scholarly journals The Changing Pattern of Doctoral Education in Public Health From 1985 to 2006 and the Challenge of Doctoral Training for Practice and Leadership

2008 ◽  
Vol 98 (9) ◽  
pp. 1565-1569 ◽  
Author(s):  
Eugene Declercq ◽  
Karen Caldwell ◽  
Suzanne Havala Hobbs ◽  
Bernard Guyer
Keyword(s):  
Public Health ◽  
Doctoral Education ◽  
Doctoral Training

scholarly journals The Preparation of Stewards with the Mastery Rubric for Stewardship: Re-Envisioning the Formation of Scholars and Practitioners

2019 ◽  
Vol 9 (4) ◽  
pp. 292
Author(s):  
Christopher M. Rios ◽  
Chris M. Golde ◽  
Rochelle E. Tractenberg
Keyword(s):  
Cognitive Abilities ◽  
Data Science ◽  
Doctoral Education ◽  
Work Force ◽  
Performance Level ◽  
Developmental Trajectory ◽  
Doctoral Training ◽  
Original Definition ◽  
Practice Standards ◽  
Directed Development

A steward of the discipline was originally defined as “someone who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application”. This construct was articulated to support and strengthen doctoral education. The purpose of this paper is to expand the construct of stewardship so that it can be applied to both scholars and non-academic practitioners, and can be initiated earlier than doctoral education. To accomplish and justify this, we describe a general developmental trajectory supporting cross-curriculum teaching for stewardship of a discipline as well as of a profession. We argue that the most important features of stewardship, comprising the public trust for the future of their discipline or profession, are obtainable by all practitioners, and are not limited to those who have completed doctoral training. The developmental trajectory is defined using the Mastery Rubric construct, which requires articulating the knowledge, skills, and abilities (KSAs) to be targeted with a curriculum; recognizable stages of performance of these KSAs; and performance level descriptors of each KSA at each stage. Concrete KSAs of stewardship that can be taught and practiced throughout the career (professional or scholarly) were derived directly from the original definition. We used the European guild structure’s stages of Novice, Apprentice, Journeyman, and Master for the trajectory, and through a consensus-based standard setting exercise, created performance level descriptors featuring development of Bloom’s taxonometric cognitive abilities (see Appendix A) for each KSA. Together, these create the Mastery Rubric for Stewardship (MR-S). The MR-S articulates how stewardly behavior can be cultivated and documented for individuals in any disciplinary curriculum, whether research-intensive (preparing “scholars”) or professional (preparing members of a profession or more generally for the work force). We qualitatively assess the validity of the MR-S by examining its applicability to, and concordance with professional practice standards in three diverse disciplinary examples: (1) History; (2) Statistics and Data Science; and (3) Neurosciences. These domains differ dramatically in terms of content and methodologies, but students in each discipline could either continue on to doctoral training and scholarship, or utilize doctoral or pre-doctoral training in other professions. The MR-S is highly aligned with the practice standards of all three of these domains, suggesting that stewardship can be meaningfully cultivated and utilized by those working in or outside of academia, supporting the initiation of stewardship prior to doctoral training and for all students, not only those who will earn PhDs or be scholars first and foremost. The MR-S can be used for curriculum development or revision in order to purposefully promote stewardship at all levels of higher education and beyond. The MR-S renders features of professional stewardship accessible to all practitioners, enabling formal and informal, as well as self-directed, development and refinement of a professional identity.

scholarly journals Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile

2016 ◽  
Vol 9 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Liliana Pedraja-Rejas ◽  
Emilio Rodriguez-Ponce Rodriguez-Ponce ◽  
Carmen Araneda-Guirriman
Keyword(s):  
Higher Education ◽  
Doctoral Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Government Funding ◽  
Doctoral Training ◽  
Direct Impact

This research reveals the importance that government funding and the quality of faculty have on the doctoral training of universities from the Council of Chilean Universities (CRUCH), thus exploring the existing relationship inside this formative process. The results and conclusions show that government funding has a direct impact on doctoral training in Chile, along with the quality of the academic staff that these analyzed institutions have. Therefore, it is pertinent to conclude that fiscal funding and quality of faculty is important and relevant within the training of doctors in Chile.

scholarly journals The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Noelle Fields ◽  
Allison Gibson ◽  
Stephanie Wladkowski ◽  
Cara Wallace ◽  
Abigail Latimer
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Qualitative Study ◽  
Student Success ◽  
Doctoral Students ◽  
Thematic Analysis ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Training ◽  
And Training

Abstract Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

Transfering best practices of doctoral training between EU, Russia, Belarus and Armenia

