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Publisher: Emerald   (Total: 339 journals)

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Showing 1 - 200 of 339 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 12)
Academia Revista Latinoamericana de Administración     Open Access   (Followers: 2, SJR: 0.144, h-index: 4)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 31)
Accounting Research J.     Hybrid Journal   (Followers: 25, SJR: 0.26, h-index: 7)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 21, SJR: 0.88, h-index: 40)
Advances in Accounting Education     Hybrid Journal   (Followers: 15, SJR: 0.514, h-index: 5)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.124, h-index: 5)
Advances in Autism     Hybrid Journal   (Followers: 14)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 46, SJR: 0.228, h-index: 2)
Advances in Gender Research     Full-text available via subscription   (Followers: 3, SJR: 0.229, h-index: 7)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 5, SJR: 0.123, h-index: 11)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 60, SJR: 0.29, h-index: 5)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 29)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 10, SJR: 0.125, h-index: 2)
Agricultural Finance Review     Hybrid Journal  
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 193, SJR: 0.391, h-index: 18)
American J. of Business     Hybrid Journal   (Followers: 17)
Annals in Social Responsibility     Full-text available via subscription  
Anti-Corrosion Methods and Materials     Hybrid Journal   (Followers: 11, SJR: 0.215, h-index: 25)
Arts and the Market     Hybrid Journal   (Followers: 8)
Asia Pacific J. of Innovation and Entrepreneurship     Open Access  
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.244, h-index: 15)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 5, SJR: 0.182, h-index: 7)
Asian Association of Open Universities J.     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian J. on Quality     Hybrid Journal   (Followers: 3)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.29, h-index: 7)
Aslib J. of Information Management     Hybrid Journal   (Followers: 25, SJR: 0.65, h-index: 29)
Aslib Proceedings     Hybrid Journal   (Followers: 288)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.657, h-index: 26)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.354, h-index: 14)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 10, SJR: 0.556, h-index: 38)
British Food J.     Hybrid Journal   (Followers: 16, SJR: 0.329, h-index: 35)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 14, SJR: 0.232, h-index: 4)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8, SJR: 0.614, h-index: 42)
Business Strategy Series     Hybrid Journal   (Followers: 6, SJR: 0.201, h-index: 6)
Career Development Intl.     Hybrid Journal   (Followers: 17, SJR: 0.686, h-index: 32)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.238, h-index: 10)
China Finance Review Intl.     Hybrid Journal   (Followers: 5)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.216, h-index: 12)
Circuit World     Hybrid Journal   (Followers: 15, SJR: 0.346, h-index: 17)
Collection Building     Hybrid Journal   (Followers: 11, SJR: 0.829, h-index: 10)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.269, h-index: 22)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 5)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.508, h-index: 8)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.703, h-index: 26)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 7, SJR: 0.309, h-index: 29)
Critical Perspectives on Intl. Business     Hybrid Journal   (SJR: 0.32, h-index: 15)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.356, h-index: 13)
Development and Learning in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.138, h-index: 8)
Digital Library Perspectives     Hybrid Journal   (Followers: 23)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 21, SJR: 0.533, h-index: 32)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 129, SJR: 0.241, h-index: 4)
Education + Training     Hybrid Journal   (Followers: 22, SJR: 0.532, h-index: 30)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1, SJR: 0.141, h-index: 10)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 6, SJR: 0.435, h-index: 22)
Engineering Computations     Hybrid Journal   (Followers: 3, SJR: 0.387, h-index: 39)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 10, SJR: 0.541, h-index: 28)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 13, SJR: 0.239, h-index: 9)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 9)
European Business Review     Hybrid Journal   (Followers: 8, SJR: 0.481, h-index: 21)
European J. of Innovation Management     Hybrid Journal   (Followers: 23, SJR: 0.596, h-index: 30)
