI (GAI) has brought its impacts into sharper focus, yet the dynamics of its utilisation in academic writing remain largely unexplored. This paper focuses on examining the nature of human-AI interactions in academic writing, specifically investigating the strategies doctoral students employ when collaborating with a GAI-powered assisting tool. This study involves 626 recorded activities on how ten doctoral students interact with GAI-powered assisting tool during academic writing. AI-driven learning analytics approach was adopted for three layered analyses: (1) data pre-processing and analysis with quantitative content analysis, (2) sequence analysis with Hidden Markov Model (HMM) and hierarchical sequence clustering, and (3) pattern analysis with process mining. Findings indicate that doctoral students engaging in iterative, highly interactive processes with the GAI-powered assisting tool generally achieve better performance in the writing task. In contrast, those who use GAI merely as a supplementary information source, maintaining a linear writing approach, tend to get lower writing performance. This study points to the need for further investigations into human-AI collaboration in learning in higher education, with implications for tailored educational strategies and solutions. [ABSTRACT FROM AUTHOR]

Ideological expectations from the right and the left saturate higher education. With public controversies detailing historic sexual abuse, research misconduct and plagiarism, how is the PhD positioned in a university sector losing its purpose, meaning and momentum? The doctorate is not only indicative, illustrative or representative of wider societal concerns, but also requires nuanced recognition of its distinctiveness from undergraduate degrees. This article activates a thought experiment to consider what is happening in international higher education, and how this history has been shaped and creased through the (post) pandemic environment. Uberfication is a provocative trope that enables the development of a generational modelling of our universities, spanning the baby boomers, Generation X, and millennials. With three generations circulating in higher education, can the assumptions and expectations be managed and aligned? [ABSTRACT FROM AUTHOR]

Traditionally, doctoral studies take at least three to six years of full-time study, depending on the country and institution. However, the number of doctoral students who complete their studies in the prescribed time does not meet the expectations of the scientific community. Many students who enrol in a doctoral programme either drop out or do not complete it within the expected time frame. The literature is replete with evidence of the challenges faced by early career researchers, but there is still little reported on how to bridge the existing and perceived barriers that continue to undermine doctoral study retention. These and other obstacles must be addressed and combated by questioning the root causes of students dropping out of their studies. Thus, this study sought to suggest pathways to overcome these and other obstacles by providing a coherent overview of what we need to do and how. The methodology used included a thorough review of international accredited peer reviewed articles extracted from the SCOPUS multidisciplinary database. A total of 24 articles relevant to the topic were thus selected. The key finding of this initiative is that doctoral students face wide-ranging financial, academic, and social challenges that need to be addressed innovatively to improve the timely realisation of the successful completion of their studies. Keywords: Completion, challenges, doctoral studies, dropout, retention, success

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 past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or 'fragile' settings, where trauma, marginalisation and socio‐political precarity are prevalent. Yet, despite increased awareness of micro‐ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro‐ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well‐being, to explore their experiences with micro‐ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro‐ethical challenges and identify key supports for navigating ethics‐related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro‐ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts. [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]

The emphasis on doctoral education in Europe calls for analyses of how bachelor's and master's studies in creative and practical disciplines enable graduates to carry on to Ph.D. level. This study offers a methodological framework to analyse the social and situational character of students' dispositions to research. We investigate largely practical journalism programmes that also aim to provide all students with premises to research work. Sixteen students were interviewed at the culmination of their studies at two universities in Finland. Through Wenger's theory of a community of practice and the method of situational analysis, we analysed researcher identities and discourses on research in the students' speech, situations and social relations in which the participation in research practice occurred, and development trends of participation. The results suggest that journalism practice is socially and situationally prioritized over journalism research in the programmes, which undermines the efforts to engage students in research. [ABSTRACT FROM AUTHOR]

