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The aim of this paper is to examine whether an information literacy course/module is an appropriate intervention during the initial months of a humanities PhD, and if there is more that can be learned from the course participants that might provide a better understanding of their information behaviour.

A questionnaire was distributed to new humanities PhD students prior to their attending the course. A second questionnaire was distributed to those who had completed the course in full. Interviews were conducted with six participants to gain a richer understanding of how their information-seeking needs had evolved.

Despite the relatively generic nature of the module, and the diversity of humanities research, the course had clear benefits for the participants. In their first year, scoping their topic and finding quality information can pose a challenge. The participants reported that the most appropriate time to attend the course is during the initial months. Some preferred to attend (or repeat) particular units later as workshops. The most valued elements were those that helped them bridge initial gaps. Face-to-face delivery is preferred. There is some potential for further one-to-one contact with librarians and additional follow-up workshops.

This study can inform how librarians can better support PhD researchers in the humanities.

The study is based around an established and accredited humanities PhD course that has already been adapted in various ways in terms of content and timing of delivery. Drawing on Kuhlthau's “Information Search Process”, the study seeks a deeper understanding of a specific humanities group during the initial months of their PhD research.

This exploratory study aims to help contribute to the understanding of online information search behaviour of PhD students from different humanities fields, with a focus on subject searching.

The methodology is based on a semi-structured interview within which the participants are asked to conduct both a controlled search task and a free search task. The sample comprises eight PhD students in several humanities disciplines at Linnaeus University, a medium-sized Swedish university from 2020.

Most humanities PhD students in the study have received training in information searching, but it has been too basic. Most rely on web search engines like Google and Google Scholar for publications' search, and university's discovery system for known-item searching. As these systems do not rely on controlled vocabularies, the participants often struggle with too many retrieved documents that are not relevant. Most only rarely or never use disciplinary bibliographic databases. The controlled search task has shown some benefits of using controlled vocabularies in the disciplinary databases, but incomplete synonym or concept coverage as well as user unfriendly search interface present hindrances.

The paper illuminates an often-forgotten but pervasive challenge of subject searching, especially for humanities researchers. It demonstrates difficulties and shows how most PhD students have missed finding an important resource in their research. It calls for the need to reconsider training in information searching and the need to make use of controlled vocabularies implemented in various search systems with usable search and browse user interfaces.

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit.

The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.

The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support.

The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly.

This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.

The purpose of this paper is to determine whether a faceted OPAC interface offers improvements to information discovery in scholarly research.

The 5.2 million records of an entire library catalog were loaded into a faceted navigation interface and an attractive search term suggestion tool. Humanities PhD students at the dissertation level and familiar with this collection were observed while using this interface to continue their research into the literature on their dissertation topic.

From a group of 12 subjects, nine reported finding materials that they had not found in their previous use of the traditional catalog interface.

No attempt is made to isolate the effects of relevance ranking on discovery from those of faceted navigation or the search term suggestions. The differences between the circumstances of scholars who did and did not find previously undiscovered materials are not examined.

Faceted interface and search term suggestion in a library catalog may enable those scholars who are highly dependent on library materials to find materials that would remain hidden in a traditional library catalog.

This article considers whether faceted navigation increases the range of relevant materials that scholars discover, and is of interest to libraries which are considering adding faceted navigation and other features to their catalog interface.

This study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and several individual and structural attributes potentially having an impact on the profiles.

The authors explored the interrelationship between personal interest – social support profiles, and nationality, gender, research group and study status and the risk of dropping out. A total of 768 PhD candidates from a research-intensive university in Finland responded to a modified version of the cross-cultural doctoral experience survey. Latent profile analysis was used to explore the individual variations in PhD candidates’ interest and support from the supervisor and research community.

Three distinctive PhD interest-social support profiles were detected; the high interest–high support profile (74.4%, n = 570), the high interest–moderate support profile (18.2%, n = 140) and the moderate interest–moderate support profile (7.4%, n = 56). The profiles exhibited high to moderate levels of research, development and instrumental interest. Individuals in the high interest–moderate support and in the moderate interest–moderate support profiles were more prone to consider dropping out from their PhD than in the high interest–high support profile.

The results indicate that by cultivating PhD candidates’ interest and providing sufficient supervisory and the research community offers a means for preventing candidates from discontinuing their doctorate. Hence, building a supportive learning environment that cultivates a PhD candidate’s personal interest is likely to reduce high dropout rates among the candidates.

The purpose of this paper is to identify the role of emotional aspects in information retrieval of PhD students from the web.

From the methodological perspective, the present study is experimental and the type of study is practical. The study population is PhD students of various fields of science. The study sample consists of 50 students as selected by the stratified purposive sampling method. The information aggregation is performed by observing the records of user’s facial expressions, log file by Morae software, as well as pre-search and post-search questionnaire. The data analysis is performed by canonical correlation analysis.

