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Using the threshold concepts framework, this paper aims to explore how differences in the ability to meaningfully apply relevant literature to one’s research are reflected in descriptions of graduate training undertaken in an academic year.

This paper used a sequential-explanatory mixed method design. Phase I analysis used quantitative performance data to differentiate research skill threshold crossers from non-crossers. Phase II analysis used qualitative interview data to identify common and differentiating themes across and between the two groups.

Participants identified coursework, research activities and teaching assignments as primary research skill development sites. However, only the patterns of mentorship and engagement with literature within the context of supervised research activities consistently differentiated threshold crossers from non-crossers. All non-crossers reported having full autonomy in their research endeavors, whereas all crossers articulated reliance on supervising mentor guidance. Similarly, most non-crossers did not frame research as incremental contributions to existing literature, while most crossers did.

The study sample size is small (n = 14), and the study is exploratory in nature.

The importance of exploring the factors that actually indicate and lead to research skill development is highlighted.

Few studies address graduate student research skill development, although this skill development is a core goal of many graduate programs. This study does so, using performance rather than self-report data.

This study aims to examine the contribution of faculty–student coauthorship to the development of graduate students’ research skills in the sciences, technology, engineering and mathematics (STEM) by quantitatively assessing rubric-measured research skill gains over the course of an academic year compared to students who did not report participating in coauthorship with faculty mentors.

A quasi-experimental mixed methods approach was used to test the hypothesis that the influence of STEM graduate students’ mentored writing mentorship experiences would be associated with differential improvement in the development of their research skills over the course of an academic year.

The results indicate that students who co-authored with faculty mentors were likely to develop significantly higher levels of research skills than students who did not. In addition, less than half of the participants reported having such experiences, suggesting that increased emphasis on this practice amongst faculty could enhance graduate student learning outcomes.

Qualitative studies of graduate student writing experiences have alluded to outcomes that transcend writing quality per se and speak directly to the research skills acquired by the students as part of their graduate training. However, no study to date has captured the discrete effects of writing experiences on these skills in a quantifiable way.

This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships.

Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes.

This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support.

Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a “cascading mentorship” model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student–postdoc interactions.

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.

Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.

We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.

This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.

The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students.

Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences.

The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated.

While rotations are considered a signature pedagogy in the laboratory sciences, students’ experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.

There is currently a great deal of attention in psychometric and statistical methods on ensuring measurement invariance when examining measures across time or populations. When measurement invariance is established, changes in scores over time or across groups can be attributed to changes in the construct rather than changes in reaction to or interpretation of the measurement instrument. When measurement in not invariant, it is possible that measured differences are due to the measurement instrument itself and not to the underlying phenomenon of interest. This chapter discusses the importance of establishing measurement invariance specifically in postsecondary settings, where it is anticipated that individuals' perspectives will change over time as a function of their higher education experiences. Using examples from several measures commonly used in higher education research, the concepts and processes underlying tests of measurement invariance are explained and analyses are interpreted using data from a US-based longitudinal study on bioscience PhD students. These measures include sense of belonging over time and across groups, mental well-being over time, and perceived mentorship quality over time. The chapter ends with a discussion about the implications of longitudinal and group measurement invariance as an important conceptual property for moving forward equitable, reproducible, and generalizable quantitative research in higher education. Invariance methods may further be relevant for addressing criticisms about quantitative analyses being biased toward majority populations that have been discussed by critical theorists engaging quantitative research strategies.

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we focus on the experiences and outcomes of API students in doctoral education. More specifically, we examine socialization experiences and research productivity of three groups of students: domestic API, international API, and domestic white students. The results, based on a national cohort of PhD students in biology, reveal notable differences in experiences and outcomes of domestic and international API students. Although variation in socialization experiences explains differences in research productivity in the first year, that is not the case in the second year of doctoral study. In the second year, international API students have publication productivity comparable to their white peers, despite less favorable socialization experiences. Domestic API students, however, have lower research productivity than their white peers, even though they have comparable socialization experiences. Given the presumption of APIs’ success, especially in the STEM fields, findings for domestic API students are surprising and not aligned with the model minority stereotype. Contributions to research on API students, doctoral education, and socialization theory are discussed.

The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.

Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.

The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”

While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.

This paper aims to evaluate the implementation of innovative programmes within the downstream domain of the pharmaceutical supply chain (PSC), with the aim of informing improved service provision.

A mixed-method approach was used to assess to what extent innovation could be adopted by hospital and community pharmacies to improve the delivery process of pharmaceutical products. Unstructured interviews and 130 questionnaires were collected and analysed to identify factors that facilitate or prevent innovation within PSC processes.

The analysis led to the creation of the innovative pharmaceutical supply chain framework (IPSCF) that provides guidance to health-care organisations about how supply chain management problems could be addressed by implementing innovative approaches. The results also indicated that the implementation of Lean and Reverse Logistics (RL) practices, supported by integrated information technology systems, can help health-care organisations to enhance their delivery in terms of quality (products and service quality), visibility (knowledge and information sharing), speed (response to customers and suppliers needs) and cost (minimisation of cost and waste).

The study’s recommendations have potential implications for supply chain theory and practice, particularly for pharmacies in terms of innovation adoption. The IPSCF provides guidance to pharmacies and health-care organisations to develop more efficient and effective supply chain strategies.

This research contributes to the academic literature as it adds novel theoretical insights to highly complex delivery process innovation.

The purpose of this paper is to identify the core dimensions of problem solving of experts in commercial valuation in order to provide a rich stimulus for managing current practice and enabling future development.

The study adopted a cognitive position but emphasised understanding the everyday commercial property valuation practice in a naturalistic context and from the participants’ perspectives. Given this, a grounded theory approach was employed as a research strategy to guide the data collection and surface theoretical interpretations. Data were obtained through in-depth interviews with practicing valuers working in private real estate firms within metropolitan Birmingham, UK.

The interviews uncover four dimensions of experts’ problem-solving practice in commercial valuation: multidimensional, domain-specific knowledge base; cognitive process that is centred on analysis and reflection; collaborative problem-solving venture with colleagues; and professional practice issues awareness. A conceptual model is proposed which integrates these dimensions enabling a clearer understanding of the nature of valuation work.

This study was designed to be descriptive and theory generating, thus, the findings cannot be generalised as the sample was confined to one city and consists of a small number of senior practicing valuers. Therefore, the findings may not be fully applicable to other practicing valuers, other geographical locations or more widely to other types of property valuation. Nevertheless, the findings provide an important cognitive framework which can be verified by other researchers seeking to examine the practice of expert valuers.

The identification of the core dimensions of expert problem solving in commercial property valuation is shown to have implications for valuation practice, education and continued research. The valuation practice environments need to develop mechanisms to provide time that would enable these multi-dimensions of professional competence to be developed. Further work is needed to expand and refine the model across expert practice in other specialty areas of valuation practice.

This study expands the current understanding of valuation process to areas of expertise that have received less coverage in behavioural valuation literature, that is, the central role of knowledge and cognition and how these are integrated for effective valuation problem solving and decision making.