Copyright of Public Administration & Civil Service / Memlekettìk Basķaru Ža̋ne Memlekettìk Ķyzmet is the property of Academy of Public Administration under the President of the Republic of Kazakhstan / Akademiya Gosun 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 explores the experiences of doctoral students juggling parental and professional roles. It proposes a balanced-integration approach in the reflective supervisor framework to tailor support. The research focuses on identifying challenges and evaluating the approach's effectiveness, suggesting supervisors should serve as advocates for well-being and motivation. With the South African government's National Development Plan aiming for a higher education sector that can produce more than 100 doctoral graduates per one million of the population by 2030, it is imperative to understand PhD student's simultaneous identities as parents and professionals who must balance the demands of their studies, families and careers. The study advances a balanced-integration approach for supervising this demographic, with supervisors serving as advocates for the holistic well-being of these students, architects of personalised academic pathways, and catalysts for motivation inspired by family commitments. This approach adds a fifth dimension to Pearson and Kayrooz's four factors of facilitative supervisory practice. The methodology is a descriptive quantitative study research design and a cross-sectional approach based on online surveys completed by 47 respondents from 13 South African higher education institutions and eight from abroad (n = 55). [ABSTRACT FROM AUTHOR]

This article investigates whether experiences of the PhD trajectory during the first year of enrolment predict dropout during a later stage. More specifically, we studied how supervisor support, time pressure and passion for research relate to dropout among PhD students and assessed the role of discipline in this process. We used longitudinal data from four waves of the PhD Survey (2018 through 2021; N = 589), conducted at a university in Belgium, as well as administrative data on the enrolment status. Results show that supervisor support is negatively related to dropout, and that this is especially important for PhD students in the human sciences. Time pressure is positively related to dropout. When stratified by scientific discipline, this effect was only significant for PhD students in human sciences and in the life sciences and medicine. Passion for research showed a negative association with dropout. Stratification by discipline showed that this effect was only found among PhD students in natural sciences and engineering. Furthermore, teaching assistants showed higher dropout rates, and female PhD students in human sciences and life sciences and medicine were less likely to drop out. [ABSTRACT FROM AUTHOR]

The modern legal policy in the field of preparation of dissertations for the degree of Сandidate of Sciences outside postgraduate education and the degree of Doctor of Sciences in doctoral studies is in the focus. The relevance of the research is determined by the fact that transition to the model of legislative regulation of doctoral studies and preparation of PhD dissertations outside postgraduate studies in the context of exclusively scientific activities has resulted in the lack of a proper legislative basis for functioning of the scientific sphere, while the state of higher education and science, provision of qualified personnel for all branches and spheres depends on the proper organization of doctoral and postdoctoral institutions. The aim is to identify the shortcomings of the legal policy and possible ways to improve it. The article investigates normative and legal regulation of training scientific and scientific-pedagogical personnel outside higher education system; it critically assesses the present condition of higher education, prospects for improving the institutions of doctoral and postdoctoral studies. The general scientific (dialectical method, analysis, synthesis) and private scientific research methodology (formal-legal, system-structural, historical-legal methods) heavily contribute to the research. The outcome allows to substantiate the necessity to clearly establish the rights, duties and conditions of doctoral students and applicants at the legislative level. Detailed guarantees for such participants of scientific activity should promote the increasing demand for highly qualified specialists and realization of their creative potential. Financial incentives for doctoral students and their scientific consultants also need optimization being curently at a low level thus reducing the demand for doctoral and postdoctoral studies.

This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (a) Familial support and formative experiences during childhood, (b) Overload of information and frustration in conducting research, (c) Prejudice and lack of Black representation in the academy, and (d) Change-oriented motivations beset by barriers to access. Findings revealed commonalities in participants' lived experiences that could inform efforts to recruit and retain Black doctoral students, develop curricula that takes into account their experiences and goals, stem systemic racism, and promote equity and inclusion in the academy. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine variation in doctoral students' experiences of ethics in doctoral supervision and how these experiences are related to research engagement, burnout, satisfaction, and intending to discontinue PhD studies. Data were collected from 860 doctoral students in Finland, Estonia, and South Africa. Four distinct profiles of ethics experience in doctoral supervision were identified, namely students puzzled by the supervision relationship, strugglers in the ethical landscape, seekers of ethical allies, and students with ethically trouble-free experiences. The results show that the profiles were related to research engagement, satisfaction with supervision and studies, and burnout. Not experiencing any major ethical problems in supervision was associated with experiencing higher engagement and satisfaction with supervision and doctoral studies and low levels of exhaustion and cynicism. Similar profiles were identified across the countries, yet with different emphases. Both Estonian and South African PhD students were overrepresented in the profile of students with ethically trouble-free experiences, while the Finnish students were underrepresented in this profile. The Finnish PhD students were overrepresented among the seekers of ethical allies. Profiles provide information that can alert supervisors and administrators about the extent of the risk of burnout or discontinuing of PhD studies based on students' negative experiences of the ethics in supervision. [ABSTRACT FROM AUTHOR]

