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Health social work is often described as a blurred profession, as a work area based on an interdisciplinary field of science with an unclear knowledge foundation of its own. This study describes and analyses the knowledge production in Swedish doctoral dissertations in health social work, authored by social workers, from 2008 to 2019, and focuses on the differences between dissertations published by faculties of health and those in the social sciences. Descriptive statistical and content analysis was carried out on the 52 dissertations identified. Dissertations in the health sciences were often about specific patient groups within adult somatic care. They predominantly used mixed methods and psychological and psychosocial theories and models. Dissertations in the social sciences more often concerned adults in psychiatric or addiction care and the organization of social work. A majority used qualitative research methods, organization and profession theories, as well as interactionist and critical theories. The differences are discussed as being associated with different research ideals and traditions in the scientific disciplines. The findings raise questions about the core components of health social work and how a knowledge foundation and its development can enhance the professional development of social workers and their contribution to healthcare and patients. [ABSTRACT FROM AUTHOR]

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

Copyright of Romanian Journal of Intellectual Property Law / Revista Română de Dreptul Proprietăţii Intelectuale is the property of Universul Juridic Publishing House 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.)

Inclusive supervision is an approach to supervision that prioritizes multicultural competencies and an ethic of inclusion. Inclusivity in doctoral (or PhD) supervision is of key significance due to the collaborative nature of the relationship between supervisors and supervisees. Scant research has been conducted that considers the multiple, intersectional influences and their impact within this relationship. This study employs a rapid review method to synthesize findings on the research evidence encapsulating inclusive doctoral supervision. A search of academic literature spanning the last ten years (2013–2023) led to the inclusion of nine empirical, qualitative research studies on inclusive supervision. A synthesis of the findings resulted in five key challenges to inclusive supervision that diverse students face: power dynamics and feedback, a lack of belonging and support, a racial lens on academic competence, (mis)understandings of cultural differences, and communication and language barriers. In discussing these findings, we employ an intersectional lens and introduce a conceptual framework for an inclusive collaboration between supervisors and supervisees. [ABSTRACT FROM AUTHOR]

Inclusive supervision is an approach to supervision that prioritizes multicultural competencies and an ethic of inclusion. Inclusivity in doctoral (or PhD) supervision is of key significance due to the collaborative nature of the relationship between supervisors and supervisees. Scant research has been conducted that considers the multiple, intersectional influences and their impact within this relationship. This study employs a rapid review method to synthesize findings on the research evidence encapsulating inclusive doctoral supervision. A search of academic literature spanning the last ten years (2013–2023) led to the inclusion of nine empirical, qualitative research studies on inclusive supervision. A synthesis of the findings resulted in five key challenges to inclusive supervision that diverse students face: power dynamics and feedback, a lack of belonging and support, a racial lens on academic competence, (mis)understandings of cultural differences, and communication and language barriers. In discussing these findings, we employ an intersectional lens and introduce a conceptual framework for an inclusive collaboration between supervisors and supervisees.

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

In this article, I make a case for the methodological value of fiction and feminist storytelling to writing practices in management studies as well as provide an example of how this might be done. The epistemological conditions of fiction stimulate feminist critique distinct from the possibilities of autoethnography; we can write with less fear, in new collaborative and beautiful ways, with an audience in mind. Fiction offers us the opportunity to conjure collective dreams, to imagine feminist futures—it allows us to tell stories that simultaneously capture and release us. In practicing this, I present a fictionalized narrative inspired by an experience I had as a first year PhD researcher at a business management conference. There is nothing special or unique about the story. It is made up of the mundane, and yet it is overflowing with thematic significance. The story touches upon the aesthetics of academia, a politics of care, gaslighting, heteronormative assumptions, sexualization, embodiment, and neoliberal feminism, demonstrating how a single interaction can be about very many other, contradicting and co‐productive, things. I offer it as a message of solidarity to those who, like me, may struggle to articulate what exactly just happened, but know in their bodies that it was not fair—that it did not feel right. [ABSTRACT FROM AUTHOR]

The mental health of postgraduate research students (PGRs) is a growing area of interest to Higher Education Institutions (HEIs) and researchers and has important implications for PGR wellbeing, success, and attrition. This study aimed to explore PGR experiences of mental health during the pandemic, the supervisory relationship, and seeking support. Semi-structured interviews were conducted with 20 PGRs from across the UK. Questions invited PGRs to share their experience of supervision, the impact of supervision on their mental health, and any experience of discussing mental health with their supervisor(s). The experiences of supervision varied, as did the university responses to the pandemic and levels of supervisory support. A number of PGRs felt that their supervision experiences had negatively impacted their wellbeing and reported stigma and discriminatory practices. Themes identified included discourses, supervisory knowledge, university resources, and the research culture as key factors that impacted the mental health of PGRs. Supervisors often upheld perceptions of PhD life as being isolating, with negative impacts on wellbeing to be expected, setting expectations of overworking, anxiety, and stress. The move from pandemic to post-pandemic life posed both challenges and benefits. Issues of training on mental health awareness, university processes, and accessibility of services should be considered by HEIs. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies 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.)