European J. of Management and Business Economics     Open Access   (Followers: 1)
European J. of Marketing     Hybrid Journal   (Followers: 21, SJR: 0.933, h-index: 55)
European J. of Training and Development     Hybrid Journal   (Followers: 9, SJR: 0.489, h-index: 23)
Evidence-based HRM     Hybrid Journal   (Followers: 5)
Facilities     Hybrid Journal   (Followers: 2, SJR: 0.371, h-index: 18)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.486, h-index: 20)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 18, SJR: 0.359, h-index: 22)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 2, SJR: 0.383, h-index: 17)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 45, SJR: 0.172, h-index: 4)
History of Education Review     Hybrid Journal   (Followers: 12, SJR: 0.141, h-index: 2)
Housing, Care and Support     Hybrid Journal   (Followers: 8, SJR: 0.174, h-index: 4)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 17, SJR: 0.121, h-index: 6)
Humanomics     Hybrid Journal   (Followers: 2, SJR: 0.14, h-index: 4)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.163, h-index: 4)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.217, h-index: 14)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 5, SJR: 0.322, h-index: 19)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 7, SJR: 0.63, h-index: 69)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 2, SJR: 0.375, h-index: 32)
Info     Hybrid Journal   (Followers: 1, SJR: 0.25, h-index: 21)
Information and Computer Security     Hybrid Journal   (Followers: 22)
Information Technology & People     Hybrid Journal   (Followers: 43, SJR: 0.576, h-index: 28)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 11, SJR: 0.112, h-index: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 60, SJR: 0.48, h-index: 13)
Internet Research     Hybrid Journal   (Followers: 37, SJR: 1.746, h-index: 57)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 9, SJR: 0.304, h-index: 7)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 8, SJR: 0.515, h-index: 38)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 14, SJR: 0.416, h-index: 7)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 7, SJR: 0.279, h-index: 25)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.763, h-index: 38)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 13, SJR: 1.329, h-index: 35)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 18, SJR: 0.399, h-index: 5)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 9)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 6, SJR: 0.225, h-index: 7)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.424, h-index: 32)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 6, SJR: 0.179, h-index: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 3, SJR: 0.199, h-index: 5)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 2, SJR: 0.25, h-index: 12)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 4, SJR: 0.694, h-index: 28)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 5, SJR: 0.32, h-index: 8)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 6, SJR: 0.638, h-index: 6)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 11, SJR: 0.352, h-index: 32)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.277, h-index: 15)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.201, h-index: 5)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 6, SJR: 0.13, h-index: 2)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 7)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 10, SJR: 0.173, h-index: 5)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.258, h-index: 10)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4, SJR: 0.145, h-index: 2)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 9)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.107, h-index: 2)
Intl. J. of Law in the Built Environment     Hybrid Journal   (Followers: 3, SJR: 0.111, h-index: 2)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 19)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 5, SJR: 0.562, h-index: 15)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 10, SJR: 0.998, h-index: 15)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 5, SJR: 0.212, h-index: 11)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 37)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 24)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 11, SJR: 0.261, h-index: 5)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.594, h-index: 32)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 18, SJR: 2.198, h-index: 94)
