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Article
Publication date: 22 January 2024

Daniella G. Varela, Kelly S. Hall, Ya Wen Melissa Liang, Angelica Cerda and Laura Rodriguez

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which…

Abstract

Purpose

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.

Design/methodology/approach

Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.

Findings

Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.

Research limitations/implications

The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.

Practical implications

The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.

Originality/value

Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 31 March 2023

Connie Deng and Nick Turner

The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals…

1187

Abstract

Purpose

The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals with evidence-based suggestions for recruiting, selecting and training mentors to improve mentorship programme effectiveness.

Design/methodology/approach

The authors conducted a critical review of existing quantitative research on mentor characteristics that have an impact on effective mentoring.

Findings

The authors identified five key categories of mentor characteristics linked to successful mentoring outcomes: competency in context-relevant knowledge, skills and abilities; commitment and initiative; interpersonal skills; pro-social orientation and an orientation toward development, exploration and expansion.

Research limitations/implications

There is limited research on the characteristics of ineffective mentor characteristics, exclusion of articles that used qualitative research methods exclusively and how technology-based communication in mentoring may require different characteristics. Most of the included studies collected data in the United States of America, which may exclude other important mentor characteristics from other non-Western perspectives.

Practical implications

To ensure that there is both a sufficient pool of qualified mentors and mentors who meet the desired criteria, focus on both recruitment and training mentors is important. Incorporating the desired mentor characteristics into both of these processes, rather than just selection, will help with self-selection and development of these characteristics.

Originality/value

Despite the ongoing interest in identifying effective mentor characteristics, the existing literature is fragmented, making this challenging for HRD professionals to determine which characteristics are crucial for mentoring relationships and programme success. Addressing this practical need, this critical review synthesises the research literature and identifies patterns and inconsistencies. Based on the review, the authors provide evidence-based recommendations to enhance the recruitment, selection and training of mentors.

Details

Personnel Review, vol. 53 no. 2
Type: Research Article
ISSN: 0048-3486

Keywords

Article
Publication date: 29 February 2024

Marion Heron, Doris Dippold, Karen Gravett, Adeeba Ahmad, Samaher Aljabri, Priyanki Ghosh, Raniah Kabooha, Mohammad Makram, Dina Mousawa, Ayesha Mudhaffer, Beyza Ucar Longford, Lingyu Wang, Junyi Zhou and Fengmei Zhu

The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many…

Abstract

Purpose

The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.

Design/methodology/approach

This participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.

Findings

Drawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.

Practical implications

This paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.

Originality/value

This study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 13 March 2023

Vrinda Acharya, Ambigai Rajendran and Nandan Prabhu

The present study develops, conceptualizes and validates a scale based on the transactional stress theory to assess the perceived challenge and hindrance demands of doctoral…

Abstract

Purpose

The present study develops, conceptualizes and validates a scale based on the transactional stress theory to assess the perceived challenge and hindrance demands of doctoral programs that impact doctoral students’ psychological well-being.

Design/methodology/approach

This research employs an exploratory-mixed methodology comprising five phases with a sequential qualitative-quantitative approach. A rigorous scale development process is adopted to validate the instrument’s psychometric properties. The study respondents are Indian full-time doctoral students in the management discipline.

Findings

The findings show that the construct of perceived challenge and hindrance demands is a first-order four-factor and a second-order two-factor model. The study has validated the scale to capture the challenge and hindrance demands of doctoral research programs with the following sub-constructs: doctoral program resource inadequacies, doctoral program ambiguity, doctoral program workload and complexity.

Practical implications

The recommended challenge demands and hindrance demands (CHD) scale provides a benchmark for doctoral institutes and program supervisors in focussing on research students’ perception of their doctoral education demands to reduce the strain and increase their well-being during their doctoral program journey.