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

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

This study investigates the motivations, career decisions, and decision-making processes of a group of female engineers who decided to pursue their PhD degree in engineering and the understand women's experience challenges and difficulties during their career voyage in South Korea. Engineering is considered as a maleoriented profession. Although women may join the profession, no more than 16% of registered engineers are women in South Korea. Employing the phenomenological approach with semi-structured interview and focus group activity, 12 participants joined the study. Based on the social cognitive career and motivation theory, this study is guided by two research questions: 1) Why do female engineers decide to pursue their PhD degree in engineering in South Korea? What are the motivations and reasons? 2) How do female engineers describe their experiences and challenges in the engineering profession, particularly as female engineers in South Korea? The findings indicated that the relationship between gender and the engineering profession, we need to educate the new generation and conduct and exercise our academic goals and dreams were the main themes. The results of this study provided references to university leaders, department heads, government agencies, and policymakers to reform and upgrade the current regulations and policies to close the social stigma and bias gaps for women and minorities in engineering education and profession. [ABSTRACT FROM AUTHOR]

The mental health of postgraduate research students (PGRs) is a growing area of interest to Higher Education Institutions (HEIs) and researchers and has important implications for PGR wellbeing, success, and attrition. This study aimed to explore PGR experiences of mental health during the pandemic, the supervisory relationship, and seeking support. Semi-structured interviews were conducted with 20 PGRs from across the UK. Questions invited PGRs to share their experience of supervision, the impact of supervision on their mental health, and any experience of discussing mental health with their supervisor(s). The experiences of supervision varied, as did the university responses to the pandemic and levels of supervisory support. A number of PGRs felt that their supervision experiences had negatively impacted their wellbeing and reported stigma and discriminatory practices. Themes identified included discourses, supervisory knowledge, university resources, and the research culture as key factors that impacted the mental health of PGRs. Supervisors often upheld perceptions of PhD life as being isolating, with negative impacts on wellbeing to be expected, setting expectations of overworking, anxiety, and stress. The move from pandemic to post-pandemic life posed both challenges and benefits. Issues of training on mental health awareness, university processes, and accessibility of services should be considered by HEIs.

The process of turning a doctoral student into an independent researcher is usually guided by a professor. In this work, the supervisor–supervisee relationship is represented by a scheme inspired by Michaelis–Menten kinetics, which has been used to determine the rate of enzyme-catalysed reactions. Here, the time evolution of the number of supervisors with k supervisees is modelled by a system of linear ordinary differential equations. The long-term behaviour of these equations is analytically examined and illustrated by a numerical simulation. This model related to the PhD formation catalysed by a professor can be presented in a class on differential equations or chemical kinetics. [ABSTRACT FROM AUTHOR]

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

Bu araştırmanın amacı; yetenek havuzu oluşturmaya yönelik geliştirilen yazılım aracılığı ile üniversitelerde yetenek yönetimi kapsamında doktora öğrencilerinin yetenek matrisindeki yerini tespit ederek, üniversitelere bir yetenek yönetimi model önerisi sunmaktır. Survey yöntemi kullanılan araştırmanın çalışma grubunu yeterlik sınavını geçmiş doktora öğrencileri ve bu öğrencilerin danışmanları konumundaki öğretim üyeleri oluşturmaktadır. Araştırmada doktora öğrencilerinin yetenek matrisindeki yerini belirlemek amacıyla bulanık mantık yaklaşımı kullanılmıştır. Araştırmadan elde edilen bulgularla birlikte yüksek potansiyelli-düşük performanslı öğrenci varken, düşük potansiyelli-yüksek performanslı doktora öğrencisinin olmaması, akademik performans sergilemede yeterli veya yüksek düzeyde bir akademik potansiyele sahip olunması gerektiğini ortaya koymaktadır. Ayrıca doktora öğrencilerinin kendilerini danışmanlarının görüşlerine göre daha yetenekli gördükleri veya danışmanların dışardan bir göz ile öğrencilerini daha tarafsız değerlendirebildikleri sonucu çıkarılmıştır. Araştırmayla birlikte geliştirilen yazılım ile üniversitelere yetenek yönetim modeli sunulmaktadır.

