scholarly journals Crises in a Doctoral Research Project: A Comparative Study

10.28945/4044 ◽  
2018 ◽  
Vol 13 ◽  
pp. 211-231
Author(s):  
Reuven Katz
Keyword(s):  
Social Sciences ◽  
Comparative Study ◽  
Doctoral Students ◽  
Engineering Students ◽  
Science And Engineering ◽  
Social Sciences And Humanities ◽  
Quantitative Results ◽  
Professional Assistance ◽  
Humanities Students ◽  
Doctoral Candidates

Aim/Purpose: To present quantitative results of an investigation that assessed crises reported by doctoral candidates while working toward their degree. Background: Crises that candidates encounter during their doctoral journey may lead to attrition from the doctoral program. A crisis in a doctoral project has several characteristics that must be understood in order to identify the crisis and, if possible, take corrective actions. Our study investigates various types of potential crises and the way candidates experience them. Methodology: We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. We compared the answers of Israeli Social Sciences and Humanities candidates with those of Israeli Science and Engineering candidates; we also compared the answers of Israeli Science and Engineering students with their Western European peers. We applied statistical analysis to identify and compare significant patterns of reported crises among these three groups of candidates. In addition, we tried to find significant relationships between the reported crises and selected parameters that characterize the candidates’ background and learning habits. Contribution: The research presents quantitative results of typical crises patterns in a comparative study. It shows that while many candidates experience crises, few seek professional assistance. Findings:Our investigation showed that about 60% of enrolled doctoral candidates reported a crisis. Of the candidates who reported crises, about 70% did not seek professional assistance. Emotional crises were reported by a significantly higher percentage of Social Sciences and Humanities students than of Science and Engineering students. Conversely, expectation crises were reported by a significantly higher percentage of Science and Engineering students than of Social Sciences and Humanities students. Significantly, more Social Sciences and Humanities students reported economic crises than did Science and Engineering students. Students who experienced a crisis reported that it caused delays in the research and affected its quality. As a result of their crisis, over 25% of Science and Engineering students seriously considered terminating their studies. Recommendations for Practitioners :The results and discussion may be useful as a guide for advisers to better understand the formation of crises among their doctoral students. Recommendation for Researchers: The quantitative methodology presented in the paper may be applied to investigate additional phenomena in the field of doctoral studies. Impact on Society : The paper demonstrates that doctoral students are aware of potential crises due to the stressful environment they face. By reducing the number of crises, it may be possible to reduce the current rates of attrition, which have a significant impact on national economy. Future Research In future work we plan to expand the research to include the US in the comparative study.

scholarly journals Challenges in Doctoral Research Project Management: A Comparative Study

10.28945/3419 ◽  
2016 ◽  
Vol 11 ◽  
pp. 105-125 ◽  
Author(s):  
Reuven Katz
Keyword(s):  
Project Management ◽  
Comparative Study ◽  
Western Europe ◽  
Engineering Students ◽  
Basic Research ◽  
Science And Engineering ◽  
Research Project ◽  
Doctoral Research ◽  
Western European ◽  
Doctoral Candidates

This paper presents quantitative results of a comparative study evaluating the management skills of doctoral candidates working toward a PhD and additional information related to their lifestyles. We conducted a survey among enrolled doctoral candidates at five universities in Israel and three technological universities in Western Europe. 1013 Israeli candidates and 457 Western European candidates replied to our survey. In our analysis, we compared the answers of Israeli Science and Engineering candidates to those of Social Sciences and Humanities candidates; in addition, we compared the answers of Israeli Science and Engineering students to their Western European peers. Our analysis focused on finding significant patterns by comparing these groups of students. In order to identify such patterns, we analyzed each question using the Pearson chi-square test. The current study’s main finding is that the majority of candidates, regardless of their chosen academic field or the region where they study, have no training or expertise in managing a doctoral research project. Based on these findings, we suggest that all doctoral candidates be taught basic research-project management. We believe that such training will provide them with a powerful tool for better managing their research as they advance towards successful completion of their doctorate.