Doctoral studies can be daunting unless candidates are able to implement effective selfdirected strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering. The LMS was used throughout the PhD journey by the candidate to manage and organise documents related to the PhD study and reflect on progress. Using a digital ethnographic methodology, we analyse artefacts from the LMS through the lens of self-directed learning including cognitive, metacognitive, affective and social strategies. Findings showed that the LMS proved to be a useful way to organise, access and store information and had tools to enable motivation, both by the doctoral candidate and the supervisor. They also showed that the relationship between the candidate and supervisor was critical in this success. Implications from this digital ethnography highlight important self-directed strategies enabled through the use of the LMS. In addition, the LMS allowed deep reflection on PhD progress and provided the necessary motivation to complete the study. Therefore, LMS use could potentially increase doctoral candidate retention. Implications for practice or policy • Supervisors within universities could consider facilitating an LMS as an effective learning environment to organise, access and store information for a doctoral student’s studies. • Doctoral students may benefit from the pedagogical tools in an LMS to enhance selfdirected study and facilitate communication with supervisors during their doctoral studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National 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.)

Since my days as a novice teacher, I have always asked myself: 'How do I improve what I am doing?' When I started my doctoral studies, I engaged in critical reflection and reflexivity on my pedagogical practices, and, in the spirit of Alice in Wonderland, became "curiouser and curiouser" about 'inquiry' and why it requires a prominent position in my practice. It tells the story of the development of my knowledge, understanding, and educational practice as I researched to improve my pedagogical 'inquiry skills'. This article builds on my doctoral studies. The process of writing this article has enabled me to develop my understanding of Living Educational Theory Research, drawing on my Action Research work, and share my explanation of the importance of conducting it. Using my lived experiences of my doctoral studies, I narrate what I have done to explore and answer questions, with particular regards to pedagogical practices of inquiry in my home country of Malaysia. This article explains how, my epistemic beliefs and values, pedagogical knowledge, and practices as a science teacher improved. I now see myself, as a teacher-researcher, working towards and living my values, and recognising the impact that this has had on my current practice as a teacher educator. I continue to reflect upon, question, and evaluate what I do as I constantly seek to live my values in my practice. [ABSTRACT FROM AUTHOR]

Doctoral education and supervision have changed in recent decades. The increasing prevalence of co-supervision has been a notable aspect of this, but change also includes stricter accountability and quality assurance measures, such as the quantification of workload allocations in supervision as well as of academic work more broadly. This paper focuses on challenging issues pertaining to such workload allocation in co-supervision, an important and underexplored feature of doctoral supervision, with the aim of informing policy and improving practice. This qualitative study was conducted in a research-intensive university and data sources were semi-structured interviews with 14 academic staff across multiple disciplines plus a short survey comprising mostly of open-ended questions completed by 106 participants. These data were complimented with institutional supervisor workload allocations. Ambiguity was found to be a dominant feature of the co-supervision allocations and this had both advantages and disadvantages. The concept of 'supervision peripherality' is introduced to capture the phenomenon of co-supervisors with a very low share of supervision, which we argue is a phenomenon that challenges what constitutes being a doctoral supervisor and thus warrants further exploration. We also argue institutions should examine the adequacy of having such peripheral supervisors in order to determine when these are truly required. [ABSTRACT FROM AUTHOR]

Students who enter post-baccalaureate studies face numerable challenges during their tenure in graduate school. Although researchers have studied these inherent challenges, a gap exists in the literature concerning doctoral students and the impact of their studies on their personal relationships. As such, the purpose of this collective case study was to examine the effect that doctoral studies have on the relationships between select doctoral students and their partners. Semi-structured interviews of six participants, selected via convenience sampling (i.e., current doctoral students who have been in relationships during their doctoral studies), generated data concerning challenges, coping mechanisms, personal emotions, and relationship concerns. These findings provided a composite understanding of the potential inherent struggles of doctoral students and the corresponding role that their doctoral studies have on the relationships of these specific doctoral students and their partners that matched much of the findings noted in the literature. It is the researchers' hope that the results will help guide future researchers but urge caution concerning the generalizability of the information gained from this study due to its small sample size. [ABSTRACT FROM AUTHOR]

