Search results

1 – 10 of over 62000
To view the access options for this content please click here
Book part
Publication date: 24 April 2019

Jenna Mittelmeier, Divya Jindal-Snape, Bart Rienties, Kate Yue Zhang and Doris Yakun Chen

Supervisors and other academic staff can provide PhD students with invaluable professional support and opportunities for advancing their careers. This stems from the…

Abstract

Supervisors and other academic staff can provide PhD students with invaluable professional support and opportunities for advancing their careers. This stems from the strong academic and networking provisions often offered to PhD students by nature of the supervisory mentorship. Although this professional relationship is highly beneficial in itself, many PhD students also wish to develop social and more personal friendships with their supervisors, in addition to academic connections. In this way, PhD students may seek a space to comfortably share their personal lives, identities, and experiences with supervisors and develop a working and personal relationship that extends beyond their doctoral program.

In order to better support how and why PhD students build social and personal relationships with their supervisors, this chapter draws upon evidence from an international collaboration across three institutions in the United Kingdom and China related to doctoral students’ social transition experiences. Building on our experience using an innovative mixed method combination of social network analysis, longitudinal diaries, blogs, and in-depth interviews, we explore the complex, dynamic, and, at times, turbulent social relationships between PhD students and supervisors. Specifically, this chapter provides tips for PhD students to manage and maintain social relationships with their supervisors in order to build lasting connections. This includes advice for establishing personal acquaintanceships between students and supervisors and bridging the gap from supervisor to colleague to friend. Altogether, readers will consider actionable steps for developing socially meaningful and sincere relationships with supervisors or other mentors.

Details

Getting the Most Out of Your Doctorate
Type: Book
ISBN: 978-1-78769-905-2

Keywords

To view the access options for this content please click here
Article
Publication date: 1 June 2002

Iain A. Frame and ILiz Allen

The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews…

Downloads
3275

Abstract

The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews. A number of factors affect the “success” of the PhD training experience; what is considered good (i.e. fit for purpose) PhD research training may be different for the student and the supervisor. Compares and contrasts the views of PhD students and PhD supervisors on a number of issues including reasons for doing a PhD, the purpose of PhD training and perceptions of the quality of PhD research training. Suggests that to support the different needs of students, supervisors and the science base, a flexible yet quality assured approach to PhD research training is required.

Details

Quality Assurance in Education, vol. 10 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

To view the access options for this content please click here
Article
Publication date: 20 August 2021

Syeda Hina Batool, Amna Farzand Ali and Muhammad Safdar

This study aims to investigate social sciences PhD scholars’ research experiences through a qualitative lens. Researchers explored the doctoral students’ research…

Abstract

Purpose

This study aims to investigate social sciences PhD scholars’ research experiences through a qualitative lens. Researchers explored the doctoral students’ research conceptions, supervision-related expectations, reasons to join PhD, key learning areas and advantages of PhD in this study. Education sector is rigorously seeking PhD faculty and simultaneously offering a number of research degree programs and scholarships to boom the research culture. The amount of time, energy, finance and dedication involved in it urges researchers to investigate this phenomenon holistically.

Design/methodology/approach

Qualitative research approach, phenomenology (semi-structured interviews) is used to conduct this research, and interpretative phenomenological analysis technique is used to analyze the collected data.

Findings

Findings have been reported comprehensively through interpretative phenomenological analysis. Respondents had a number of expectations from supervisors and viewed this journey as challenging and at the same time beneficial for their professional and personal life.

Originality/value

This study is unique in nature, as it depicts research conceptions of doctoral students, benefits of PhD, challenges in pursuing PhD and supervision expectations from a developing country perspective. This study’s outcomes have impressions for policymakers, researchers and supervisors. The findings have insights for educators to produce more constructive researchers and scholars.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

Abstract

Details

Inquiring into Academic Timescapes
Type: Book
ISBN: 978-1-78973-911-4

To view the access options for this content please click here
Article
Publication date: 17 May 2021

Radomir Ray Mitic and Hironao Okahana

The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions.

Abstract

Purpose

The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions.

Design/methodology/approach

Using student-level data from nearly 2,400 early career PhD alumni from 50 US PhD granting institutions, this study uses a generalized ordered logit model with partial proportional odds to test the main and conditional effects of 14 areas of skill development on perceptions of career preparation.

Findings

This study contributes empirical evidence to show that research skills and communicating with non-technical audiences are positively linked with job preparation.

Practical implications

The combination of sophisticated research and noncognitive skills promotes the idea of a well-rounded PhD – a highly skilled and versatile researcher that can interact in both academic and industry settings – as a goal of doctoral education. The knowledge gained from this study will assist scholars and graduate educators, including faculty advisors, program directors, graduate deans, graduate education professionals and career development professionals to reconceptualize professional preparation for work in industry.

Social implications

For-profit businesses, particularly start-up companies, are vital for economic development and many require PhD-level employees across research and management roles. Developing PhDs with the appropriate skills for industry will better align higher education and economic interests.