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 11)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 3, SJR: 0.165, h-index: 9)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.304, h-index: 12)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.694, h-index: 66)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 8, SJR: 0.254, h-index: 10)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.785, h-index: 31)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 24, SJR: 0.272, h-index: 37)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 7, SJR: 0.544, h-index: 63)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.133, h-index: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.543, h-index: 36)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 2)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 5, SJR: 0.227, h-index: 25)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 48, SJR: 0.361, h-index: 5)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.325, h-index: 8)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 13, SJR: 0.616, h-index: 29)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 4, SJR: 0.208, h-index: 13)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 7, SJR: 0.196, h-index: 12)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 11, SJR: 0.358, h-index: 8)
Intl. Marketing Review     Hybrid Journal   (Followers: 16, SJR: 1.076, h-index: 57)
Irish J. of Occupational Therapy     Open Access  
ISRA Intl. J. of Islamic Finance     Open Access  
J. for Multicultural Education     Hybrid Journal   (Followers: 1, SJR: 0.124, h-index: 11)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 5, SJR: 0.346, h-index: 7)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 8)
J. of Adult Protection, The     Hybrid Journal   (Followers: 15, SJR: 0.291, h-index: 7)
J. of Advances in Management Research     Hybrid Journal   (Followers: 2)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 44, SJR: 0.177, h-index: 9)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal  
J. of Applied Accounting Research     Hybrid Journal   (Followers: 16, SJR: 0.22, h-index: 5)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
J. of Asia Business Studies     Hybrid Journal   (Followers: 2, SJR: 0.115, h-index: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 20, SJR: 0.215, h-index: 6)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 8, SJR: 0.664, h-index: 48)
J. of Business Strategy     Hybrid Journal   (Followers: 11, SJR: 0.381, h-index: 17)
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.167, h-index: 9)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.188, h-index: 4)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 4)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 6, SJR: 0.112, h-index: 3)
J. of Communication Management     Hybrid Journal   (Followers: 6, SJR: 0.735, h-index: 6)
J. of Consumer Marketing     Hybrid Journal   (Followers: 18, SJR: 0.613, h-index: 62)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.633, h-index: 5)
J. of Criminal Psychology     Hybrid Journal   (Followers: 117, SJR: 0.13, h-index: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 46)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 10, SJR: 0.109, h-index: 5)
J. of Documentation     Hybrid Journal   (Followers: 174, SJR: 0.936, h-index: 50)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 2)
J. of Economic Studies     Hybrid Journal   (Followers: 5, SJR: 0.498, h-index: 26)
J. of Educational Administration     Hybrid Journal   (Followers: 6, SJR: 0.848, h-index: 36)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 16, SJR: 0.173, h-index: 10)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 4, SJR: 0.433, h-index: 38)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.212, h-index: 8)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 8)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.52, h-index: 7)
J. of Facilities Management     Hybrid Journal   (Followers: 3)
J. of Family Business Management     Hybrid Journal   (Followers: 7)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 12, SJR: 0.529, h-index: 30)
J. of Financial Crime     Hybrid Journal   (Followers: 372, SJR: 0.158, h-index: 5)
J. of Financial Economic Policy     Hybrid Journal   (Followers: 1)
J. of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8, SJR: 0.234, h-index: 1)
J. of Financial Regulation and Compliance     Hybrid Journal   (Followers: 8)
J. of Financial Reporting and Accounting     Hybrid Journal   (Followers: 12)
J. of Forensic Practice     Hybrid Journal   (Followers: 54, SJR: 0.225, h-index: 8)
J. of Global Mobility     Hybrid Journal   (Followers: 2)
J. of Global Responsibility     Hybrid Journal   (Followers: 4)
J. of Health Organisation and Management     Hybrid Journal   (Followers: 21, SJR: 0.67, h-index: 27)

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Journal Cover International Journal for Researcher Development
  [9 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2048-8696
   Published by Emerald Homepage  [339 journals]
  • Becoming a PI: agency, persistence, and some luck!