Academic writing is an important skill in the development of researcher identity yet remains a hurdle to many. In this study, we examine the ways in which the exchange of social capital occurs in a writing group in Australia. We use Bourdieu’s theoretical concepts to examine data obtained from open-ended questions in an online survey that asked participants why they attend writing groups. Three key themes were constructed: navigating the gamut of researcher identity; formal structure engenders accountability; and pomodoro breaks facilitate connectedness. We find that there are elements facilitated in writing groups – beyond the act of writing – and suggest these informal settings are noteworthy sites where the exchange of academic disposition and competency occurs. [ABSTRACT FROM AUTHOR]

The article justifies the inextricable interconnectedness and creative interaction of philosophy, science and education in the course of their historical development. The article focuses on the problem of teaching the course of history and philosophy of science (HFS) in terms of formation of critical creative thinking of the future scientist. The author’s teaching experience of the HFS course at the Faculty of Physics of Moscow State University named after M.V. Lomonosov is described. It is substantiated that the term «science» should be defined, first of all, as a block of natural-science disciplines. The presentation in the lecture course and further elaboration in seminars of genesis and the development of these programmes form the basis for doctoral students’ understanding of the unity and continuity of scientific knowledge in history. The article presents a comparative analysis of positive and negative assessments by scientists of the relationship between philosophy and science. Special attention is paid to the students’ understanding of the method of scientific discussion and the concept of «truth». Examples from both the history of philosophy and history of science are used. It has been shown that discussions alone cannot lead to the discovery of the truth, but they are necessary to further stimulate the development of science and theoretical thinking. The discussions at seminars contribute to the development of communicative practices of future researchers. It cannot be accepted that classical lectures are becoming anachronistic nowadays. The author argues that a classical lecture is not just a text and a content. What is important, first of all, is a direct contact with audience, which entails so-called body language including mimics, gestures and intonations. This language plays an important role from a psychological point of view. It is proposed that discussions among educators and practitioners be organized on the basis of a permanent methodological seminar to discuss the basic issues of the HFS course.

This text results from an autoethnographic stage of the project “Social Circulation of Knowledge in the Humanities” (2020/37/B/HS2/00955). The main problem detected by the author is the lack of engagement in non-academic circulation. Although it is an individual problem, the causes are both individual and systemic. The author indicates temporal, financial, and biographical determinants. The overall conclusion is that the academic career path and doctoral studies promote abandoning the non-academic social circulation of knowledge. The author analyzes a five-year-long journal of doctoral studies, documents regulating doctoral studies, personal experiences, and biographies of the author and others. The text addresses a number of specific issues: reporting, scopusosis, workload, emotional labor, dissonance between career and own values and beliefs, distancing as a protective strategy, and the circulation of knowledge versus the circulation of power. [ABSTRACT FROM AUTHOR]

Narrative writing as a healing intervention involves the repeated recounting of a traumatic event. Research shows the benefits of narrative writing as an intervention for post-traumatic stress and the development of post-traumatic growth. Studies report significant upturn in mood and increase of post-traumatic growth in participants, and less negative emotions related to the recall of the traumatic event. Through the process of collaborative reflection, this paper analyses if the positive effect of narrative writing as intervention for post-traumatic stress is experienced without a structured approach to the activity overseen by a mental health practitioner, and considers the ethics of this process of writing. This paper approaches narrative writing from the medical and humanities models, to illustrate the benefits of an interdisciplinary conversation and approach to narrative writing as intervention for post-traumatic stress. [ABSTRACT FROM AUTHOR]

