Subjects -> LIBRARY AND INFORMATION SCIENCES (Total: 392 journals)
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    - LIBRARY ADMINISTRATION (1 journals)
    - LIBRARY AND INFORMATION SCIENCES (378 journals)

LIBRARY AND INFORMATION SCIENCES (378 journals)                  1 2 | Last

Showing 1 - 200 of 379 Journals sorted alphabetically
027.7 Zeitschrift für Bibliothekskultur / Journal for Library Culture     Open Access   (Followers: 61)
Access     Full-text available via subscription   (Followers: 23)
Acervo : Revista do Arquivo Nacional     Open Access   (Followers: 1)
African Journal of Library, Archives and Information Science     Full-text available via subscription   (Followers: 67)
Against the Grain     Partially Free   (Followers: 119)
AIB Studi     Full-text available via subscription   (Followers: 10)
Alexandría : Revista de Ciencias de la Información     Open Access   (Followers: 11)
Alexandria : The Journal of National and International Library and Information Issues     Full-text available via subscription   (Followers: 55)
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
American Archivist     Hybrid Journal   (Followers: 129)
American Libraries     Partially Free   (Followers: 187)
Anales de Documentacion     Open Access   (Followers: 13)
Anuari de l'Observatori de Biblioteques, Llibres i Lectura     Open Access   (Followers: 2)
ANZTLA EJournal     Full-text available via subscription  
Archeion Online     Open Access   (Followers: 3)
Archimag     Full-text available via subscription   (Followers: 3)
Archival Science     Hybrid Journal   (Followers: 64)
Archivaria     Open Access   (Followers: 32)
Archives     Full-text available via subscription   (Followers: 6)
Archives and Manuscripts     Hybrid Journal   (Followers: 50)
Archives and Museum Informatics     Hybrid Journal   (Followers: 97)
Ariadne Magazine     Open Access   (Followers: 145)
Art Libraries Journal     Hybrid Journal   (Followers: 10)
Aslib Journal of Information Management     Hybrid Journal   (Followers: 32)
Aslib Proceedings     Hybrid Journal   (Followers: 148)
AtoZ : novas práticas em informação e conhecimento     Open Access  
Australasian Journal of Information Systems     Open Access   (Followers: 16)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 31)
Australian Academic & Research Libraries     Full-text available via subscription   (Followers: 93)
Australian Library Journal     Full-text available via subscription   (Followers: 146)
Baca : Jurnal Dokumentasi dan Informasi     Open Access   (Followers: 1)
Bangladesh Journal of Library and Information Science     Open Access   (Followers: 44)
Behavioral & Social Sciences Librarian     Hybrid Journal   (Followers: 143)
Berkala Ilmu Perpustakaan dan Informasi     Open Access  
Biblios     Open Access   (Followers: 11)
Biblioteca Escolar em Revista     Open Access  
Biblioteca Universitaria     Open Access   (Followers: 14)
Bibliotecas : Revista de la Escuela de Bibliotecología, Documentación e Información     Open Access   (Followers: 3)
Bibliotecas Universitárias : pesquisas, experiências e perspectivas     Open Access   (Followers: 1)
Bibliotecas. Anales de Investigacion     Open Access  
Biblioteka     Open Access   (Followers: 2)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bibliotheca Orientalis     Full-text available via subscription   (Followers: 14)
BIBLIOTIKA : Jurnal Kajian Perpustakaan dan Informasi     Open Access  
BIBLOS - Revista do Departamento de Biblioteconomia e História     Open Access   (Followers: 6)
BiD : textos universitaris de biblioteconomia i documentació     Open Access   (Followers: 6)
Bilgi Dünyası     Open Access   (Followers: 5)
Biodiversity Information Science and Standards     Open Access   (Followers: 1)
Bioinformatics     Hybrid Journal   (Followers: 216)
Biuletyn EBIB     Open Access  
Boletín Cultural y Bibliográfico     Open Access   (Followers: 2)
Book History     Full-text available via subscription   (Followers: 113)
Bridgewater Review     Open Access   (Followers: 4)
Bulletin des bibliotheques de France     Full-text available via subscription   (Followers: 7)
Bulletin of the Association for Information Science and Technology     Open Access   (Followers: 22)
Bulletin of the John Rylands Library     Hybrid Journal   (Followers: 21)
Canadian Journal of Academic Librarianship     Open Access   (Followers: 20)
Canadian Journal of Information and Library Science     Full-text available via subscription   (Followers: 245)
Cataloging & Classification Quarterly     Hybrid Journal   (Followers: 169)
CERN IdeaSquare Journal of Experimental Innovation     Open Access  
Children and Libraries : The Journal of the Association for Library Service to Children     Full-text available via subscription   (Followers: 16)
CIC. Cuadernos de Informacion y Comunicacion     Open Access   (Followers: 4)
Ciência da Informação em Revista     Open Access   (Followers: 1)
Code4Lib Journal     Open Access   (Followers: 172)
Collaborative Librarianship     Open Access   (Followers: 52)
Collection and Curation     Hybrid Journal   (Followers: 11)
College & Research Libraries     Open Access   (Followers: 453)
College & Research Libraries News     Partially Free   (Followers: 243)
College & Undergraduate Libraries     Hybrid Journal   (Followers: 220)
Communicate : Journal of Library and Information Science     Full-text available via subscription   (Followers: 63)
Communication Booknotes Quarterly     Hybrid Journal   (Followers: 15)
Communications in Information Literacy     Open Access   (Followers: 193)
Community & Junior College Libraries     Hybrid Journal   (Followers: 42)
Cuadernos de Gestión de Información     Open Access  
Data Curation Profiles Directory     Open Access   (Followers: 5)
