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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).

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.

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.

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

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.

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.

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.

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.

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.

Doctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability.

This empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases.

The study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies.

The study's results can guide improvements in postgraduate program curricula and design to enhance students' employability.

This research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of experiences of doctoral researchers in the humanities with the concept of entangled becoming. This concept is developed through an existential lens by using Søren Kierkegaard’s philosophy – particularly his emphasis on emotions such as passion, anxiety and despair – and Denise Batchelor’s derived concept of vulnerable voices.

The conceptual framing is used for an empirical study based on ethnographic interviews with 10 doctoral researchers and supplementary observational notes from fieldwork at a university in Denmark. Two of the interview cases were selected to showcase variation across lived experiences and how doctoral researchers voice their entangled becoming.

Common experiences such as loneliness, insecurity(ies), vulnerability(ies) or passion for one’s research were identified across the interviews. On the other hand, this study shows that each doctoral journey in the humanities envelops a distinct web of entanglements, entailing distinct navigation, that makes each case a unique story and each doctoral voice a specific one.

Combining an existential philosophical perspective with a qualitative study, the paper offers an alternative perspective for doctoral education. It connects the humanities doctoral experience to the broader condition of human existence and the sophisticated uniqueness of each researcher’s becoming.

This commentary aims to identify the myopic drift of the marketing discipline and to opine on the areas in which the leadership of service scholars is needed. The authors identify specific areas where the input of service scholars is needed to enable the discipline to better contribute to users, providers, and society. For example, the growing gap between marketing scholarship and practical business needs is acknowledged, emphasizing the unique position of service scholars to bridge this divide. While consumer well-being is crucial, the exclusive focus on behavioral science is critiqued. Marketing’s roots are deeply connected to economics, shaping consumer choices, and service scholars can help revive marketing’s essence.

Personal reflections and historical literature assessment.

The services discipline is caught in the general myopic behavioral drift of the marketing discipline. However, they are well positioned to reverse the trend by seeking leadership in PhD programs, journal editorships and review boards, faculty recruiting, hiring and promotion, and by continuing its engagement with industry professionals.

The authors suggest extensive goals for service scholars. To accomplish these goals, it will be necessary to challenge the increasing behavioral drift of the majority of existing scholars in the discipline.

This work is original and controversial. It is meant to inspire discussion and focus attention on the problems inherent in the increasingly myopic behavioral orientation of the members of the discipline’s academic community.

This study aims to identify the causes of the academia-industry divide in hospitality marketing research in the form of the “Research Devaluation Map” and offers ideas for discussion points and suggestions for change.

The conceptualization of the Research Devaluation Map was developed at an invitational thought-leadership conference. The authors were asked to produce a forward looking, critical reflection of hospitality marketing scholarship. The authors generated a preliminary idea and developed a methodology for its implementation. They then proposed a framework that explicated the divide between hospitality marketing research and industry practice and a list of discussion points regarding possible solutions.

The issues currently challenging the hospitality research field are found to include the choice of research topics (the “what”), the methods used in research (the “how”) and the systemic factors that shape the academic culture (the “systemic”). These three factors lead to a mutual devaluation of the academic–industry relationship in hospitality marketing, causing a schism between research and industry practice.

The Research Devaluation Map serves as a springboard for future research studies, providing a framework for naming and operationalizing the antecedents and results of the divide between hospitality marketing research and practice.

This paper takes a holistic look at the gaps in current hospitality marketing research and puts forth a framework to explain the roots of these issues. While certain of these issues are known to both researchers and practitioners, the originality of this paper lies in the creation of the Research Devaluation Map that identifies the causes and results of the disconnect between research and practice.

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.

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.

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.

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.

While there are many guides available on how to construct academic texts, the actual experience of writing can often remain unspoken. In this chapter, I share my personal experience of academic writing in entrepreneurship research, including the enabling and constraining aspects. My aim is to make academic writing more visible and encourage open discussion about this important activity. I approach academic writing as a comprehensive experience, encompassing various dimensions such as embodied, emotional and social aspects. I reflect on the influence of my body, physical conditions, emotions and writing habits on my writing process. Additionally, I consider the impact of external expectations and the context of working in entrepreneurship research, and how they shape my writing style. By examining these different dimensions of my writing experience, I hope to provide insight into the multifaceted nature of academic writing in entrepreneurship research.