In this conceptual article, I present a hierarchical view of the iterative process of learning and development as applied to the doctoral context and make a conceptual case for Doctoral Intelligence based on an analogous link to Cultural Intelligence. There are four proposed Doctoral Intelligence domains: Knowing (developing expertise), Doing (benefits of practice), Thinking (high-order mental processing) and Willing (open-mindedness for continual development). Insights into the hierarchical process of learning and development and the mindsets needed could provide clarity about what a doctorate entails and direction for doctoral education initiatives. Interventions focusing on student's unique research identity development through these knowing, doing, thinking and willing mindsets could contribute to not only enhancing the quality of the process, product and outcome of the doctorate, but for the development of lifelong researchers beyond the qualification. [ABSTRACT FROM AUTHOR]

This article probes the value of stories, storytelling and storying the PhD. While policies and procedures - rightly - punctuate a doctoral candidature, it is the stories that move a student beyond individual experiences, disappointments and traumas, and into meaning, reflection and propulsion into the future. As the 'new normal' of the post-pandemic PhD becomes clear, there is a necessity to understand, support and enable the very specific cohort of students enrolled during Covid-19. The first half of this article introduces 'storying' as a reflective practice for PhD and post-PhD students, to configure alignments between beginnings and endings, decisions and choices. The second half presents ten mantras, slogans or triggers to commence meaningful storying in and from doctoral education. The goal of this paper is to move (post)pandemic, (post)PhD students beyond remorse, blame, guilt, anger and shame, and to find resonance and purpose in and through decision making. [ABSTRACT FROM AUTHOR]

Under the thematic umbrella of A World of Struggle, this article reflects on the struggles we, the Chinese international law researchers, experience and live with. The professional struggles, of mine and of those that I have observed, might offer an easy entry point for discussing Chinese international lawyers and the China topic in a world of struggle. The article further invites my fellow international law teachers in China to imagine a mode of teaching (and engaging with) international law that breaks away from the purely instrumental understanding of law. The article suggests that, it would benefit our approach to international law by paying particular attention to at least concrete episodes of violence in the world around us and in our own assumptions and understandings of the world and ourselves, the material surrounds we inherited, as well as our ways of living and being. [ABSTRACT FROM AUTHOR]

The relevance of the article is due to the emergence of new challenges in PhD training in higher education institutions in the conditions of martial law. The purpose of the article is to determine the peculiarities of PhD training in higher education institutions of Ukraine in the conditions of martial law on the example of Sumy State Pedagogical University named after A.S. Makarenko. The systems approach was the leading one applied for identifying the factors, difficulties and types of support of the future Doctors of Philosophy. The article highlights the peculiarities of PhD training in Ukraine under the martial law; it distinguishes several aspects of PhD training; problems that arose in the implementation of the individual plan of educational-scientific work of a post-graduate student; support for post-graduate students. The materials of the article can be used by teachers involved in PhD training, who are forced to adapt to the new conditions of professional activity, for the heads of departments of post-graduate and doctoral studies. [ABSTRACT FROM AUTHOR]

The article addresses the problem of staffing of the Russian science and examines the issues pertaining to the training of research and pedagogical personnel at the PhD-programs in the light of forthcoming transition to a new model of doctoral studies (Federal Law №517-FZ of December 30, 2020). The authors assert that one of the reasons for a decrease in the number of professionals (particularly young ones) engaged in research and development in the Russian Federation is the underestimation of the role of PhD-programs in the continuous replenishment of human resources. The article assesses recent regulations and requirements containing approaches to the organization of research and pedagogical personnel training on doctoral programs that will be effective from March 2022, discusses the prospects for the doctoral education and the risks involved.

Training of highly qualified personnel for science, education and industry is an important factor in the formation of a high-tech economy. The modern system of doctoral training does not always cope with its tasks. Enhancing the efficiency of doctoral training can be associated with an increase in adaptability and self-organization. The adaptation of the pedagogical system to changing conditions should be considered in a broad sense, while its fitting to students’ features is a special manifestation of this property. It is necessary to work out two mechanisms of its adaptation – passive and active. Passive adaptation means adjusting to changing external conditions (including a new law), changing in the systems of an adjacent and higher levels. Active adaptation involves the influence on other subsystems of the university educational environment, such as master’s school, additional education (retraining and advanced training of professors), the scientific and pedagogical personnel attestation system (dissertation councils), research departments. Such adaptation can take place according to the model of expanding influence, simultaneously at two levels – personal (subject-subjective) and organizational and managerial. Self-organization is considered as one of the most important features of the system adaptability and a condition for its successful functioning.

