scholarly journals The PhD Experience: A Review of the Factors Influencing Doctoral Students’ Completion, Achievement, and Well-Being

10.28945/4113 ◽  
2018 ◽  
Vol 13 ◽  
pp. 361-388 ◽  
Author(s):  
Anna Sverdlik ◽  
Nathan C. Hall ◽  
Lynn McAlpine ◽  
Kyle Hubbard
Keyword(s):  
Academic Success ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Recent Literature ◽  
Doctoral Student ◽  
Well Being ◽  
Future Research ◽  
Unique Contribution ◽  
Family Responsibilities ◽  
Doctoral Experience

Aim/Purpose: Research on students in higher education contexts to date has focused primarily on the experiences undergraduates, largely overlooking topics relevant to doctoral students’ mental, physiological, motivational, and social experiences. Existing research on doctoral students has consistently found mental and physical health concerns and high attrition rates among these students, but a comprehensive understanding of these students’ experiences is still lacking. Background: The present review paper aims to offer deep insight into the issues affecting doctoral students by reviewing and critically analyzing recent literature on the doctoral experience. An extensive review of recent literature uncovered factors that can be readily categorized as external and internal to the doctoral student; external factors include supervision, personal/social lives, the department and socialization, and financial support opportunities, while internal factors motivation, writing skills, self-regulatory strategies, and academic identity. Methodology: 163 empirical articles on the topic of doctoral education are reviewed and analyzed in the present paper. Contribution: The present paper represents a comprehensive review of the factors found to influence the experiences (e.g., success, satisfaction, well-being) of doctoral students in their programs. It represents a unique contribution to the field of doctoral education as it attempt to bring together all the factors found to date to shape the lived experiences of doctoral students, as well as evidence-based ways to facilitate students’ success and well-being through these factors. More specifically, the present paper aims to inform students, faculty, and practitioners (e.g., student support staff) of the optimal practices and structures uncovered to date, as most beneficial to doctoral students in terms of both academic success and well-being. Impact on Society: Decreases to doctoral students’ well-being as they progress in their programs, financial struggles, and the notable difficulty in maintaining a social life/family responsibilities have been widely discussed in popular culture. The present paper aims to highlight these, and other, issues affecting the doctoral experience in an attempt to contribute to the conversation with comprehensive empirical evidence. By facilitating discussions on the issues that play a role in the attribution and dissatisfaction of existing doctoral students, and perhaps deter potential doctoral students from ever entering doctoral education system, we hope to contribute to a student-cantered focus in which departments are concerned with the academic success of doctoral students, but also equally concerned with maximizing students’ well-being in the process of attaining a doctoral degree. This, we hope, will enhance the societal perception of doctoral education as a challenging, yet worthwhile and rewarding process. Future Research: Future research in which the confluence of the factors discussed in this review, particularly with respect to the cross-cutting impact of socialization variables, is recommended to provide a sufficiently in-depth examination of the salient predictors of doctoral student development and persistence. Future research efforts that steer away from single-factor foci to explore interactive or redundant relationships between factors are thus recommended, as are analyses of the potential effects that changes to one aspect of the doctoral experience (e.g., motivational interventions) can have on other factors. Finally, studies employing various alternative methodologies and analytical methods (e.g., observational, questionnaire, experimental, experience sampling) are similarly expected to yield valuable knowledge as to the nature and extent of the afore-mentioned and novel contributing factors, as well as the utility of student intervention programs aimed at improving both the personal and professional lives of doctoral students internationally

scholarly journals Preparing Doctoral Students for the Professoriate through a Formal Preparatory Course

10.28945/4174 ◽  
2019 ◽  
Vol 14 ◽  
pp. 033-067
Author(s):  
Mohammed S Alkathiri ◽  
Myrna R Olson
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Well Being ◽  
Student Experiences ◽  
Future Research ◽  
Study Approach ◽  
Graduate Preparation ◽  
Multiple Data ◽  
The Impact