Originality/value

The wide scope of doctoral institutions allows for a quantitative approach not appropriate for single-institution case studies of doctoral career pathways research.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 2
Type: Research Article
ISSN: 2398-4686

Keywords

To view the access options for this content please click here
Book part
Publication date: 30 March 2016

Elise van den Hoven and Julia Connell

Many universities international activities have increased enormously in volume, scope, and complexity in recent years (Altbach & Knight, 2007; Altbach, 2015) with…

Abstract

Many universities international activities have increased enormously in volume, scope, and complexity in recent years (Altbach & Knight, 2007; Altbach, 2015) with education providers seeking more innovative ways to provide education across boundaries. Joint doctoral degrees are one example of such an initiative, focusing on international collaboration between institutions. Joint doctorates can provide richer and more rewarding learning experiences for PhD students, supervisors and collaborating institutions. However, all the parties involved also need to be aware of the potential challenges and considerations that underpin effective outcomes, as well as the key differences between joint degree doctorates and doctorates with more traditional approaches. It has been pointed out that the literature on joint degree programmes is ‘thin’ providing limited information for institutional leaders (and other parties involved in their setting up and conduct) who may be contemplating joint degree initiatives (Michael & Balraj, 2003). This chapter draws on a unique case study of a joint doctoral programme that operates across continents and academic cultures to illustrate the challenges and considerations that should be borne in mind prior to entering into joint doctoral arrangements. Various ways in which the associated challenges may be overcome are also suggested in order to support effective outcomes for all the parties involved.

Details

Emerging Directions in Doctoral Education
Type: Book
ISBN: 978-1-78560-135-4

To view the access options for this content please click here
Book part
Publication date: 30 May 2019

Lucy Effeh Attom

This chapter examines the experiences of Ghanaian PhD graduates from various universities across the globe. A qualitative research model was therefore designed and used to…

Abstract

This chapter examines the experiences of Ghanaian PhD graduates from various universities across the globe. A qualitative research model was therefore designed and used to explore factors that motivated the PhD graduates to pursue their programs, challenges they faced in the course of their study, effects of these challenges on them, and how they dealt with the challenges. Purposive and convenience sampling techniques were employed to select 20 participants for the study. The theoretical focus of the study was on human capital theory. The data were analyzed using a thematic approach. It emerged from the study that job placement and security, the academic environment, family aspiration and expectation, personal desire to stand out to be visible, and availability of scholarships were factors that motivated Ghanaian PhD graduates to pursue their programs. The findings also revealed that Ghanaian PhD graduates lost most of their acquaintances deliberately, missed their families and social life, and had difficulty managing supervisor/student relationship, battling with theories, data management, and analysis. It became obvious that as part of PhD students’ orientation, they should be made to understand that uncertainty, doubt, and disappointments are parts of the PhD experience and they should not be derailed by those conditions. Universities running PhD programs should provide counseling centers and programs that are tailored toward reduction in stress factors accompanying PhD programs.

Details

Diversity and Triumphs of Navigating the Terrain of Academe
Type: Book
ISBN: 978-1-78973-608-3

Keywords

To view the access options for this content please click here
Book part
Publication date: 17 May 2021

Dionisia Tzavara and Victoria L. O’Donnell

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are…

Abstract

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

To view the access options for this content please click here
Book part
Publication date: 11 May 2017

Giuseppe Lucio Gaeta, Giuseppe Lubrano Lavadera and Francesco Pastore

This paper contributes to the literature on overeducation by empirically investigating the wage penalty of job–education mismatch among PhD holders who completed their…

Abstract

This paper contributes to the literature on overeducation by empirically investigating the wage penalty of job–education mismatch among PhD holders who completed their studies in Italy; a country where the number of new doctoral recipients has dramatically increased over recent years while personnel employed in R&D activities is still below the European average. We use cross-sectional micro-data collected in 2009 and rely on different definitions of education–job mismatch such as, overeducation, overskilling, and dissatisfaction with the use of skills. We find that overeducation and skills dissatisfaction are associated with significantly lower wages but there is no wage penalty from overskilling. Furthermore, those who simultaneously report overeducation and skills dissatisfaction experience a particularly high wage penalty.

Details

Skill Mismatch in Labor Markets
Type: Book
ISBN: 978-1-78714-377-7

Keywords

To view the access options for this content please click here
Book part
Publication date: 24 April 2019

DelyLazarte Elliot, Rui He and Dangeni

If we were to liken the long, intense doctoral journey to a battle, a strategy for winning can start from understanding well and then setting the right expectations about…

Abstract

If we were to liken the long, intense doctoral journey to a battle, a strategy for winning can start from understanding well and then setting the right expectations about modern supervision. We need to ask whether doctoral learners’ expectations are aligned with their supervisors’ expectations. With the wide and evolving roles of PhD supervisors, we focus only on three key areas: (1) academic conventions, (2) psychological well-being, and (3) career development. Using a hypothetical scenario for each area, we compare doctoral learners’ perspectives with their supervisors’, which highlights the need for greater understanding and connectivity between both parties. This leads to our discussion on how appreciating these areas has practical implications for doctoral learners and supervisors. Drawing mainly on UK-based examples, we raise useful ideas that can help promote a holistic doctoral journey and increase doctoral learners’ chances of winning the metaphorical “doctoral battle.”

1 – 10 of over 62000