    • First page: 106
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose This study examined the experience of gaining research independence by becoming a principal investigator (PI) – an aspiration for many post-PhD researchers about whom little is known. It provides insight into this experience by using a qualitative narrative approach to document how 60 PIs from a range of disciplines in one European and two UK universities experienced working towards and achieving this significant goal. Design/methodology/approach Within the context of a semi-structured interview, individuals drew and elaborated a map representing the emotional high and low experiences of the journey from PhD graduation to first PI grant, and completed a biographic questionnaire. Findings Regardless of the length of the journey from PhD graduation to first PI grant, more than a third noted the role that luck played in getting the grant. Luck was also perceived to have an influence in other aspects of academic work. This influence made it even more important for these individuals to sustain a belief in themselves and be agentive and persistent in managing the challenges of the journey. Originality/value The study, unusual in its cross-national perspective, and its mixed mode data collection, offers a nuanced perspective on the interaction between agency and an environment where the ‘randomness factor’ plays a role in success. The function of luck as a support for sustained agency and resilience is explored.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:35Z
      DOI: 10.1108/IJRD-12-2015-0033
  • Supervisor wellbeing and identity: challenges and strategies
    • First page: 123
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose The research aims to explore the professional identity of supervisors and their perceptions of stress in doctoral learning supervision. The research determines ways of developing strategies of resilience and wellbeing to overcome stress, leading to positive outcomes for supervisors and students. Design/methodology/approach Research is in two parts: first, rescrutinising previous work and second, new interviews with international and UK supervisors gathering evidence of doctoral supervisor stress, in relation to professional identity, and discovering resilience and wellbeing strategies. Findings Supervisor professional identity and wellbeing are aligned with research progress, and effective supervision. Stress and wellbeing/resilience strategies emerged across three dimensions: personal, learning and institutional, related to emotional, professional and intellectual issues, affecting identity and wellbeing. Problematic relationships, change in supervision arrangements, loss of students and lack of student progress cause stress. Balances between responsibility and autonomy; uncomfortable conflicts arising from personality clashes; and the nature of the research work, burnout and lack of time for their own work, all cause supervisor stress. Developing community support, handling guilt and a sense of underachievement, and self-management practices help maintain wellbeing. Research limitations/implications Only experienced supervisors (each with four doctoral students completed) were interviewed. The research relies upon interview responses. Practical implications Sharing information can lead to informed, positive action minimising stress and isolation; development of personal coping strategies and institutional support enhance the supervisory experience for supervisors and students. Originality/value The research contributes new knowledge concerning doctoral supervisor experience, identity and wellbeing, offering research-based information and ideas on a hitherto under-researched focus: supervisor stress, wellbeing and resilience impacting upon supervisors’ professional identity.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:38Z
      DOI: 10.1108/IJRD-03-2016-0006
  • Factors associated with novice graduate student researchers’ engagement
           with primary literature
    • First page: 141
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose Using the threshold concepts framework, this study explored how differences in the ability to meaningfully apply relevant literature to one’s research are reflected in descriptions of graduate training undertaken in an academic year. Design/methodology/approach This study used a sequential explanatory mixed method design. Phase I analysis used quantitative performance data to differentiate research skill threshold crossers from non-crossers. Phase II analysis used qualitative interview data to identify common and differentiating themes across and between the two groups Findings Participants identified coursework, research activities, and teaching assignments as primary research skill development sites. However, only the patterns of mentorship and engagement with literature within the context of supervised research activities consistently differentiated threshold crossers from non-crossers. All non-crossers reported having full autonomy in their research endeavors, whereas all crossers articulated reliance on supervising mentor guidance. Similarly, most non-crossers did not frame research as incremental contributions to existing literature, while most crossers did. Research limitations/implications The study sample size is small (n=14) and the study is exploratory in nature. Practical implications The importance of exploring the factors that actually indicate and lead to research skill development is highlighted. Originality/value Few studies address graduate student research skill development, although this skill development is a core goal of many graduate programs. This study does so, using performance rather than self-report data.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:35Z
      DOI: 10.1108/IJRD-11-2015-0029
  • Evaluating undergraduate research conferences as vehicles for novice
           researcher development
    • First page: 159