Aim/Purpose: This study aimed to investigate doctoral student preparation for the professoriate through a formal course entitled “The Professoriate.” Background: Many studies addressed the need for improved graduate preparation, however, the study of doctoral student experiences in preparation courses, designed as part of the doctoral academic programs, has received less attention. Methodology: Eleven doctoral students (one withdrew from the study) were enrolled in a formal course that was designed to prepare them for the professoriate. The study was conducted using an ethnographic case study approach with multiple data collection methods that included observation, interviews, member checking, and examination of related documents. Contribution: Acquainted with critical realist ontology, the researchers argued that it was necessary to investigate the concerns and preparation of doctoral students in order to better clarify the complex experiences that underlie their practices of making meaning and maintaining balance and well-being in the professoriate. Findings: Three prominent themes emerged that pointed out the experience of doctoral students with regard to their preparation for the professoriate: (1) Perceived concerns with regard to working in the professoriate; (2) Students’ preparatory practices and preparatory opportunities available to them; and (3) Students’ perspectives about “The Professoriate” course and its value. Recommendations for Practitioners: The findings highlighted that educators in doctoral programs need to address and evaluate students’ concerns and preparatory activities in order to make adjustments for students that enhance their success in the program as well as in the professoriate in future. Recommendation for Researchers: The findings suggest further research into the formal preparatory opportunities available for students within doctoral programs and the barriers affecting students’ ability to participate in informal preparatory activities. Impact on Society: The findings supported the importance of providing formal preparatory courses as part of doctoral programs. Formal courses within doctoral programs allow students to devote their time for preparation which will help them to better understand the professoriate and plan for their careers. Future Research: Future research may continue the study of formal opportunities to prepare for the professoriate that are available for doctoral students from different disciplines, the experiences of doctoral students taking part in such opportunities, and the impact on doctoral student readiness for the professoriate.

scholarly journals The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4463 ◽  
2019 ◽  
Vol 14 ◽  
pp. 783-801
Author(s):  
Pamela Felder
Keyword(s):  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
The United States ◽  
Student Experiences ◽  
Future Research ◽  
Philosophical Approach ◽  
Doctoral Experience

Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.

scholarly journals Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory

10.28945/4484 ◽  
2020 ◽  
Vol 15 ◽  
pp. 089-110
Author(s):  
Rebecca G. Mirick ◽  
Stephanie P Wladkowski
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Future Research ◽  
Career Trajectory ◽  
Student Mothers ◽  
Subsidized Childcare ◽  
The Impact ◽  
Women Doctoral Students

Aim/Purpose: This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Background: While more women than men graduate from doctoral programs in all non-STEM fields, women are more likely to take non-tenure positions or positions at less prestigious programs such as community colleges or teaching focused institutions. This creates a lack of diversity at research intensive programs as well as potentially highlighting gender inequities within the pipeline from doctoral education to full professorship. The source of these differences in career outcomes are not fully understood, and it is unclear whether mothers are self-selecting away from research intensive positions, they are less able to obtain the required professional training for these experiences, perhaps in part due to a lack of university based supports, or they experience discrimination based on gender biases around caregiving. Methodology: In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution: Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings: Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations for Practitioners: Implications for doctoral programs are the need for more formal family-friendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Recommendation for Researchers: These findings suggest that there are multiple, complex factors impacting women’s career trajectory post-graduation once they have children. Researchers should consider multiple pathways to career decisions for women with children. In addition, these findings suggest that researchers exploring this topic should consider both field of study and whether women have a child at the point of program entry. Impact on Society: An underrepresentation of women in prestigious academic positions and leadership positions has a negative impact on young women who desire an academic career. The lack of women with children in these positions creates a problematic lack of diversity in leadership and a dearth of role models for women students with children. The benefits of diversity in leadership are well known. These findings can be used by doctoral programs and academic institutions to increase gender and parental status diversity in these positions, to the benefit of students, faculty, departments, and institutions. Future Research: Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.

scholarly journals PhD Imposter Syndrome: Exploring Antecedents, Consequences, and Implications for Doctoral Well-Being

10.28945/4670 ◽  
2020 ◽  
Vol 15 ◽  
pp. 737-758
Author(s):  
Anna Sverdlik ◽  
Nathan C. Hall ◽  
Lynn McAlpine
Keyword(s):  
Doctoral Students ◽  
Well Being ◽  
Future Research ◽  
Cross Sectional ◽  
Student Sample ◽  
Scholarly Community ◽  
The Impact ◽  
The Relationship ◽  
Doctoral Experience

