scholarly journals “Comencemos por el título”: la representación integral de la investigación doctoral en contadas palabras

2021 ◽  
Vol 39 (1) ◽  
pp. 41-60
Author(s):  
Iris Viviana Bosio
Keyword(s):  
Doctoral Students ◽  
Writing Process ◽  
Scientific Writing ◽  
De Re ◽  
Doctoral Research ◽  
Disciplinary Field ◽  
Qualitative Descriptive ◽  
Integral Process ◽  
Applied Design ◽  
Academic Genre

Este trabajo sigue la línea de investigación del grupo Corpus EspaDA-UNCuyo (Corpus de Español en el Discurso Académico de la Universidad Nacional de Cuyo)[1]. Partiendo del potencial de la escritura para transformar el conocimiento, se propone la (re)escritura del título temático del género académico “proyecto de tesis” como una instancia de reflexión y afianzamiento del evento de investigación doctoral. Delimitar formalmente el tema de tesis es uno de los mayores problemas de los doctorandos y uno de los motivos recurrentes de incumplimiento de los plazos establecidos institucionalmente para la entrega de los proyectos. Contextualizado en un caso de intervención pedagógica en la carrera de Doctorado en Agronomía, este trabajo adopta un diseño cualitativo, descriptivo, longitudinal y aplicado. Los datos documentales provienen de (a)proyectos de admisión a carrera; (b)proyectos de tesis; (c)transcripciones de defensas orales de proyectos de tesis. Los resultados sugieren que, tanto la modelización y explicitación del proceso de escritura académico-científica, como las tareas colaborativas de (re)escritura de títulos temáticos entre pares profesionales expertos, favorecen el afianzamiento y la reflexión sobre el evento integral de la investigación y sobre su contribución original al campo disciplinar, requisito primero de toda tesis doctoral. [1] Proyecto SeCTyP 06/G718 Construcción de un corpus de discurso académico escrito y oral de la Universidad Nacional de Cuyo con metodología de lingüística de corpus. Proyecciones hacia ámbitos científicos y didáctico-pedagógicos (2016-2018). https://espada.uncu.edu.ar/index.php?sec=proyectos Proyecto SIIP 06/G785 Corpus EspaDA-UNCuyo: Diseño y precompilación de un corpus del discurso académico oral y escrito de la Universidad Nacional de Cuyo (2019-2021). https://espada.uncu.edu.ar/index.php?sec=proyectos This article is part of the research of the Corpus EspaDA-UNCuyo team. Starting from the potential of writing to transform knowledge, we aim to (re)write the thematic title of the academic genre "thesis project" as an instance of reflection on and consolidation of the processes involved in doctoral research. The formal delimitation of the thesis topic is one of the biggest problems for doctoral students and one of the recurring reasons for non-compliance with the institutionally established deadlines for project presentation. Contextualized within an agronomy Ph.D. program, our research adopts a qualitative, descriptive, longitudinal and applied design. The documentary data come from (a) admission projects to a Ph.D. program; (b) thesis projects; (c) transcripts of oral vivas of thesis projects. The findings suggest that the modeling and clarification of the academic-scientific writing process, as well as the collaborative tasks of (re) writing thematic titles between expert professional peers, favour the consolidation of, and reflection on research understood as an integral process. The modeling and clarification of the academic-scientific writing process also elicits reflection on the contribution to the disciplinary field, the first requirement of a doctoral thesis.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

scholarly journals A research note: Video conferencing interviews

2020 ◽  
Vol 25 ◽  
pp. 101-107
Author(s):  
Atif Khalil ◽  
Bronwen Cowie
Keyword(s):  
Doctoral Students ◽  
Recent Literature ◽  
Video Conferencing ◽  
Good Condition ◽  
Research Note ◽  
Female Participant ◽  
Doctoral Research ◽  
Cultural Aspects ◽  
Research Interviews ◽  
Building Rapport

This research note aimed to highlight the reflections of the researcher while conducting videoconferencing interviews as a part of his doctoral research project. The researcher drew some inferences based on recent literature and two videoconferencing interviews conducted with the doctoral students via Zoom. It was a crucial experience to deal with the recruitment of research participants, building rapport/understanding, especially with the female participant, exchanging nonverbal cues between researcher and participants, considering socio-cultural aspects of the participants, writing the interview summaries and getting them reviewed by the participants. Moreover, technological aspects were also considered important like having a PC, laptop or android of good condition with consistent internet connectivity, appropriate software (Zoom) and recording of the interviews, backup of the recordings, making sure electricity and other equipment essential for videoconferencing interviews was available. Besides, reviewing the order of questions and time for the research interviews is also important for videoconferencing interviews. The researcher believes that it might be possible to increase the trustworthiness of the videoconferencing interviews by considering all these aspects.  

scholarly journals Satire on Stand Up Comedy “Messake Bangsaku” By Pandji Pragiwaksono

2019 ◽  
Vol 2 (2) ◽  
pp. 80-86
Author(s):  
Ahmad Yusril Firdaus ◽  
Sulis Setiawati ◽  
Eko Yulianto
Keyword(s):  
Content Analysis ◽  
Writing Process ◽  
Video Tape ◽  
Descriptive Research ◽  
Stand Up Comedy ◽  
Analysis Technique ◽  
Qualitative Descriptive