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose This paper focuses on the undergraduate research conference as its sphere of study and investigates the significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made to the concept of graduate attributes. Design/methodology/approach The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes as well as to long-term career plans. The insights from 90 undergraduate students participating at three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria. Findings Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations, and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes were able to be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas. Research limitations/implications This research helps undergraduate research conference organisers construct programme content and form in such a way that student skills development can be maximised prior to, and during, the course of an event. Learning Developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students skills development within the undergraduate research conference arena. Originality/value The outcomes of this study show the diversity of skills students developed, and the value of the conference format to offer networking practice and to enhance the communication skills which employers value.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:41Z
      DOI: 10.1108/IJRD-10-2015-0026
  • Faculty-student coauthorship as a means to enhance STEM graduate
           students’ research skills
    • First page: 178
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose This study examines the contribution of student-faculty coauthorship to the development of graduate students' research skill in the sciences, technology, engineering, and mathematics (STEM) by quantitatively assessing rubric-measured research skill gains over the course of an academic year compared to students who did not report participating in coauthorship with faculty mentors. Design/methodology/approach Using a quasi-experimental mixed methods approach, we tested the hypothesis that the influence of STEM graduate students’ mentored writing mentorship experiences would be associated with differential improvement in the development of their research skills over the course of an academic year. Findings Results indicate that students who coauthored with faculty mentors were likely to develop significantly higher levels of research skills than students who did not. Also, less than half of the participants reported having such experiences, suggesting that increased emphasis on this practice amongst faculty could enhance graduate student learning outcomes. Originality/value Qualitative studies of graduate student writing experiences have alluded to outcomes that transcend writing quality per se and speak directly to the research skills acquired by the students as part of their graduate training. However, no study to date has captured the discrete impacts of writing experiences on these skills in a quantifiable way.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:44Z
      DOI: 10.1108/IJRD-10-2015-0027
  • It takes a village to raise an ECR: organisational strategies for building
           successful academic research careers
    • First page: 192
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose To describe organisational strategies that support early career researchers in building a successful track record which can lead to a successful academic research career. Design/methodology/approach This paper draws on more than a decade of experience designing, implementing, and evaluating professional development programs for early career researchers in universities. Findings If an early career researcher is to achieve long-term success, the first five years after graduating with a doctorate are critical in establishing long-term career success. Professional development programs for early career researchers are more successful if they are supported by organisational strategies around workload, performance management, and accountability. Originality/value If implemented these organisational strategies can assist early career researchers to build a successful track record which can lead to a successful research career and contribute towards increasing aggregate institutional research performance for universities.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:40Z
      DOI: 10.1108/IJRD-11-2015-0031
  • Strategies for developing a writing community for doctoral students
    • First page: 198
      Abstract: International Journal for Researcher Development, Volume 7, Issue 2, November 2016.
      Purpose This article presents considerations for developing a writing community for doctoral students. Design/methodology/approach The article reflects on findings from analysis of data from a self-study of a writing seminar in which the authors were involved. The authors examined students’ writing samples and peer review comments, email correspondence, online discussion board postings, meeting minutes, and participants’ reflections on their participation in the seminar. Findings While doctoral students described benefits from their participation the writing seminar, the article provides a cautionary tale concerning the challenges that can arise in the development and delivery of interventions that focus on developing writing communities involving doctoral students. Research limitations/implications This article draws on findings from an examination of a writing intervention to consider potential challenges that faculty and students face in developing writing communities. Findings may not apply to other kinds of settings, and findings are limited by the small number of participants involved. Practical implications The article discusses strategies that might be used to inform faculty in the development of writing communities for doctoral students. Originality/value There is a growing body of work on the value of writing interventions for doctoral students such as retreats and writing groups. These are frequently facilitated by faculty whose area of expertise is in teaching writing. This article contributes understanding to what is needed for faculty who are not writing instructors to facilitate groups of this sort. Participants must (1) demonstrate a sufficient level of competence as writers in order to review others’ work; (2) develop trusting, collegial relationships with one another; and (3) be willing to contribute to others’ development and make a commitment to accomplishing the required tasks.
      Citation: International Journal for Researcher Development
      PubDate: 2016-09-26T11:44:45Z
      DOI: 10.1108/IJRD-02-2016-0003
  • Post-PhD non-academic careers: intentions during and after degree
    • First page: 2
      Abstract: International Journal for Researcher Development, Volume 7, Issue 1, May 2016.