Originality/value

Hindrance demands adversely influence the motivation resources needed for doctoral education; challenge demands positively impact the research students’ internal resources.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 24 May 2023

Rosa Vinciguerra, Francesca Cappellieri, Michele Pizzo and Rosa Lombardi

This paper aims to define a hierarchical and multi-criteria framework based on pillars of the Modernization of Higher Education to evaluate European Accounting Doctoral Programmes…

Abstract

Purpose

This paper aims to define a hierarchical and multi-criteria framework based on pillars of the Modernization of Higher Education to evaluate European Accounting Doctoral Programmes (EADE-Model).

Design/methodology/approach

The authors applied a quali-quantitative methodology based on the analytic hierarchy process and the survey approach. The authors conducted an extensive literature and regulation review to identify the dimensions affecting the quality of Doctoral Programmes, choosing accounting as the relevant and pivotal field. The authors also used the survey to select the most critical quality dimensions and derive their weight to build EADE Model. The validity of the proposed model has been tested through the application to the Italian scenario.

Findings

The findings provide a critical extension of accounting ranking studies constructing a multi-criteria, hierarchical and updated evaluation model recognizing the role of doctoral training in the knowledge-based society. The results shed new light on weak areas apt to be improved and propose potential amendments to enhance the quality standard of ADE.

Practical implications

Theoretical and practical implications of this paper are directed to academics, policymakers and PhD programmes administrators.

Originality/value

The research is original in drafting a hierarchical multi-criteria framework for evaluating ADE in the Higher Education System. This model may be extended to other fields.

Article
Publication date: 31 January 2024

Juan Zhang, Xi Gao, Xi Hong and Hamish Coates

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study…

Abstract

Purpose

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study aims to articulate perspectives to guide the next phase of strengthening and growth.

Design/methodology/approach

Working from theoretical and empirical research conducted in China, including scholarship on workforce ecosystems, education design and the student experience, this study contributes a framework with qualitative insights which clarify the goals and experiences of doctoral education in ways that will render it more relevant, effective and contributing.

Findings

The paper identifies areas for doctoral reform to ensure career readiness, including three distinctive outcomes and four indispensable experiences.

Originality/value

This study advances a doctoral design framework which can render transparent the substance of programs and prompt program coordinators to develop and ensure career relevance.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Book part
Publication date: 18 March 2024

Jonathan Simmons and Smridhi Marwah

This chapter shares the experiences of two graduate students as they navigated higher education during the pandemic. Engaging in graduate study during the pandemic shaped their…

Abstract

This chapter shares the experiences of two graduate students as they navigated higher education during the pandemic. Engaging in graduate study during the pandemic shaped their socialisation experiences, challenged their understanding of themselves as scholars and impacted their relationships with mentors. This chapter shares personal reflections of their experiences and explores their sense of professional identity and aspirations for the future.

Details

Building a Better Normal
Type: Book
ISBN: 978-1-80455-413-5

Keywords

Open Access
Article
Publication date: 5 January 2023

Yamini Hariharan, Christopher Meiers, Catherine Robert and Marilee Bresciani Ludvik

The aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of…

Abstract

Purpose

The aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of doctoral-level students.

Design/methodology/approach

Eight valid and reliable pre-and post-assessment inventories were administered prior to the first week of class and following the completion of the doctoral-level class. The test scores were measured for improvement and for differences between various demographic groups.

Findings

The results suggest significant improvement on almost every mindfulness subscale with approximately 5–22% of the variance in subscale scores attributed to participation. Doctoral students over 40 indicated more score improvement than students under 40, and doctoral students of color indicated more significant score increases than White students.

Research limitations/implications

The research involves doctoral-level students which limits generalizability to other levels of education. Based on the findings, scaling analysis should be conducted on other types of students for generalization purposes.

Practical implications

Institutions looking to incorporate wellness practices into curriculum can embed these types of practices into their course design.

Social implications

Faculty can become more intentional in how they engage students in mindful compassion skills within their academic programs.

Originality/value

The paper adds a quantitative study into the literature surrounding efficacy of wellness practices in structured curriculum. Institutions looking to provide more resources to students to improve their wellness may find the model useful on their campuses, particularly for students over 40 and students of color.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

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