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Open Access
Article
Publication date: 14 December 2022

Adekola Afolabi Ashonibare

This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and…

1126

Abstract

Purpose

This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability.

Design/methodology/approach

A qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study.

Findings

The research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs.

Social implications

In response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors.

Originality/value

This study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 2
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 14 June 2022

Kirsi Pyhältö, Jouni Peltonen, Henrika Anttila, Liezel Liezel Frick and Phillip de Jager

Doctoral students’ ill-being in terms of stress, exhaustion and high levels of mental health problems has been well documented. Yet, the well-being of doctoral students is more…

1171

Abstract

Purpose

Doctoral students’ ill-being in terms of stress, exhaustion and high levels of mental health problems has been well documented. Yet, the well-being of doctoral students is more than the absence of these negative symptoms. The number of studies exploring the combination of positive and negative attributes of doctoral students’ well-being is limited. Therefore, this study aims to focus on exploring individual variation in doctoral students’ experienced engagement and burnout across two distinct socio-cultural contexts in Finland and in South Africa.

Design/methodology/approach

A total of 884 doctoral students from Finland (n = 391) and South Africa (n = 493) responded to the cross-cultural Doctoral Experience Survey. The data were quantitatively analyzed.

Findings

Altogether four distinctive engagement–burnout profiles were detected, including engaged, engaged–exhausted, moderately engaged–burnout and burnout profiles. Differences between the Finnish and South African students were identified in profile emphasis. The profiles were also related to several study progress attributes such as drop-out intentions, time-to-candidacy and satisfaction with study.

Originality/value

This study provides new understanding on doctoral students’ well-being by focusing on both positive and negative attributes and exploring doctoral students’ discrepant profiles with a cross-country design.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 3 February 2021

Marco Seeber and Hugo Horta

How frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common…

1689

Abstract

Purpose

How frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.

Design/methodology/approach

We focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.

Findings

The results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.

Originality/value

The article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.

Details

Higher Education Evaluation and Development, vol. 15 no. 1
Type: Research Article
ISSN: 2514-5789

Keywords

Open Access
Article
Publication date: 1 June 2022

Jerrod A. Henderson, Erik M. Hines, Jared L. Davis, Le Shorn S. Benjamin, Jeannette D. Alarcón and Tyron Slack

In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in…

1204

Abstract

Purpose

In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.

Design/methodology/approach

For this study, inductive thematic analysis was used.

Findings

The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.

Originality/value

These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.

Details

Journal for Multicultural Education, vol. 17 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 18 August 2022

Joyce B. Main

The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the…

Abstract

Purpose

The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the proportion of women faculty in engineering will help increase the persistence probabilities of women undergraduate and graduate students in engineering, as well as contribute to the range and diversity of ideas toward innovations and solutions to the greatest engineering challenges. This study aims to examine the association among gender, family formation and post-PhD employment patterns of a cohort of engineering doctorates.

Design/methodology/approach

Using the National Science Foundation’s Survey of Doctorate Recipients data, 2001–2010, descriptive and multinomial logit regression analyses are conducted to illustrate the career trajectories of engineering PhDs over a ten-year period.

Findings

The career trajectories of engineering PhDs are nonlinear, and transitions between employment sectors commonly occur over the ten-year time period studied. Although women engineering PhDs with young dependents are less likely to be employed initially after PhD completion, they tend to enter the workforce in the academic sector as time progresses. Early post-PhD employment as a postdoctoral researcher or in the academic sector contributes to the pursuit of the professoriate downstream.