2020 ◽  
Author(s):  
Katja Anniina Lauri ◽  
Sini Karppinen ◽  
Alexander Mahura ◽  
Timo Vesala ◽  
Tuukka Petaja ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Research Training ◽  
Bologna Process ◽  
Research Management ◽  
Added Value ◽  
Doctoral Training ◽  
Learning Material ◽  
Doctoral Studies ◽  
European Universities

<p>MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies) is a new capacity building project funded by the Erasmus+ programme. The project is coordinated by the University of Latvia. There are three other EU partners (from Finland, Poland and the United Kingdom) and a total of ten partners from three partner countries (Russia, Belarus and Armenia). Aims of the project include:</p><ol><li>To improve the structure and content of Doctoral Education and the internal capacities of services that manage doctoral studies by set up of Doctoral Training Centers (DTC) in partner universities in accordance with the modern European practices.</li> <li>To facilitate a successful adherence with Bologna process reforms and its instruments by the academic and administrative staff involved in doctoral studies and research management through the organization of special training sessions in Armenia, Belarus and Russia.</li> <li>To improve/increase the quality of international and national mobility of doctoral students of Armenia, Belarus and Russia for training and research based on development of double degree programmes and joint supervision.</li> <li>To ensure sustainability of DTC’s and their cooperation with European partners by establishing a sustainable professional network providing the use of participatory approaches and ICT-based methodologies.</li> </ol><p>The work is carried out in three phases: preparation, development, and dissemination & exploitation. In the preparation phase, a detailed analysis of organization of doctoral studies and research management structures is done in both EU and partner countries. The development phase includes preparation of training materials, a series of study visits and training sessions, and creation of DTC’s. The dissemination & exploitation phase includes open access learning material, dissemination conferences, publications and workshop/conference presentations, as well as events and open resources for stakeholders, policymakers, students and the general public.To partly serve similar purposes as MODEST, University of Helsinki and Russian State Hydrometeorological University have introduced a new project, PEEX-AC (PEEX Academic Challenge). The aims of PEEX-AC are to share knowledge and experience, to promote state-of-the-art research and educational tools through organization of research training intensive course on “Multi-Scales and -Processes Modelling and Assessment for Environmental Applications”, to improve added value of research-oriented education in Finnish and Russian Universities, and to boost the PEEX international collaboration.The MODEST and PEEX-AC projects serve as a great examples of transfer of good practices in higher education, especially on doctoral level, but they also create new connections for educational and scientific collaboration. From the PEEX perspective, MODEST is an important initiative strengthening connections between European universities and institutions in Russia, Belarus and Armenia. The project will continue until autumn 2022.</p>

scholarly journals Core Competencies for Doctoral Education in Public Health

2012 ◽  
Vol 102 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Judith G. Calhoun ◽  
John E. McElligott ◽  
Elizabeth M. Weist ◽  
James M. Raczynski
Keyword(s):  
Public Health ◽  
Doctoral Education ◽  
Core Competencies

Constructing Anthropologists: Culture learning and culture making in U.S. doctoral education

2012 ◽  
Vol 5 (1) ◽  
pp. 32-68
Author(s):  
Laura Bathurst
Keyword(s):  
Power Relations ◽  
Doctoral Education ◽  
Doctoral Training ◽  
Culture Learning ◽  
Doctoral Studies ◽  
Public Anthropology

In the tradition of anthropological reflexivity, this article examines how the structure of early doctoral training contributes to the construction of particular kinds of anthropologists. Based on research conducted in an anthropology department in the U.S.A. during the late 1990s, the experience of the transition from undergraduate to doctoral studies is explored as simultaneously a process of culture learning and culture making, with power relations expressed, imposed, and contested through language. The implications for questions animating current anthropological debates, including calls for 'public anthropology', are considered.

scholarly journals European practices for the development of PhD training courses (on the example of personal development course)

2021 ◽  
Author(s):  
Д.Е. Щипанова ◽  
Р.В. Куприянов ◽  
И.Н. Андреева
Keyword(s):  
Time Management ◽  
Personal Development ◽  
Doctoral Education ◽  
Course Design ◽  
Doctoral Training ◽  
Management Skills ◽  
Teaching Methodologies ◽  
Goal Development ◽  
Development Structure ◽  
Development Course