The findings showed that there was a significant relationship between emotional expressions and searchers’ individual characteristics. Searchers satisfaction of results, frequency internet search, experience of search, interest in the search task and familiarity with similar searches were correlated with the increased happy emotion. The examination of user’s emotions during searching performance showed that users with happiness emotion dedicated much time in searching and viewing of search solutions. More internet addresses with more queries were used by happy participants; on the other hand, users with anger and disgust emotions had the lowest attempt in search performance to complete search process.

The results imply that the information retrieval systems in the web should identify emotional expressions in a set of perceiving signs in human interaction with computer, similarity, face emotional states, searching and information retrieval from the web.

The results explicit in the automatic identification of users’ emotional expressions can enter new dimensions into their moderator and information retrieval systems on the web and can pave the way of design of emotional information retrieval systems for the successful retrieval of users of the network.

Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated?

In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity.

As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions.

As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching.

Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

This paper aims to provide an in-depth awareness into the research on customised training programme for the indigenous population in India. The central aim is to conduct a systematic review on the available studies to explore its crucial themes interweaving with skill development.

This study uses systematic review method, for which the author uses Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, SPIDER tool and Mendeley to identify relevant articles from 2011 to 2022.

Results show that the customised training programme is useful for the first-generation population to upgrade their skills. It aids in improving scalability, supports job creation and facilitates in mitigating low level of training exposure by meeting the local needs. However, poor approachability on customised training, its oversimplification and lack of research dents the critical insights and prospects.

The novelty of this paper lies on retrieving the essential indicators of customised training from previous studies by systematic review tools. It can aid academicians, educators, local administration and policymakers to understand its benefits for indigenous population to fill the policy gaps.

This paper aims to explore a transdisciplinary approach to the careers and employability education of transnational education (TNE) students of higher education. It proposes that an approach which adopts three lenses of academic study, lived experience and career stage can provide maximum benefits to the TNE students' careers education, particularly in response to the modern workplace. The study aims illustrate the potential benefits of such an approach to multiple stakeholders within higher education.

This paper adopts a viewpoint approach drawing on higher education career service practitioner-based experience of using a specific approach to employability with TNE students studying with a large university based in the UK. Student evaluation data from this practice are referred to in the paper.

This paper provides insights into how this approach to employability was received by higher education TNE students who participated in a pilot project led by a higher education careers service, which adopted the three lenses approach.

This paper illustrates how a transdisciplinary approach to the careers and employability education of TNE students can be of significant value to the higher education students themselves, the institutions within which they study and the graduate recruiters looking to attract future employees for the workplaces of the future. It is hoped that by sharing this approach more stakeholders within the TNE and careers and employability communities within higher education will adopt a similar approach.

In this article, the authors explore the emotional dimension of the strategies that researchers carry out to foster collaboration within research groups in science.

The authors have carried out fieldwork based on semi-structured interviews with members of high-performance research groups, supported by the analysis of ethnographic observations in the local work contexts of several of these groups.

As a result, the authors start from the representations of the principal investigators interviewed about collaboration, as a dynamic between the individuals involved and the group, to describe two forms of leadership strategies: ego-centered or group. Hence, the authors highlight that the emotional work of IPs consists of combining both strategies by activating and deactivating affection, warmth and spontaneity in interactions. The authors conclude by reviewing the contributions and some potential lines of study.

The main contributions and conclusions must be regarded considering several limitations of our work. First, the authors have focused on high-performance groups, so it would be expected that the research groups that do not have the support of European Research Council (ERC) do not present the observed dynamics. Concerning the analysis, the authors have focused on the link between situational (personal interaction) and organizational scales. Although the authors have attended social factors that imply the structure and changes of the professional sector of science (Whitley, 2000, 2014), future publications will allow the authors to delve into relationships on a broader scale, associating collaboration patterns and discursive positions. The authors will focus on (1) roles and social profiles and (2) features of scientific culture and its recent configuration.

The authors affirm that the emotional field is key to understanding how groups and individuals respond to these profound changes. In their work, scientific professionals do not only act based on rational and instrumental criteria but also driven by habits, affective networks and inertia of their organizational cultures. In this paper, the authors provide theoretical and practical keys to understand the complexity that collaboration creates within research groups as a contradictory reality that consists of a constant movement of individuals and the group.

As many of the interviewees expressed, there are no adequate spaces to learn and reflect on leadership and collaboration in science. The authors are science workers who are responsible for imagining and deciding how the authors want their research groups to function. Institutions must ensure the means so that this task can be carried out. Hopefully, this article will contribute to this irrevocable project.

The authors’ aim is to understand how well-known groups operate in their field, with a high level of resources and productivity, in order to identify and promote cutting-edge strategies in different scientific branches. Moreover, the authors want to recognize the importance of institutional infrastructures. For this reason, giving them a place in the framework of management studies allows to submit this issue to public debate for a wide audience of social scientists. Moreover, this permits to inquire about cross-disciplinary subjects, such as social and organizational psychology, sociology of work, studies about science and management studies.