      Purpose While more than half of PhD graduates do not take up traditional academic positions, the little we know of how they navigate into the non-academic workforce is somewhat conflicting. This study contributes to our knowledge by examining over time the experiences of post-PhD social scientists who went into non-academic careers. It examines: • How post-PhD social scientists in non-academic careers characterize their experience of the PhD; • How they imagine their post-PhD careers during the degree and how this influenced their doctoral activity; and • To what extent their intentions changed over time and how agentive they were in managing challenges or disappointments. Design/methodology/approach The study uses a longitudinal qualitative narrative approach to examine the experience of eight post-PhD social scientists beginning during their degrees through their initial years after graduation outside academia. Findings The analysis highlights variation in clarity of career vision, strategic career thinking and action, knowledge of career opportunity structures, and changes in career intentions over time. Still, for all individuals the PhD was considered a powerful learning experience which continued to influence their lives. Practical implications Overall, the results make clear that post-PhD trajectories are best built from the beginning of the PhD, a conclusion that has curriculum implications. Originality/value This study incorporates the career question into the development of junior researchers highlighting the need to attend not only to objective measures of career success but also subjective intentions, investments, choices and assessments. Further, the constructs developed within an academic work context to understand career trajectories proved robust in analyzing non-academic work experience.
      Citation: International Journal for Researcher Development
      PubDate: 2016-03-24T12:31:37Z
      DOI: 10.1108/IJRD-04-2015-0010
  • Social philosophy curriculum in social science and humanities structured
           doctoral programmes
    • First page: 15
      Abstract: International Journal for Researcher Development, Volume 7, Issue 1, May 2016.
      Purpose In the past ten to 20 years, centrally co-ordinated research training curriculum has emerged in countries like Australia, New Zealand, Canada, the UK and other parts of Europe where structured content for the doctorate has not traditionally been provided, or was provided locally only by those schools/departments resourced to do so. Yet, there has been little discussion of content learning or doctoral curricula of any kind within the non-US higher education literature. As Green (2012) observes, curriculum is a ‘missing term’ within these doctoral education contexts. Design/methodology/approach This article explores students’ perceptions of the usefulness and outcomes of a doctoral series of social philosophy methodology workshops offered to social science and humanities disciplines in an Australian university. The data set includes qualitative responses on 501 post workshop questionnaires and 14 in-depth qualitative responses to a follow-up online questionnaire. Findings The article suggests that cross-discipline curriculum on the philosophy underpinning diverse methodological perspectives opens a space of encounter among disciplines and theoretical views that facilitates an appreciation for the importance of theoretical engagement within the discipline, as well as receptivity to working constructively across theoretical divides. The article explores what underpins this for students—a ‘non-partisan’ introduction to a broad range of approaches, enabling ‘one to locate oneself’ within a ‘continuum of social thought’, in which foundational uncertainty about the objective status of knowledge is read to suggest philosophical consistency within an approach, while remaining cognisant of the criticisms and affordances of different points of view. Language learning and the inclusion of postmodern perspectives are central in this. Research limitations/implications The article concludes that curriculum and context learning, including exposure to diverse methodological perspectives for the social sciences and humanities, needs to be given more consideration in scholarship and practice in doctoral education. Originality/value There has been little discussion of content learning or doctoral curricula of any kind within the non-US higher education literature. As Green (2012) observes, curriculum is a ‘missing term’ within these doctoral education contexts. While consideration has been given to the role of writing and the writing process in cross-discipline learning, little has been reported about the role of curriculum for methodology in the cross-discipline context. It remains unclear what kinds of curriculum themes or foci could facilitate the sorts of relational, textual, and conceptual processes involved in promoting an appreciation of different discipline/methodological perspectives in the cross discipline context (Ivanitskaya et al, 2002; Lattuca, 2002). What set of axioms are held in common among a set of disciplines that could encourage both engagement with discipline theory, as well as receptivity to working constructively across discipline and theoretical divides? This paper describes an experiment in a non-credit bearing series of workshops drawing from social philosophy offered to doctoral students across social science and humanities disciplines in Australia.