Abstract Aim The aim of this study was to explore the discourses of PhD students concerning the performance of practice‐relevant research in health and social work. Design An explorative, qualitative design and a discourse analytical approach were used to collect data. Methods Participants were recruited from a national research school for practice‐relevant research in Norway. Group interviews with ten PhD students (five health and five social work professionals) with extensive, wide‐ranging work experience as practitioners were used to collect data. The data were analysed by discourse analysis. Results The analysis revealed three discourses: (a) the professional knowledge discourse; (b) the promoting partnership discourse; and (c) the using research knowledge discourse. The discourses are explicit concerning how systematically formed practice‐relevant research in health and social work is linked to dominant discourses about knowledge in the scientific field. Professional knowledge, promoting partnership and using research knowledge are fundamental features of practice‐relevant research.

Evidence regarding the mental health of doctoral researchers (DRs) is very limited; that which exists suggests DRs are particularly vulnerable to experiencing mental health difficulties during their PhD. Despite the associated jeopardy, however, to our knowledge there are no data published nor in the grey literature, reporting on suicidality amongst DRs. Using an online survey, we invited UK DRs to complete the Suicide Behaviour Questionnaire‐Revised and qualitatively describe their experience of suicidality and its association with their PhD studies. A total of 1,263 DRs provided these data, with 40% of these participants meeting Suicide Behaviour Questionnaire‐Revised criteria for being at high risk of suicide. Within the qualitative data, we identified three higher‐order themes: (a) lived experience of suicidality; (b) PhD: the good, the bad, the ugly; and (c) life outside the PhD. Our findings suggest that suicidality is a common, yet complex and nuanced, experience amongst doctoral researchers. Identifiable elements of the PhD and personal lives can increase or protect against suicidality. The risk and protective factors identified here require verification using quantitative methods, but still support the immediate need for universities to respond to the risk of suicidality amongst their DRs. [ABSTRACT FROM AUTHOR]

The history of educating doctoral students with disabilities at Polish universities, at least in institutional terms, is not very long. From the very beginning, universities educated individuals with disabilities and it was possible as long as these people could cope on their own or with the help of their family and friendly academic staff. This study presents the situation of doctoral students with disabilities in the higher education system, indicates the results of research, as well as "good practices" and recommendations for the academic education system for the in-depth inclusion of people with disabilities in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing 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.)

Copyright of Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research 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.)

Background and Objectives: Job motivation is essential for effective employment. The aim of this study was to investigate affective factors on attitudes toward future job among PhD students in Hamadan University of Medical Sciences. Materials and Methods: This is a descriptive-cross-sectional study. The sample consisted of 81 Ph.D. students who were selected from different faculties based on academic discipline (basic and clinical sciences). Using a structured questionnaire including demographic information, self-efficacy, attitude toward the field of study, and professional development. Data were analyzed by SPSS software version 21. Results: The mean age of PhD students were 35.8 with a standard deviation of 8.7. The majority of them were women (60%), married (53%) and those in basic sciences (91%). The results showed that the attitude toward the field of study was good, but the attitude toward the job prospect was not in desirable limit. There was a significant relationship between mentoring function (instructor) and attitudes toward job prospects. In addition, self-efficacy had a significant relationship with the field of study and job prospects (P

This essay’s goal is to think about experiences and obstacles –sometimes even counter-indications– of a Philosophical Doctorate, from the personal challenges of taking this professional and academic path until thesis conclusion and defense. Following considerations focus on day-by-day personal and college adventures for a PhD student, including relationship with thesis director, research development, founding concerns, etc. The battlefield of philosophy as a job (as income source) and philosophy as a lifestyle (which, despite all academic and job difficulties, requires dedication, vocation, and passion) is the loneliness of PhD student.

Peer review, in various forms, is fundamental to research-based fields and scholarly publication. The integrity of the publication process is necessary to advance nursing science and support clinical nursing practice. The peer review process undergirds publication and grant funding. In theory, peer review should occur in a process that is unbiased with results providing a fair assessment of the scientific merit and credibility of the work being reviewed. The purpose of peer review is lost if reviewer comments are unprofessional. Budding nurse scholars may be demoralized and discouraged to revise and resubmit their work after receiving review feedback they perceive unprofessional and lacking constructive recommendations on how to improve their work. This "incivility" in the peer review process may discourage nursing authors from revising and resubmitting their work, thus robbing nursing of potentially meaningful contributions to nursing science. Often beginning doctorate nursing students have little or no experience in having their scholarly works evaluated and receiving feedback via the peer review process. Peer review provides an opportunity to educate emerging nurse scholars on ways to improve their writing skills and ways to receive and respond to constructive, meaningful feedback. This article aims to discuss: 1) peer review process, 2) challenges with peer review, 3) impact of unprofessional peer review comments and incivility in nursing peer review process can have on a budding scientists and nurse scholars, 4) ways the peer review process can be used to educate and empower emerging nurse scholars, 5) implications for nursing scholarship, 6) recommendations to address bias and how to provide supportive and constructive feedback and 7) finally provide readers with available resources where they can learn more about how to conduct a peer review. • Peer review is critical element of scholarly endeavors • Unprofessional feedback dilutes purpose • Emerging nurse scholars benefit from peer review. [ABSTRACT FROM AUTHOR]