Moral Reasoning Among Croatian Students of Different Academic Orientations

2017 ◽  
Vol 6 (2) ◽  
pp. 208
Author(s):  
Andrea Tokić ◽  
Matilda Nikolić
Keyword(s):  
Social Sciences ◽  
Nursing Students ◽  
Social Studies ◽  
Moral Reasoning ◽  
Formal Education ◽  
Law Students ◽  
Academic Disciplines ◽  
Social Sciences And Humanities ◽  
Humanities Students ◽  
Health Care Law

Previous studies demonstrated that different academic contexts could have different effects on moral development, i.e. in most cases formal education enhances moral reasoning, but sometime erodes it (for example for medical students). The aim of this study was to examine differences in moral reasoning among students of different academic disciplines (health care, law, social sciences and humanities). In research participated 386 students (Mage=23,12): 154 law students, 55 nursing students, 123 other social sciences students, a 53 humanities students. Participants took Test of Moral Reasoning (TMR) (Proroković, 2016) which measures index of moral reasoning (in range from 0 to 1), and idealistic orientations (humanistic and conservative). The results showed that there was no difference in the moral reasoning index among students of different academic orientations. Furthermore, students of different academic disciplines differed in the humanistic orientation in a way that students of social studies were more humanistically oriented than law students. Some of the possible explanations for the lack of differences with regard to academic orientations is that overall stimulating environment that college provides is perhaps more important for moral reasoning development than specific academic contexts. Findings of this study are consistent with the findings of some of the previous studies.

scholarly journals KAJIAN PERBANDINGAN HISTORIOGRAFI PENDIDIKAN DI AMERIKA SERIKAT, AUSTRALIA, DAN INDONESIA

2016 ◽  
Vol 25 (2) ◽  
pp. 154
Author(s):  
Hieronymus Purwanta
Keyword(s):  
Social Sciences ◽  
United States ◽  
High School ◽  
Comparative Study ◽  
Narrative Approach ◽  
Text Book ◽  
Social Sciences And Humanities ◽  
History Learning ◽  
Similarities And Differences ◽  
The Comparative Study

<p>This article compares historiography of education in United States, Australia, and Indonesia. It aims to understand similarities and differences text book of history learning in high school in three countries. The comparative study focuses on two aspects in historiography of education, i.e. approach and discourse. The result of study shows that in three country use the narrative approach. In Indonesia, beside narrative, the writers of history text book also used structural approach and apply theories, concepts, and generalization from social sciences and humanities. In aspect of discourse, the historiography of education in United States and Australia placed their peoples as subject and main actor in history. In other side, historiography of education in Indonesia placed their peoples as object in any historical act had been done by foreigner.</p><p> </p><p>Artikel ini bermaksud membandingkan historiografi pendidikan di Amerika Serikat, Australia dan Indonesia. Tujuannya adalah untuk memahami persamaan dan perbedaan buku teks pelajaran sejarah yang digunakan untuk siswa SMA di ketiga negara. Kajian komparatif difokuskan pada dua aspek utama dari historiografi pendidikan, yaitu pendekatan dan wacana. Hasil kajian menunjukkan bahwa historiografi pendidikan di ketiga negara menggunakan pendekatan naratif. Di Indonesia, selain naratif, penulis buku teks pelajaran sejarah juga menerapkan pendekatan struktural dengan menggunakan teori, konsep, generalisasi dari ilmu sosial dan humaniora. Dari perspektif wacana, historiografi pendidikan di Amerika Serikat dan Australia menempatkan masyarakatnya sebagai subjek atau pemeran utama dalam sejarah. Di pihak lain, historiografi pendidik-an di Indonesia menempatkan masyarakatnya sebagai objek dari berbagai tindakan historis yang dilakukan bangsa asing.</p><p> </p>

Factors affecting the Faculty of Social Sciences and Humanities student’s satisfaction on Can Tho University quality of training services

2021 ◽  
Vol 66 (1) ◽  
pp. 120-135
Author(s):  
Thao Tang Dinh Ngoc ◽  
Tron Nguyen Van ◽  
Phat Vo Tan ◽  
Thanh Nguyen Duong
Keyword(s):  
Social Sciences ◽  
Student Satisfaction ◽  
Factors Affecting ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Administrative Procedures ◽  
Quota Sampling ◽  
Humanities Students ◽  
Training Services

The study was conducted to find out the satisfaction level of students of the School of Social Sciences and Humanities with the quality of training services of Can Tho University. Research data were collected from 240 students who have been studying at School of Social Sciences and Humanities by the quota sampling method from course of 41 to 44, studying at the school with the majors of Literature, Vietnam studies, Information Studies and Sociology. The EFA exploratory factor analysis method and linear regression are used to identify groups of factors that affect the satisfaction of the Social Sciences and Humanities students with the quality of CTU's training services. The research results showed that there are four groups that affect student satisfaction, which are the educational environment, training programs, pedagogical skills and administrative procedures. In general, the students of the Faculty of Social Sciences and Humanities are satisfied with the quality of training services at CTU.