      Citation: International Journal for Researcher Development
      PubDate: 2016-03-24T12:31:43Z
      DOI: 10.1108/IJRD-02-2015-0004
  • The research motivation scale: validation with faculty from American
           schools of education
    • First page: 30
      Abstract: International Journal for Researcher Development, Volume 7, Issue 1, May 2016.
      Purpose The paper compares the psychometric properties of the Research Motivation Scale (RMS) from faculty in schools of education in American research universities to previous findings on this scale when administered to science, technology, engineering, and mathematics (STEM) faculty. Design/methodology/approach This study was an exploratory, quantitative study employing survey research methods, and utilizing confirmatory and exploratory factor analyses and statistical tests of population differences. Findings Results indicate an adequate fit to a previously found three-factor structure. However, a new four-factor model, accounting for 47% of the variance, was identified as a better fit: (1) failure avoidance, (2) intrinsic reward – satisfaction, (3) intrinsic reward – joy, and (4) extrinsic reward. The overall reliability for the entire measure was .76. Intrinsic motivation and failure avoidance were rated statistically more important by education faculty than STEM faculty. Research limitations/implications As an exploratory study and because of the chosen research approach, generalizations may be limited and further research in this area is recommended. Practical implications This study contributes to the literature on RMS with data from education faculty. Results support conceptual frameworks regarding faculty outcomes and professional growth, and suggest ways faculty may be encouraged to increase research productivity. Originality/value This study builds on conceptual frameworks, explores the use of the RMS with education faculty and compares faculty motivation to conduct research across disciplines.
      Citation: International Journal for Researcher Development
      PubDate: 2016-03-24T12:31:45Z
      DOI: 10.1108/IJRD-02-2015-0005
  • Applying cultural capital and field to doctoral student socialization
    • First page: 46
      Abstract: International Journal for Researcher Development, Volume 7, Issue 1, May 2016.
      Purpose While the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study shifts the focus to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977; 1986) concepts of cultural capital and field. Design/methodology/approach This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe. Findings Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences. Originality/value Inequality is tied to students’ portfolio of achievements as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.
      Citation: International Journal for Researcher Development
      PubDate: 2016-03-24T12:31:48Z
      DOI: 10.1108/IJRD-03-2015-0009
  • PhD prepared: research skill development across the undergraduate years
    • Pages: 63 - 83
      Abstract: International Journal for Researcher Development, Volume 7, Issue 1, Page 63-83, May 2016.
      Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.
      Citation: International Journal for Researcher Development
      PubDate: 2016-06-16T10:16:32Z
      DOI: 10.1108/IJRD-07-2015-0018
  • Training needs of early career researchers in research-intensive
    • First page: 84
      Abstract: International Journal for Researcher Development, Volume 7, Issue 1, May 2016.
      Purpose The aim of this paper is to explore the training needs of Early Career Researchers in British Research-Intensive universities. This paper presents a new measurement scale constructed based on the Vitae Researcher Development Framework (a national framework in the UK to help researchers plan their training and development pathways) disseminate ECRs’ training needs according to the four Vitae Development Domains. Design/methodology/approach This paper discusses the result of a survey organised among ECRs who were asked to fill in an online questionnaire, which included a newly developed measurement scale. Training needs are analysed based on 57 respondents, working in British Research-Intensive universities, having obtained their PhDs not more than five years prior to the survey. Findings We offer insight in the experiences of ECRs in Research-Intensive universities in relation to their training needs, which are very much centred around the notion of becoming a subject specific expert, able to attract research funding and lead and manage these projects, including the successful supervision of students. Originality/value The current academic environment is extremely competitive, and as in other segments of the labour market, it is vital that ECRs recognise the need of continuous training in order to maintain their competitive status in the knowledge-based economy. This paper is original as it disseminates a new measurement scale and provides fresh empirical results on the training needs of ECRs in British Research-Intensive universities.
      Citation: International Journal for Researcher Development
      PubDate: 2016-03-24T12:31:40Z
      DOI: 10.1108/IJRD-06-2015-0017
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