Originality/value

While previous studies tend to focus on the early career outcomes of science and engineering students, this study contributes to the literature by focusing on the long-term career outcomes of engineering doctorates. Research findings provide engineering PhD students and PhDs with more information regarding potential post-PhD career trajectories, highlighting the multitude of career options and transitions that occur over time. Research findings also provide higher education administrators and doctoral program stakeholders with foundational information toward designing and revitalizing professional development programs to help PhD students prepare for the workforce. The findings have the potential to be applied toward helping increase diversity by shaping policies and programs to encourage multiple alternative career pathways to the professoriate.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 20 March 2024

Alexandra Frank and Dalena Dillman Taylor

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing…

Abstract

Purpose

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

Design/methodology/approach

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Findings

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

Originality/value

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 20 June 2023

Kristien Zenkov, Marion Taousakis, Jennifer Goransson, Emily Staudt, Marriam Ewaida, Madelyn Stephens, Megan Hostutler, Jasmin Castorena and Matt Kitchen

Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These…

5708

Abstract

Purpose

Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.

Design/methodology/approach

Aware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.

Findings

Results suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.

Originality/value

This manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

Details

School-University Partnerships, vol. 16 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 1 May 2020

Mahmoud Abdellatif and Reham Abdellatif

The purpose of this research is to improve the understanding of what constitutes a successful thesis proposal (TP) and as such enhance the quality of the TP writing in…

35777

Abstract

Purpose

The purpose of this research is to improve the understanding of what constitutes a successful thesis proposal (TP) and as such enhance the quality of the TP writing in architecture, planning and related disciplines.

Design/methodology/approach

Based on extended personal experience and a review of relevant literature, the authors proposed a conception of a successful TP comprising 13 standard components. The conception provides specific definition/s, attributes and success rules for each component. The conception was applied for 15 years on several batches of Saudi graduate students. The implications of the conception were assessed by a students' opinion survey. An expert inquiry of experienced academics from architectural schools in nine countries was applied to validate and improve the conception.

Findings

Assessment of the proposed conception demonstrated several positive implications on students' knowledge, performance and outputs which illustrates its applicability in real life. Experts' validation of the conception and constructive remarks have enabled further improvements on the definitions, attributes and success rules of the TP components.

Research limitations/implications

The proposed TP conception with its 13 components is limited to standard problem-solving research and will differ in the case of other types such as hypothesis-based research.

Practical implications

The proposed conception is a useful directive and evaluative tool for writing and assessing thesis proposals for graduate students, academic advisors and examiners.

Social implications

The research contributes to improving the quality of thesis production process among the academic community in the built environment fields.

Originality/value

The paper is meant to alleviate the confusion and hardship caused by the absence of a consensus on what constitutes a successful TP in the fields of architecture, urban planning and related disciplines.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 14 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

Open Access
Article
Publication date: 30 June 2020

Sanaz Soltani and Shahrokh Nikou

Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a…

9655

Abstract

Purpose

Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.

Design/methodology/approach

This paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.

Findings

Academic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.

Research limitations/implications

The study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.

Practical implications

Academic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.

Originality/value

This is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.

Details

Library Management, vol. 41 no. 8/9
Type: Research Article
ISSN: 0143-5124

Keywords

Open Access
Article
Publication date: 31 December 2020

Mohammad Yameen, Shubhangi Bharadwaj and Izhar Ahmad

This study aims to unveil the determinants of employer branding (EB) that attracts and retains the employees working in the Indian higher education sector using the…

3141

Abstract

Purpose

This study aims to unveil the determinants of employer branding (EB) that attracts and retains the employees working in the Indian higher education sector using the factor-analytic approach.

Design/methodology/approach

The study is cross-sectional, and the data were collected from 141 employees working in the higher education sector. Exploratory factor analysis and independent t-test were deployed to analyze the data.

Findings

The results of independent samples t-test explicate that perception of male and female university employees pertaining to EB factors of employee attraction (EA) and employee retention (ER) is congruent. Further, the perception of employees in public and private universities on EB factor is similar for ER and non-similar for EA.

Originality/value

The present research is an effort to unveil the employee attraction and retention factors that play a vital role in showcasing an employer as a great place to work in the Indian higher education sector.

Details

Vilakshan - XIMB Journal of Management, vol. 18 no. 1
Type: Research Article
ISSN: 0973-1954

Keywords

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