The aim the research is to find out and analize satire of the stand up comedy “Mesakke Bangsaku” by Pandji Pragiwaksono. The writer use qualitative descriptive research in observing with content analysis technique. Resources of the research is video tape of stand up comedy “Mesakke Bangsaku” Pandji Pragiwaksono brings transcript into the writing process. Script product of transcription then, identify with use of satire’s theory. Based on analysis result, it find out satire with the highest percentage in the cynicism category which was as many as 39 of data or 38,23%. Another finding is, sarcasm category as many as 37 data (36,27%), ironic 4 data (3,92%), and antiphrase 1 data (0,98%).

scholarly journals Doctoral Dissertation Supervision: Identification and Evaluation of Models

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ngozi Agu ◽  
Christy O. Odimegwu
Keyword(s):  
Doctoral Students ◽  
Academic Community ◽  
Face To Face ◽  
Interactive Model ◽  
Doctoral Research ◽  
Descriptive Research ◽  
Research Supervision ◽  
Supervision Models ◽  
Research Questions ◽  
Students Satisfaction

Doctoral research supervision is one of the major avenues for sustaining students’ satisfaction with the programme, preparing students to be independent researchers and effectively initiating students into the academic community. This work reports doctoral students’ evaluation of their various supervision models, their satisfaction with these supervision models, and development of research-related skills. The study used a descriptive research design and was guided by three research questions and two hypotheses. A sample of 310 Ph.D. candidates drawn from a federal university in Eastern part of Nigeria was used for this study. The data generated through the questionnaire was analyzed using descriptive statistics andt-tests. Results show that face-to-face interactive model was not only the most frequently used, but also the most widely adopted in doctoral thesis supervision while ICT-based models were rarely used. Students supervised under face-to-face interactive model reported being more satisfied with dissertation supervision than those operating under face-to-face noninteractive model. However, students supervised under these two models did not differ significantly in their perceived development in research-related skills.

Towards a typology of linguistic and stylistic errors in scientific abstracts written by low-proficiency geoscience and mechanical engineering doctoral students in France

Fachsprache ◽  
2020 ◽  
Vol 42 (3-4) ◽  
Author(s):  
Anthony Saber ◽  
Audrey Cartron ◽  
Claire Kloppmann-Lambert ◽  
Céline Louis
Keyword(s):  
Doctoral Students ◽  
Writing Assessment ◽  
Mechanical Engineering ◽  
English Language ◽  
Native Speakers ◽  
Scientific Writing ◽  
Error Ratio ◽  
Key Issues ◽  
Native Speakers Of English ◽  
Traditional Grammar

To date, few studies have attempted to formulate typologies of errors by non-native speakers in English scientific writing. In this study of 123 doctoral dissertation abstracts written by doctoral students in France, we present a tentative typology of frequent errors that covers issues with general grammar, expert grammar and style. In order to specifically ascertain the errors made by students who experience very significant difficulties, the 123 items of our corpus were chosen after an initial review of 1018 abstracts because they demonstrated low linguistic and stylistic proficiency. The typology of errors was sought in support of an error identification exercise in the Scientific Writing Assessment Program (SWAP), an English language certification recently developed at ENS Paris-Saclay. Although some disciplinary variation was seen in the distribution of errors, a convergence towards six major error types (determiners, syntax, tense choice, compound phrases, collocations and lack of clarity) was observed (62.96% of all errors in geoscience, and 83.89% in mechanical engineering), suggesting that efforts to mitigate errors should primarily focus on these key issues. Another key finding was that, in contrast with previous studies, traditional grammar issues did not represent the bulk of overall errors (52.78% in geoscience and only 37.32% in mechanical engineering), while the overall frequency of stylistic errors was high in both corpora (30.25% in geoscience, 46.05% in mechanical engineering), showing the importance of errors in relation with genre-specific style. We propose a metric of error frequency, the Comprehensive Error Ratio or CER, to assess the overall quality of abstracts written by non-native speakers of English. In conclusion, we suggest that any typology of errors in ESP/EAP contexts results from a trade-off between seeking descriptive specificity and achieving the specific purposes for which a typology is developed.

Creating the [Insert Name Here] Methodology

2022 ◽  
pp. 182-203
Author(s):  
Melissa Riley Bradford
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Research Methodology ◽  
Ways Of Knowing ◽  
Curriculum Studies ◽  
Methods Courses ◽  
Doctoral Research ◽  
New Directions ◽  
Student Researchers ◽  
The Right

In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.

scholarly journals Priceless conceptual thresholds: beyond the 'stuck place' in writing

2009 ◽  
Author(s):  
Gina Wisker ◽  
Maggi Savin-Baden
Keyword(s):  
Doctoral Students ◽  
Writing Process ◽  
Academic Staff ◽  
Threshold Crossing ◽  
Creative Learning

