1. ویژگیهای دانشجویان دکتری: یک مطالعه نظاممند براساس مدل کیچینهام و چارتر
- Author
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محمدرضا نصیری, راحله کریمیان, بنتالهدی خبازان, and مهدی محمدی
- Abstract
Introduction: Human capital is widely acknowledged as the most critical asset of any organization, and employee training is indispensable for enhancing productivity. Doctoral programs, by offering specialized training across diverse fields, play a pivotal role in cultivating a skilled and specialized workforce. Through the acquisition of specific attributes, doctoral students can serve as a highly skilled labor force within organizations, contributing to increased efficiency and productivity. The objective of this study is a systematic review of existing research on the characteristics of doctoral students to identify these qualities, assess the current state of research in this domain, and pinpoint research gaps. Methodology: This applied research employed a systematic review methodology adhering to the Kitchenham and Charters model (2007) to identify the anticipated characteristics and indicators of doctoral students. The process entailed: Establishing the research necessity, formulating research questions, identifying reliable databases, and Determining relevant keywords. A three-stage screening process, examining titles, abstracts, and full content, was employed to eliminate irrelevant and duplicate items. This yielded a final dataset of 135 studies (92 foreign and 43 domestic), comprising journal articles, conference papers, and theses. Findings: The focal point of this research is to investigate four primary inquiries concerning the anticipated attributes of doctoral students. The first inquiry pertains to the expected personal characteristics of doctoral students. These personal characteristics have been categorized into three domains: behavioral, psychological, and ethical. Behavioral characteristics encompass diligence, perseverance, persistence, energy, intelligence, tenacity, courage, risk-taking, self-awareness, opportunism, sense of duty, responsibility, independence, project autonomy, flexibility, adaptability, emotional well-being, curiosity, sensitivity, and foresight. Ethical characteristics encompass politeness, integrity, composure, dedication, impartiality, reliability, organization, adherence to ethical principles, and personal presentation. Psychological attributes include cognitive abilities, motivation, self-assurance, self-awareness, stress and anxiety management, psychological acumen, overall health, a balanced approach to perfectionism, creativity, critical and philosophical thought, receptivity to feedback, teamwork, decision-making, adaptability, time management, strong interpersonal abilities, problem-solving, planning, financial literacy, work-life-study balance, leadership, communication, verbal proficiency, and public speaking. The second question pertains to research-related attributes, which are classified into two categories: research competencies and research focus. Research competencies encompass mentorship and the capacity to guide research endeavors, writing proficiency, research methodology, bibliographic and computational abilities, attention to detail and breadth of perspective within research undertakings, adherence to research ethics, research experience, and information retrieval skills. Research focus pertains to factors such as interest in the research domain, selection of a suitable thesis topic, goal-oriented research activities, the quality of research and thesis, and participation in research projects. The third research question pertains to educational characteristics, which are classified into two categories: learning skills and teaching skills. Learning skills encompass discussion, academic interaction, a continuous learning disposition, and the ability to participate in and leverage academic social networks. Teaching and learning skills include entrepreneurship training, mentorship, pedagogical abilities, and prior teaching experience. The fourth research question pertains to professional characteristics, which are classified into two categories: professional skills and professional interactions. Professional skills encompass the ability to provide professional consulting services, proficiency in foreign languages, computer literacy, leadership capabilities, expertise, adherence to professional and legal ethics, professional experience, academic and educational qualifications, capacity for collaborative projects, employment within a specialized field, and knowledge of field experts. Professional interactions involve cultivating professional networks, engaging with professional institutions, awareness of career trajectories, and industry interaction. Furthermore, the findings indicate that domestic research has placed greater emphasis on personal characteristics such as creativity, responsibility, commitment, and problem-solving skills. In contrast, foreign research has predominantly focused on behavioral health issues. While both bodies of research acknowledge the importance of self-awareness, domestic studies additionally emphasize motivation, whereas foreign studies prioritize stress management and psychological literacy. Perseverance and persistence were highlighted more frequently in domestic research. With regard to research capabilities, both domestic and foreign studies concur on the significance of research conduct and ethical adherence. However, foreign research has shown a particular interest in thesis topic selection and research passion. In terms of educational aspects, foreign research has emphasized academic interactions and network utilization, while domestic studies have primarily focused on discussions. Both streams of research recognize the importance of entrepreneurship training and teaching skills. Concerning professional attributes, foreign research has accentuated the value of specialization, while domestic research has prioritized leadership skills. Both bodies of research highlight the significance of foreign language proficiency, professional networking, and industry engagement. Conclusion This study demonstrates that doctoral students require a confluence of personal, educational, research, and professional competencies to achieve success. Findings suggest that cultivating psychological, research, and managerial acumen, coupled with a focus on academic discourse and language proficiency, can significantly enhance doctoral student outcomes. Moreover, the study illuminates gaps in domestic research pertaining to work-life balance, psychological well-being, research purpose, and innovation, thereby identifying areas ripe for further exploration. Beyond individual student attributes, this research emphasizes the influence of faculty mentorship, the academic milieu, and post-graduation employment outcomes on the overall quality of doctoral programs. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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