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

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

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

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

This paper describes a three-semester hour applied research course taught over three semesters in a revamped PhD research curriculum at a Midwestern high research activity (R2) university-based nursing program. Faculty developed this strategy to help students become adequately prepared nurse scientists. Students and faculty engaged in a collaborative research project to provide students with opportunities to develop, integrate, and apply research knowledge, skills, and attitudes while concurrently advancing through the related research courses. A summary of these experiences and what was learned is organized within a knowledge, skills, and attitudes (KSA) framework. The collaboration between faculty and student peers was essential to students' success in the course. Student and faculty perspectives were used to describe what was learned during the first year this course was taught, together with future recommendations. • An applied research course was developed for a revised PhD plan of study. • Faculty and students collaborated on a research study over 3 semesters. • Knowledge acquired focused on fundamental research and scholarly activities. • Skills included cleaning data and developing syntax files in SPSS. • Students recognized the value of collaboration and diverse ideas and perspectives. [ABSTRACT FROM AUTHOR]

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

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

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

This essay's goal is to think about experiences and obstacles-sometimes even counter-indications-of a Philosophical Doctorate, from the personal challenges of taking this professional and academic path until thesis conclusion and defense. Following considerations focus on day-by-day personal and college adventures for a PhD student, including relationship with thesis director, research development, founding concerns, etc. The battlefield of philosophy as a job (as income source) and philosophy as a lifestyle (which, despite all academic and job difficulties, requires dedication, vocation, and passion) is the loneliness of PhD student. [ABSTRACT FROM AUTHOR]

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

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Annotations of four new dissertations of PhD students are presented. Three of them are in the domain of methodology of Informatics education and are defended successfully in Plovdiv University “P. Hilendarski”. The forth one is in the domain of methodology of Mathematics education and is defended successfully in Southwest University “N. Rilski”. [ABSTRACT FROM AUTHOR]

Using autoethnography as a method and looking back to and writing about my experience (in the first person) as a relatively inexperienced researcher completing her PhD in a business school environment, I share critical moments of my research journey. The context in which I was conducting the research was a business school environment in the subject area of executive coaching. Executive coaching is a relatively new and emerging field in contrast to the many other fields in business, such as finance and economics. We comment on the role reflexivity played in facilitating identity formation as a researcher. Reflexivity is the ability to explore, reflect on and examine social and contextual issues that impact on research. Combining reflexivity with the aim of ethnography, which is to study common and shared experiences for purposes of understanding the cultural implications of these social and contextual issues, I reflect on how the academic structure, systems and processes were an inhibitor to finding my voice. I share how reflexivity was a major contributing factor to increasing confidence in my own identity as a researcher. I examine and analyse the aspects of reflexivity that facilitated this growth in my confidence and how this experience might facilitate the same empowerment in other researchers. The paper looks at approaches to creating a reflexive culture of research drawing on Finlay's typology of reflexivity. One example of this typology is collective reflexivity in which more than one voice is heard. This paper is co-authored with my supervisor, and her reflections are included. Collaborative reflexivity assists in addressing some of the validity concerns of only one voice. This paper will assist not only novice researchers but also the practice of research - providing a way of not just "doing" research but "being" a researcher. [ABSTRACT FROM AUTHOR]

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

Purpose: Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and—just as importantly—for a balanced life of PhD students. Method: Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being. Results: Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed. Conclusions: The study proposes a more student-centred approach to meeting doctoral students’ needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics’ well-being and productivity.

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The need to develop solid arguments for grounding the PhD studies concerning social sciences and humanities is recognized by both doctoral students and supervisors. Nevertheless, it seems that doctoral students may encounter significant difficulties in developing such arguments. Moreover, it may also be difficult for the supervisors to support them effectively in doing so. This gives rise to questions about the process of grounding a PhD study. How do doctoral students come up with their research problems? And which difficulties they seem to encounter when they are engaged in developing the arguments they need for grounding these problems?