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Open Access
Article
Publication date: 12 November 2018

Solveig Cornér, Kirsi Pyhältö, Jouni Peltonen and Søren S.E. Bengtsen

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145…

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Abstract

Purpose

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit.

Design/methodology/approach

The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.

Findings

The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support.

Practical implications

The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly.

Originality/value

This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 2
Type: Research Article
ISSN: 2398-4686

Keywords

Book part
Publication date: 12 November 2018

Nicola Gratton and Ros Beddows

With confidence in the British Political system in decline, it is more important than ever that the top-down approach to decision-making and service strategy in public services is…

Abstract

With confidence in the British Political system in decline, it is more important than ever that the top-down approach to decision-making and service strategy in public services is challenged. In this chapter, we examine how coproduction of services can be achieved using Get Talking, an approach to participatory action research that utilizes creative consultation techniques to engage with publics. We explain how the approach enabled Staffordshire Fire and Rescue Service (SFRS) to involve young people in the development of a Children and Young People’s Strategy. The case study approach, building on qualitative methods including focus groups and semi-structured interviews, demonstrates how creative approaches were used by public sector staff to engage young people and partners in strategy development. Creative consultation techniques were used to facilitate the focus group activity. While using Get Talking as an approach to policy development required a resource investment in terms of staff time, it provided SFRS with insight into the needs of service users. This resulted in a more relevant strategy being developed and a cultural shift in how the organization works with young people. Engagement with the Get Talking process had a positive effect on staff, providing them with a sense of ownership over the resulting strategy, enhanced the reputation of SFRS with partners, and improved relationships with young people through demonstrating that they were valued partners in coproduction. While the approach was well received by all parties, challenges of using Get Talking in a public service setting resulted in pragmatic adaptations to a traditional PAR approach.

Details

From Austerity to Abundance?
Type: Book
ISBN: 978-1-78714-465-1

Keywords

Book part
Publication date: 24 July 2020

Nicola Gratton

Between 2002 and 2018, at a time when UK universities were being increasingly measured in economic and financial terms, Staffordshire University established a dedicated public…

Abstract

Between 2002 and 2018, at a time when UK universities were being increasingly measured in economic and financial terms, Staffordshire University established a dedicated public engagement unit. Staffed by an experienced team of “pracademics” (Posner, 2009), the Creative Communities Unit (CCU) engaged with community members and voluntary organizations through teaching, research, and consultancy. Underpinning CCU practice was a clear set of principles influenced by those of community development, including participation, inclusion, and action-driven practice. However, despite strong community connections the work of the unit remained isolated with little coordination for public engagement at a strategic level in the university.

This chapter charts the work of the CCU over its lifespan and its influence on a strategically embedded Connected Communities Framework through which civic engagement is supported across the institution. It explores how the alignment of grass roots activity through the CCU, shifts in UK policy and a clear, institutional strategic vision for civic engagement enabled the move from public engagement as a small team activity to an institutional commitment. It concludes with a reflection on the enabling conditions that supported the journey toward a civic university.

Details

University–Community Partnerships for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-439-2

Keywords

Book part
Publication date: 7 October 2019

Charlotte Ryan and Gregory Squires

We argue that by conducting systematic research with communities rather than on communities, community-based research (CBR) methods can both advance the study of human interaction…

Abstract

We argue that by conducting systematic research with communities rather than on communities, community-based research (CBR) methods can both advance the study of human interaction and strengthen public understanding and appreciation of social sciences. CBR, among other methods, can also address social scientists’ ethical and social commitments. We recap the history of calls by leading sociologists for rigorous, empirical, community-engaged research. We introduce CBR methods as empirically grounded methods for conducting social research with social actors. We define terms and describe the range of methods that we include in the umbrella term, “community-based research.” After providing exemplars of community-based research, we review CBR’s advantages and challenges. We, next, summarize an intervention that we undertook as members of the Publication Committee of the URBAN Research Network’s Sociology section in which the committee developed and disseminated guidelines for peer review of community-based research. We also share initial responses from journal editors. In the conclusion, we revisit the potential of community-based research and note the consequences of neglecting community-based research traditions.

Open Access
Article
Publication date: 2 June 2023

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.

Details

Studies in Graduate and Postdoctoral Education, vol. 15 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Book part
Publication date: 24 July 2020

Abstract

Details

University–Community Partnerships for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-439-2

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…

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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

Article
Publication date: 7 August 2018

Heather K. Moberly, Dong Joon Lee, Michael David Kessler and Esther Elizabeth Carrigan

The speed of information transfer, discovery, and evaluation is accelerating the timeline for young researchers to establish their scholarly identity. A clear scholarly identity…

Abstract

Purpose

The speed of information transfer, discovery, and evaluation is accelerating the timeline for young researchers to establish their scholarly identity. A clear scholarly identity is an essential element in developing and maintaining a scholar’s reputation. The paper aims to discuss this issue.

Design/methodology/approach

Texas A&M University is developing workflows and programmatic support for graduate students as they navigate a labyrinth of tools, such as ORCID iD, to establish and manage their identity and reputation.

Findings

This paper discusses the evolution of a collaboration between the Texas A&M University Libraries (A&M UL) and the Office of Research and Graduate Studies in the College of Veterinary Medicine & Biomedical Sciences to educate graduate-level students about scholarly identity and reputation.

Originality/value

The collaboration between the Texas A&M UL and the Texas A&M College of Veterinary Medicine & Biomedical Sciences Office of Research and Graduate Studies evolved into an intentional practice to assist emerging researchers as they navigate the labyrinth of standards and research information systems to establish their scholarly identity.

Content available
Article
Publication date: 18 November 2019

Tiffany R. Larson

104

Abstract

Details

Journal for Multicultural Education, vol. 13 no. 4
Type: Research Article
ISSN: 2053-535X

Abstract

Details

Econaissance
Type: Book
ISBN: 978-1-80043-517-9

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