В статье представлены результаты применения европейских практик разработки учебных курсов на примере курса личностного развития для аспирантов российских и белорусских университетов. Авторы курса входят в команду международного консорциума вузов по реализации программы Erasmus+ проект MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies – Модернизация обучения в аспирантуре по естественным наукам и улучшение педагогических методик). Цель разработанного курса: развитие эмоционального интеллекта, а также и эффективных навыков стресс-менеджмента и управления временем. Методологическими основами разработки курса явились теория результатов обучения Д.Кеннеди и концепция развития гибких навыков. Разработанная структура, содержание и технология курса проходят апробацию в процессе подготовки аспирантов и молодых исследователей в университетах России и Беларуси. Внедрение курса будет реализованов практике деятельности Doctoral Training Centers – Тренинговых центров для аспирантов, организованных на базе университетов консорциума проекта MODEST программы ERASMUS+ в странах: Россия; Беларусь и Армения. Article presents results of training course design according to European practices by example of a Personal Development course for PhD students of Russian and Belarusian universities. Authors are part of an international consortium of universities team of the Erasmus + MODEST project implementation (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies). Course goal: development of emotional intelligence, as well as effective stress management and time management skills. Methodological foundations of the course development were D. Kennedy's learning outcomes theory and the concept of soft skills development. Structure, content and technology of the course are being tested in the process of training PhD students and young researchers at universities in Russia and Belarus. Introduction of the course is planned in the practice of the Doctoral Training Centers – Training centers for PhD students, organized at the universities of the MODEST project consortium (ERASMUS + program) in the countries: Russia; Belarus and Armenia.

scholarly journals Examining the Factors that Facilitate Athletic Training Faculty Socialization into Higher Education

2016 ◽  
Vol 11 (4) ◽  
pp. 208-218 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett ◽  
Sara Nottingham
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Athletic Training ◽  
Doctoral Education ◽  
Doctoral Training ◽  
Full Time ◽  
Socialization Process ◽  
Roles And Responsibilities ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Doctoral education is the mechanism whereby athletic trainers can develop an awareness of their future roles and responsibilities in higher education. Evidence suggests that doctoral education may provide an incomplete understanding of these roles and responsibilities, warranting further investigation. Objective: To gain a better understanding on how athletic training faculty members are socialized into their role. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: Twenty-eight athletic training educators (14 men, 14 women) who had completed doctoral training. Participants' average age was 39 ± 6 years, with 11.6 ± 5.6 years of experience working in education. Main Outcome Measure(s): One-on-one interviews were completed with all participants following a semistructured framework. Data saturation drove sampling. Inductive analysis was used to evaluate the data. Member checks, peer review, and researcher triangulation established rigor. Results: The first theme, professional socialization, was defined by participants as those experiences in their doctoral training that provided role understanding. The second theme, organizational socialization, speaks to those experiences that occurred once the athletic training faculty member was employed full time in higher education. The category of mentorship was articulated, in both themes, as impactful in both professional preparations at the doctoral level and during the institutional socialization process once a novice faculty member is hired. Conclusions: Doctoral education provides the platform for role understanding, which allows the athletic trainer to be prepared to transition into the faculty member role. Specifically, engagement in the role and mentoring provided this role awareness, which is common within the socialization framework. Institutions also offer formalized orientation sessions as a means to assimilate, and mentoring is also available for support.

scholarly journals Educational Component of Doctoral Training at Engineering University

2019 ◽  
Vol 28 (3) ◽  
pp. 67-74
Author(s):  
Evgeny A. Korchagin ◽  
Rais S. Safin
Keyword(s):  
Personal Development ◽  
Doctoral Education ◽  
Integrated Approach ◽  
Doctoral Training ◽  
Learning Material ◽  
Dual Nature ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Educational Component

Didactic aspects of the educational component of doctoral training appear highly significant for modern doctoral education. The educational component involves two parts: research and teaching training. The dual nature of training, which includes different and, at the same time, interrelated types of learning activities, requires the development of appropriate research and methodological support of doctoral education. The methodological basis of designing and implementation of the educational component of doctoral training at an engineering university is an integrated approach. A comprehensive system of training is based on the combining of learning material in a certain semantic environment. This semantic environment is represented by the personal development of PhD students, along with the development of her/his professional mobility, competence, increasing competitiveness and improving the quality of training. The processes of designing and implementation of the educational component entail the use of a systematic approach, whereby the designed objects (preparation for the research along with the preparation for teaching activities) are considered as separate pedagogical systems; competence and activity approaches aimed at the development of general and professional competencies within research and teaching activities; personality-oriented approach focused on the educational component for personal development of PhD students within the research and teaching activities in accordance with their individual curricula. The authors discuss the elements of the pedagogical model of PhD students training at engineering universities.

scholarly journals Course “History & Philosophy of Science” for Doctoral Programs in Education and Pedagogical Sciences

2019 ◽  
Vol 28 (2) ◽  
pp. 79-93
Author(s):  
Albina R. Sadyikova ◽  
Eleonora K. Nikitina ◽  
Andrey V. Korzhuev ◽  
Yuliya B. Ikrennikova
Keyword(s):  
Philosophy Of Science ◽  
Doctoral Students ◽  
Academic Writing ◽  
Doctoral Education ◽  
Logical Empiricism ◽  
Doctoral Training ◽  
Study Program ◽  
Philosophical Foundations ◽  
The Impact ◽  
Pedagogical Science

Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education.

Sign in / Sign up

Export Citation Format

Share Document