Aim/Purpose: Research on doctoral students’ well-being suggests that an interplay of social and psychological factors, such as integration into the scholarly community and perceptions of self-worth, shape students’ experiences. The present research examined the role of these factors in the well-being of doctoral students. Background: Imposter syndrome has long been discussed both formally and informally as a prevalent experience of doctoral students. Existing research provides empirical support for the role of perceived belongingness to one’s scholarly community in maladaptive self-perceptions (i.e., imposter syndrome), as well as the role of imposter syndrome in doctoral students’ well-being. However, no studies to date have directly explored the extent to which imposter syndrome mediates the relationship between perceived belongingness and well-being in a single model. Methodology: The present research sought to evaluate perceived belongingness as a predictor of imposter syndrome and how imposter syndrome, in turn, predicts well-being (i.e., depression, stress, and illness symptoms) in doctoral students. Depression, stress, and illness symptoms were identified in the literature as the most prevalent well-being concerns reported by doctoral students and therefore were evaluated as the outcome variables in the present research. In line with previous research, we expected perceived belongingness to negatively predict imposter syndrome, and imposter syndrome, in turn, to positively predict depression, stress, and illness symptoms. Two studies evaluated the proposed model. Data for both studies was collected simultaneously (i.e., one large sample) with 25% of the sample randomly selected for Study 1 (cross-sectional) and the remainder included in Study 2 (longitudinal). In Study 1, we tested this hypothesis with a cross-sectional design and explored whether imposter syndrome was a significant mediator between perceived belongingness and well-being. In Study 2, we aimed to replicate and extend the results of Study 1 with a prospective design to further assess the directionality of the relationship from perceived belongingness to imposter syndrome and, in turn, the role of imposter syndrome in changes in depression, stress, and illness symptoms over a five-month period. Contribution: The present results represent evidence of the process by which doctoral students develop imposter syndrome and some of the consequences of imposter syndrome on doctoral well-being. Additionally, the present study includes a large-scale sample of international doctoral students across the disciplines, thus revealing the prevalence of imposter syndrome in the doctoral experience. Findings: Overall, the results of the present research provided support for our hypotheses. In Study 1, perceived belongingness was found to be a negative predictor of imposter syndrome that, in turn, predicted higher levels of depression, stress, and illness symptoms. Additionally, imposter syndrome was found to significantly mediate the relationship between perceived scholarly belongingness and the three outcome variables assessing psychological well-being. Study 2 further revealed perceived scholarly belongingness to negatively predict imposter syndrome five months later, with imposter syndrome, in turn, predicting increases in depression, stress, and illness symptoms in our doctoral student sample. Recommendations for Practitioners: Several recommendations are made for practitioner based on the present findings: First, by acknowledging the critical role of perceived social belongingness in students’ well-being, faculty and administrators can establish structures to better integrate students into their scholarly communities, and departments can foster a supportive social atmosphere for their doctoral students that emphasizes the quality of interactions and consultation with faculty. Second, information sessions for first-year doctoral students could highlight the prevalence and remedies of feeling like an impostor to normalize these otherwise deleterious feelings of inadequacy. Finally, professional development seminars that are typically taught in graduate programs could incorporate an explicit discussion of well-being topics and the prevalence of imposter syndrome, alongside other pragmatic topics (e.g., publishing protocols), to ensure that students perceive their departmental climate as supportive and, in turn, feel less like an imposter and better psychologically adjusted. Recommendation for Researchers: Researchers should continue exploring the various antecedents and consequences of imposter syndrome, specifically focusing on at-risk students, as well as the role of imposter syndrome in doctoral-level dropout. Impact on Society: Imposter syndrome is a harmful experience that can lead to a variety of life-altering outcomes, such as developing or intensifying a mental illness. Doctoral students, as society’s future researchers and high-skilled professionals, have a great impact on society as a whole, and efforts should be extended into maintaining doctoral students’ well-being in order for them to perform at an optimal level. The present research sheds light on one aspect of the doctoral experience that is detrimental to the well-being of doctoral students, thus informing doctoral students, advisors, and departments of one area where more resources can be allocated in order to facilitate the health, both physical and psychological, of their students. Future Research: Future research should explore additional outcomes to fully understand the impact of perceived belongingness and imposter syndrome on doctoral students. Some such outcomes may include academic performance (e.g., presentation/publication rates), motivation (e.g., perseverance vs. intention to quit), and more general psychological adjustment measures (e.g., satisfaction with life). Such research, in combination with the present findings, can help the understanding of the full impact of imposter syndrome on the academic and personal experiences of doctoral students and can contribute to psychologically healthier and more academically productive experiences for doctoral students as they navigate the myriad challenges of doctoral education.

scholarly journals Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4210 ◽  
2019 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Cultural Frameworks ◽  
Higher Education Internationalization ◽  
Doctoral Experience

[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

scholarly journals Transforming doctoral education: preparing multidimensional and adaptive scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 17-34
Author(s):  
Clinton A. Patterson ◽  
Chi-Ning Chang ◽  
Courtney N. Lavadia ◽  
Marta L. Pardo ◽  
Debra A. Fowler ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Pedagogical Practices ◽  
Career Adaptability ◽  
Content Type ◽  
Transferable Skills ◽  
Curricular Design

Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.

scholarly journals Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

2019 ◽  
Vol 31 (1) ◽  
pp. 36-44
Author(s):  
Lilian H. Hill ◽  
Simone C. O. Conceição
Keyword(s):  
Instructional Strategies ◽  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Instructional Support ◽  
Adult Educators ◽  
Student Progress ◽  
Significant Time ◽  
Support Strategies

Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators.

Applying cultural capital and field to doctoral student socialization

2016 ◽  
Vol 7 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Bryan Gopaul
Keyword(s):  
Qualitative Study ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Design Methodology ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Study ◽  
Content Type ◽  
Student Socialization ◽  
Doctoral Student Socialization

Purpose Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field. Design/methodology/approach This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe. Findings Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences. Originality/value Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.

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