scholarly journals Information-Seeking Behavior in the Digital Age: A Multidisciplinary Study of Academic Researchers

2010 ◽  
Vol 71 (5) ◽  
pp. 435-455 ◽  
Author(s):  
Xuemei Ge
Keyword(s):  
Social Sciences ◽  
Doctoral Students ◽  
Information Seeking ◽  
Information Resources ◽  
Information Seeking Behavior ◽  
Electronic Information ◽  
Social Sciences And Humanities ◽  
Electronic Information Resources ◽  
Ellis Model ◽  
Seeking Behavior

This article focuses on how electronic information resources influence the information-seeking process in the social sciences and humanities. It examines the information-seeking behavior of scholars in these fields, and extends the David Ellis model of information-seeking behavior for social scientists, which includes six characteristics: starting, chaining, browsing, differentiating, monitoring, and extracting. The study was conducted at Tennessee State University (TSU). Thirty active social sciences and humanities faculty, as well as doctoral students, were interviewed about their use of electronic information resources for research purposes, their perception of electronic and print materials, their opinions concerning the Ellis model, and ways the model might apply to them. Based on the interview results, the researcher provides suggestions on how current information services and products can be improved to better serve social sciences and humanities researchers. The author makes recommendations for improving library services and technologies to better meet the needs of social sciences and humanities scholars.

scholarly journals International Education in the 21st Century: The Importance of Faculty in Developing Study Abroad Research Opportunities

2015 ◽  
Vol 26 (1) ◽  
pp. 167-186 ◽  
Author(s):  
Todd Giedt ◽  
Gigi Gokcek ◽  
Jayati Ghosh
Keyword(s):  
Social Sciences ◽  
Study Abroad ◽  
International Education ◽  
Undergraduate Curriculum ◽  
Research Opportunities ◽  
Social Sciences And Humanities ◽  
Undergraduate Study ◽  
And Mathematics ◽  
Undergraduate Programs ◽  
Humanities Students

United States institutions of higher education are under increasing pressure to “internationalize”, which entails expanding curricula to overseas contexts, accepting international students, and sending significant numbers of Americans to study abroad. Despite such initiatives, as well as its assumed value in the undergraduate curriculum, less than ten percent of U.S. students currently study abroad, with STEM participation traditionally lagging behind that of social sciences and humanities students. Unfortunately, study abroad enrollments have not expanded in the desired magnitude(s), despite the explosion of shorter-term programming. With this in mind, what kinds of programs might leverage STEM disciplinary research interests to facilitate growth in these majors? How would these programs distinguish themselves from traditional ones, which are usually course-based? And finally, how would they incorporate STEM faculty to ensure that they are sufficiently integrated into the curricula? This paper argues that a reimagining of study abroad programming may be necessary – one that begins and ends with local disciplinary faculty, especially those in the STEM (sciences, technology, engineering, and mathematics) fields, to develop undergraduate study abroad research opportunities. In doing so, it asserts that STEM disciplinary interests towards internationalization are fundamentally different than faculty in the humanities and the social sciences, and it is necessary to leverage these distinctions to create high-quality undergraduate programs oriented towards research. The argument is supported with examples from several University of California campuses and some private universities.

scholarly journals International Mobility of Canadian Social Sciences and Humanities Doctoral Students

1969 ◽  
Vol 40 (2) ◽  
pp. 18-34
Author(s):  
Jane Knight ◽  
Meggan Madden
Keyword(s):  
Social Sciences ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Student Mobility ◽  
International Mobility ◽  
Short Term ◽  
Research Partnerships ◽  
Academic Mobility ◽  
Social Sciences And Humanities ◽  
Work Abroad

International academic mobility is an aspect of internationalization that is changing rapidly in terms of volume, scope, and impact. Although much of the attention and research on mobility has focused on undergraduate students participating in short-term study abroad, internships, and exchange experiences, the new push to develop international research partnerships and networks has led to the recognition of the importance and benefi ts of doctoral student mobility. The purpose of this article is to provide a current picture of the international mobility — both full-degree and short-term research and academic work abroad — of Canadian students in social sciences and humanities (SSH). The analysis focuses on the profi le of internationally active SSH doctoral students, and the rationales that drive academic mobility, the factors that help or hinder it, and the types of scholarships available to support it.

Sign in / Sign up

Export Citation Format

Share Document