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1 – 10 of 614Hyrine Mueni Matheka, Ellen P.W.A. Jansen, Cor J.M. Suhre and Adriaan W.H. Hofman
Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their…
Abstract
Purpose
Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.
Design/methodology/approach
In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.
Findings
Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.
Originality/value
This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.
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Dorotea Ottaviani, Cecilia De Marinis and Alice Buoli
The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design…
Abstract
Purpose
The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design disciplines. In such a doctoral model, storytelling assumes different meanings and nuances that open to a study in relation to the self-reflective process at the core of the learning paradigm.
Design/methodology/approach
The research methodology integrates a qualitative and participatory approach with visual and design-based methods through which the authors interact with primary sources (the body of work of PhD candidates) and relevant research literature.
Findings
Drawing on the expanding field of creative practice research, the research work evidences the emergence of storytelling as a research method and learning tool applied at different levels of the candidates' Doctor of Philosophy (PhD) journey and provides methodological insights into the practice-based doctoral training paradigm.
Originality/value
The paper demonstrates the role of storytelling as a learning tool and evidences the multiple levels that storytelling assumes over the course of a practice-based doctoral journey, integrating processual, operational and contextual dimensions.
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Solveig Cornér, Lotta Tikkanen, Henrika Anttila and Kirsi Pyhältö
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Irene Bernhard and Anna Karin Olsson
The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated…
Abstract
Purpose
The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.
Design/methodology/approach
The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.
Findings
Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.
Research limitations/implications
Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.
Originality/value
This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.
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Laura N. Schram, Emma M. Flores-Scott and Paula Clasing-Manquian
The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate…
Abstract
Purpose
The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate students for their future careers. This study aims to investigate the demographic characteristics of graduate students participating in co-curricular professional development (PD) and sociocultural development (SD) programming at a graduate college at a large, selective and research-intensive public university in the Midwestern USA.
Design/methodology/approach
Using institutional data from six semesters, the authors examined the characteristics of students that attended the graduate college’s programs at one university. The authors analyzed which students were most likely to attend PD and SD programs using multinomial logistic regression models.
Findings
Female students, students from US historically marginalized racial groups, and US Pell Grant recipients (low-income students) were found to have a higher likelihood of attending both PD and SD programs at the centralized graduate college.
Practical implications
The findings will be of interest to graduate deans and educators who support graduate students. Further evaluative research on the usefulness of such programs at other institutions would help graduate colleges better understand the role they play in meeting graduate students’ needs.
Originality/value
The findings contribute to the understanding of the important role of the US graduate college in the development of graduate students. To the best of the authors’ knowledge, it is the first study to evaluate the backgrounds of graduate students who pursue co-curricular PD and SD opportunities.
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Meghan J. Pifer, Tenisha L. Tevis and Vicki L. Baker
The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people…
Abstract
Purpose
The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey.
Design/methodology/approach
By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development.
Findings
The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice.
Originality/value
This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.
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Kirsi Pyhältö, Lotta Tikkanen and Henrika Anttila
The COVID-19 pandemic has had its impact on research and researchers, potentially influencing the future of academia. Yet, to the best of the authors’ knowledge, there are no…
Abstract
Purpose
The COVID-19 pandemic has had its impact on research and researchers, potentially influencing the future of academia. Yet, to the best of the authors’ knowledge, there are no empirical studies on the alignment between supervisors’ and supervisees’ estimates of the impact of COVID-19. This study aims to contribute to bridging this gap by exploring PhD candidates’ and supervisors’ perceptions of the impact of COVID-19 on candidates’ study progress and study well-being, and whether the estimates were related to supervisors’ and supervisees’ well-being.
Design/methodology/approach
A total of 768 PhD candidates and 561 doctoral supervisors from a large multifield research-intensive university in Finland participated in this quantitative study. Data were collected with the doctoral experience survey and the supervisory experience survey.
Findings
In general, the results show that both supervisors and supervisees recognised the negative impact of the pandemic on candidates’ well-being and progress, and their perceptions were quite well aligned. However, supervisors estimated that the impact had been more detrimental than the supervisees did. The results also show that the supervisors’ perceptions of the negative impact of COVID-19 on candidates’ progress and well-being were related to reduced levels of their own well-being.
Originality/value
Results can be used in developing effective support means for both the supervisors and supervisees to overcome the hardships caused by the COVID-19 pandemic and to avoid long-term negative consequences for the candidates in degree completion, career trajectories and the future of the academy.
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Jyoti Mudkanna Gavhane and Reena Pagare
The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).
Abstract
Purpose
The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).
Design/methodology/approach
The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education.
Findings
Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates.
Originality/value
Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.
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