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Open Access
Article
Publication date: 13 July 2021

Lorelli Nowell, Swati Dhingra, Natasha Kenny, Michele Jacobsen and Penny Pexman

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper…

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Abstract

Purpose

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths.

Design/methodology/approach

This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD.

Findings

The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships.

Originality/value

The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 10 July 2020

Lorelli Nowell, Audrey Laventure, Anu Räisänen, Nicholas Strzalkowski and Natasha Kenny

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills…

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Abstract

Purpose

This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed through the certificate program to improve their teaching practices.

Design/methodology/approach

In this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys.

Findings

The teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning.

Practical implications

The findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars.

Originality/value

This paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 15 January 2020

Lorelli Nowell, Glory Ovie, Natasha Kenny, K. Alix Hayden and Michele Jacobsen

Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current…

Abstract

Purpose

Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development.

Design/methodology/approach

This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature.

Findings

Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands.

Originality/value

In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 10 February 2021

Elizabeth Oddone Paolucci, Michele Jacobsen, Lorelli Nowell, Georgina Freeman, Liza Lorenzetti, Tracey Clancy, Alessandra Paolucci, Helen Pethrick and Diane L. Lorenzetti

Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate…

Abstract

Purpose

Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The purpose of this study was to explore how engagement in formal and informal peer mentorship, as described by students across four academic disciplines, impacts the social connectedness and well-being of graduate students.

Design/methodology/approach

A convergent mixed methods research design was used, with quantitative and qualitative data gathered in parallel to gain a comprehensive, corroborated and integrated understanding of graduate students’ perspectives and experiences with peer mentorship. Online survey and interview data were collected from graduate thesis-based master’s EdD and PhD students in education, medicine, nursing and social work. The data were analyzed using descriptive statistics and thematic analysis.

Findings

The authors found a commonality of graduate student experiences across disciplines with respect to the diverse psychosocial impacts of graduate peer mentorship. Peer-mentoring relationships offered mentees emotional support, motivation and a sense of community and offered mentors opportunities for self-development and gratification.

Originality/value

This research is unique in its in-depth exploration of the interdisciplinary perspectives and experiences of graduate students from Education, Nursing, Medicine and Social Work. While further research is needed to explore the implementation of structural approaches to support the development of peer-mentoring relationships in graduate education, the multidisciplinary focus and depth and breadth of this inquiry suggest the potential transferability of the study findings to other disciplines and academic settings. The findings from this study further highlight the need for strategic activation of existing program resources to foster greater connectedness and well-being among graduate students.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 17 December 2018

David Egan and Natalie Claire Haynes

The purpose of this paper is to investigate the perceptions that managers have of the value and reliability of using big data to make hotel revenue management and pricing…

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Abstract

Purpose

The purpose of this paper is to investigate the perceptions that managers have of the value and reliability of using big data to make hotel revenue management and pricing decisions.

Design/methodology/approach

A three-stage iterative thematic analysis technique based on the approaches of Braun and Clarke (2006) and Nowell et al. (2017) and using different research instruments to collect and analyse qualitative data at each stage was used to develop an explanatory framework.

Findings

Whilst big data-driven automated revenue systems are technically capable of making pricing and inventory decisions without user input, the findings here show that the reality is that managers still interact with every stage of the revenue and pricing process from data collection to the implementation of price changes. They believe that their personal insights are as valid as big data in increasing the reliability of the decision-making process. This is driven primarily by a lack of trust on the behalf of managers in the ability of the big data systems to understand and interpret local market and customer dynamics.

Practical implications

The less a manager believes in the ability of those systems to interpret these data, the more they perceive gut instinct to increase the reliability of their decision making and the less they conduct an analysis of the statistical data provided by the systems. This provides a clear message that there appears to be a need for automated revenue systems to be flexible enough for managers to import the local data, information and knowledge that they believe leads to revenue growth.

Originality/value

There is currently little research explicitly investigating the role of big data in decision making within hotel revenue management and certainly even less focussing on decision making at property level and the perceptions of managers of the value of big data in increasing the reliability of revenue and pricing decision making.

Details

International Journal of Quality & Reliability Management, vol. 36 no. 1
Type: Research Article
ISSN: 0265-671X

Keywords

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