This paper explores the idea of conceptual threshold crossing in the writing process and in particular stuck moments and the process of moving on, valuing the pricelessness of preliminality, the vision of a possible movement through a portal and the creative learning leap into focused, formed writing. Our work to date is based on formal and less formal collections of narratives from academics who write, including ourselves, and from those who support and supervise the writing of both academic staff and doctoral students.

scholarly journals Vicarious trauma and emotional labour in researching child sexual abuse and child protection: A postdoctoral reflection

2020 ◽  
Vol 13 (2) ◽  
pp. 205979912092634 ◽  
Author(s):  
Michael A. Guerzoni
Keyword(s):  
Doctoral Students ◽  
Child Protection ◽  
Vicarious Trauma ◽  
Doctoral Degree ◽  
Lecture Hall ◽  
Emotional Labour ◽  
Doctoral Research ◽  
Social Settings ◽  
Active Filtering ◽  
The University

Criminology almost inevitably involves the study of sensitive and sorrowful research topics. Consequently, criminologists fall victim to the inherent risks of exposure to vicarious trauma, requiring many to practice emotional labour in the field, in the lecture hall, and perhaps, even along the corridors of the university campus itself. This article offers a reflective account of the experiences of vicarious trauma and the self-imposed, protective practice of emotional labour within doctoral research on child protection initiatives within a religious institution. It explores my experience of self-regulating my emotions in response to the reading of disturbing content, and of the active filtering of points of conversation when asked about my research within professional, familial and social settings, to prevent disturbing the emotions of others. The article encourages potential doctoral students to consider how they might prepare for themselves emotionally, socially and physically, for their inevitable encounter with difficult content, prior to the commencement of candidature, thereby increasing their resilience in facing the difficult components of a doctoral degree tasked with exploring content of a bleak and emotionally unnerving nature.

scholarly journals Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

2017 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Pia Helena Lappalainen
Keyword(s):  
Doctoral Students ◽  
Course Design ◽  
Working Hours ◽  
Learning Needs ◽  
Publication Productivity ◽  
Teacher Capacity ◽  
Teacher Renewal ◽  
Doctoral Research ◽  
Teacher Resources ◽  
Teacher Researchers

Policy-level interventions aim to expedite institutional change in universities but the related decisions rarely materialize as sustained grassroots-level implementations genuinely transforming teaching or learning practices. A vision without execution remains mere rhetoric or could even disrupt the persistent long-term development that committed teachers pursue as their more subtle and routine mode of operation. This article therefore suggests that attention be turned to classroom processes and research efforts that allow university teacher-researchers to practice their occupation in the most effective way possible. Such efforts draw on teacher resources, competence and motivation, and benefit the students through an elevated quality and targeted content of education. This article showcases an empirical development endeavor from Aalto University that, while responding to doctoral students’ learning needs and institutional demands for higher publication productivity, enhances teacher capacity and paves the way for a more extensive bottom-up institutional reform of doctoral education. The data-driven, quantitative analysis of a sample of 381 doctoral candidates in engineering directs the pedagogic focus in a doctoral writing course away from grammar and linguistic proficiency towards writing support that accentuates usability and communicative value. In particular, the study proposes foci on writing efficiency, effect and reader satisfaction, ultimately facilitating publication productivity and quality. This article describes the pedagogical basis for the Writing Doctoral Research course that was built as a result of the needs analysis, and presents the related course design and organization. The ultimate aim is to substantiate allocation of language teacher working hours to research by demonstrating how audience needs analyses can benefit both the quality of education and teacher renewal.

scholarly journals Patterns in plagiarism and patchwriting in science and engineering graduate students' research proposals

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Michelle Vieyra ◽  
Denise Strickland ◽  
Briana Timmerman
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Scientific Literature ◽  
Popular Literature ◽  
Source Material ◽  
Scientific Writing ◽  
Graduate Schools ◽  
Science And Engineering ◽  
Inappropriate Use ◽  
Insight Into

As part of a larger study, written research proposals were collected from 115 science and engineering master’s and doctoral students and reviewed by SafeAssign™ with approximately one-third of them containing sentences that were plagiarised as previously reported in Gilmore, Strickland, Timmerman, Maher and Feldon (2010). (We use the term plagiarism, but do not imply any intentional deceit by the students.) Here we report on the patterns of plagiarised material in the hope that it will contribute to the growing awareness of the problem of plagiarism in graduate schools as well as provide insight into the causes of plagiarism. Instances of plagiarism were coded as to 1) the type of source material (primary, secondary, technical, or popular literature), 2) the nature of the inappropriate use (directly copied, a few words changed, minor grammar alterations, or attempted but insufficient paraphrasing), 3) where in the proposal (introduction, methods, results, or discussion) the plagiarism appeared, and 4) whether or not the plagiarised information was cited and if it was, whether or not the citation was accurate. Plagiarised text was found in 28% of the proposals. Clustering of certain patterns of behaviour, such as directly copying material from popular literature while paraphrasing information from primary scientific literature, were examined in an attempt to gain insight into the cause of the plagiarism. It is our interpretation that the source of the plagiarism was a lack of familiarity with scientific writing as a genre and lack of awareness of its norms and conventions.

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