A critical aspect of designing and running online study programs is the identification of factors and elements that could potentially threaten the continuation of studies. In this study, we first identified a set of critical events that occurred in the running of a Finnish online doctoral study program over 16 years. Next, we analyzed the events using a four-pillar sustainability model, which consisted of the economic, social, environmental, and ethical pillars. We detected several contextually relevant and dynamic pivotal factors related to each of the pillars, which had effects on the sustainability of the program at the time of the critical events. The analysis revealed that positive pivotal factors in one sustainability pillar can be used to compensate for negative pivotal factors in the other pillars. Two aspects that were crucial for the sustainability of the online doctoral study program were the resilience and shared commitment of the community involved in its activities, which helped in overcoming any challenges encountered. Based on this study, we recommended that future research should design novel solutions that help online study programs to proactively identify potential critical events and related pivotal factors. Furthermore, studies should find creative approaches for constructively coping with critical events that have been identified. [ABSTRACT FROM AUTHOR]

There is an academic acceptance that doctoral studies are a complex, multifaceted endeavour bound with the differing, emerging and contrasting identities of the students who undertake them. This article explores such journeys in the context of one of the most disruptive events to hit the higher educational sector worldwide: COVID-19. The study utilises data collected via an online forum established to collectively explore the challenges, the opportunities and the tensions in the lives of 12 students enrolled in a doctoral degree in an Australian higher education institution. Results indicate that the journey of such students pre-COVID-19 was characterised by a sense of liminality, agency and journey. COVID-19 exacerbated such feelings. The conclusion points to a need to enhance spaces of agency in the graduate research experience to reflect the multidimensionality of students' lives. [ABSTRACT FROM AUTHOR]

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Qualitative data analysis (QDA) is often depicted as a linear process that employs an organised structure to derive themes inductively or deductively. However, I realised the "messiness" of the process during my doctoral studies on primary teachers' use of digital technologies in ESL classrooms in Maldivian schools. My own experience revealed that QDA is a nonlinear, iterative and recursive process. Adopting a phenomenological research design to capture my nine participants' "lived" experiences, I gathered data from various sources over eight months. Shared through this paper is a selection of my experiences that exemplify the nonlinearity of QDA, including the emergent need to develop an NVivo-enhanced Spiral-QDA process to accommodate my unforeseen data analysis experience. Therefore, reflections from my doctoral research experiences may be edifying and helpful for postgraduate students and supervisors in their own QDA process. [ABSTRACT FROM AUTHOR]

Doctoral training programs and centers (DTP/C) serve as the nexus of research and teaching through networking, training, business, and industrial engagements. This paper used systematic reviews on selected searched phrases from Google Scholar, University of Nottingham Library, Research Gate and SCOPUS, and many other credible and indexed journal sites for relevant literature. The study revealed musingly that DTP/C is an advanced transdisciplinary platform of coproducing knowledge to address complex problems. This paper recommends that using a transparent communication process, setting up clear goals and targets with students with noncoercive consent, and strengthening the formal and institutional structures that take care of and address every actor’s need and requirement are critical. [ABSTRACT FROM AUTHOR]

Information and Communication Technology (ICT) use in academic practice has progressed rapidly in the last decade. Nevertheless, it's use has been taken-for-granted and/or overlooked in academic practice, especially in doctoral research. This pilot study was carried out in 2017, with the aim to examine PhD supervisors' and PhD students' assumptions about ICT use and their daily ICT practice in their doctoral supervision/research at a school which only offers graduate programme in a New Zealand university. Data were gathered through participative drawings in which three volunteering PhD supervisors and students reflected on their ICT use in their research. In addition, individual discussions were held, exposing their perspectives of ICT use in this domain for a duration of 12 weeks. A thematic analysis, focused on participants' perceptions of their ICT use in doctoral research, was conducted. Findings suggest that participants required greater support to enhance their ICT use which was associated with low "e-literacy". It is evident that the roles of ICT in higher education need to be re-investigated, particularly to support efficient and effective ICT use for doctoral research. The study advocates for a shift to a new understanding of doctoral study schema in higher education by evolving a mutual understanding of ICT use among institutions, PhD supervisors, and PhD students in the doctoral research. [ABSTRACT FROM AUTHOR]