Data Technologies and Applications     Hybrid Journal   (Followers: 208)
DESIDOC Journal of Library & Information Technology     Open Access   (Followers: 95)
Digital Library Perspectives     Hybrid Journal   (Followers: 39)
Digital Platform: Information Technologies in Sociocultural Sphere     Open Access   (Followers: 1)
Documentación de las Ciencias de la Información     Open Access  
Documentation et bibliothèques     Full-text available via subscription   (Followers: 9)
e & i Elektrotechnik und Informationstechnik     Hybrid Journal   (Followers: 8)
e-Ciencias de la Información     Open Access   (Followers: 1)
Eastern Librarian     Open Access   (Followers: 11)
Edulib : Journal of Library and Information Science     Open Access   (Followers: 26)
Egyptian Informatics Journal     Open Access   (Followers: 5)
El Profesional de la Informacion     Full-text available via subscription   (Followers: 17)
eLucidate     Open Access   (Followers: 7)
Emerging Library & Information Perspectives     Open Access   (Followers: 29)
Encontros Bibli : revista eletrônica de biblioteconomia e ciência da informação     Open Access   (Followers: 3)
Ethics and Information Technology     Hybrid Journal   (Followers: 64)
European Journal of Information Systems     Hybrid Journal   (Followers: 85)
European Science Editing     Open Access  
Evidence Based Library and Information Practice     Open Access   (Followers: 386)
Florida Libraries     Open Access   (Followers: 1)
Folia Bibliologica     Open Access  
Forensic Science International: Digital Investigation     Full-text available via subscription   (Followers: 318)
Foundations and Trends® in Information Retrieval     Full-text available via subscription   (Followers: 30)
Georgia Library Quarterly     Open Access   (Followers: 21)
Ghana Library Journal     Full-text available via subscription   (Followers: 16)
Global Knowledge, Memory and Communication     Hybrid Journal   (Followers: 807)
GSI Journals Serie C : Advancements in Information Sciences and Technologies     Open Access   (Followers: 1)
Health Information Management Journal     Hybrid Journal   (Followers: 23)
Hipertext.net : Anuario Académico sobre Documentación Digital y Comunicación Interactiva     Open Access  
HLA News     Full-text available via subscription   (Followers: 2)
IASSIST Quarterly     Open Access  
Idaho Librarian     Free   (Followers: 8)
IFLA Journal     Hybrid Journal   (Followers: 217)
In Monte Artium     Full-text available via subscription   (Followers: 1)
In the Library with the Lead Pipe     Open Access   (Followers: 122)
InCID : Revista de Ciência da Informação e Documentação     Open Access  
InCite     Full-text available via subscription   (Followers: 19)
Informaatiotutkimus     Open Access   (Followers: 3)
Informação & Informação     Open Access   (Followers: 2)
Informação em Pauta     Open Access  
Informacijos mokslai     Open Access  
Información, Cultura y Sociedad     Open Access   (Followers: 2)
Informatio. Revista del Instituto de Información de la Facultad de Información y Comunicación     Open Access  
Information     Open Access   (Followers: 30)
Information & Culture : A Journal of History     Full-text available via subscription   (Followers: 31)
Information Discovery and Delivery     Hybrid Journal   (Followers: 43)
Information Manager (The)     Open Access   (Followers: 29)
Information Processing & Management     Hybrid Journal   (Followers: 124)
Information Retrieval     Hybrid Journal   (Followers: 187)
Information Sciences     Hybrid Journal   (Followers: 168)
Information Systems Frontiers     Hybrid Journal   (Followers: 27)
Information Systems Research     Full-text available via subscription   (Followers: 127)
Information Technologies & International Development     Open Access   (Followers: 81)
Information Technologist (The)     Full-text available via subscription   (Followers: 17)
Information Technology and Libraries     Open Access   (Followers: 292)
Information Today     Full-text available via subscription   (Followers: 34)
Informationspraxis     Open Access   (Followers: 12)
Informationswissenschaft : Theorie, Methode und Praxis     Open Access   (Followers: 4)
iNFOTEZY     Open Access  
Insaniyat : Journal of Islam and Humanities     Open Access   (Followers: 1)
Insights : the UKSG journal     Open Access   (Followers: 62)
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 11)
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
International Association of School Librarianship Conference Proceedings     Open Access  
International Information & Library Review     Hybrid Journal   (Followers: 395)
International Journal of Bibliometrics in Business and Management     Hybrid Journal   (Followers: 2)
International Journal of Business Information Systems     Hybrid Journal   (Followers: 14)
International Journal of Cooperative Information Systems     Hybrid Journal   (Followers: 4)
International Journal of Digital Curation     Open Access   (Followers: 82)
International Journal of Digital Library Systems     Full-text available via subscription   (Followers: 73)
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Information and Decision Sciences     Hybrid Journal   (Followers: 10)
International Journal of Information Management     Hybrid Journal   (Followers: 154)
International Journal of Information Privacy, Security and Integrity     Hybrid Journal   (Followers: 25)
International Journal of Information Retrieval Research     Full-text available via subscription   (Followers: 28)
International Journal of Information Science and Management     Open Access   (Followers: 5)
International Journal of Information Technology, Communications and Convergence     Hybrid Journal   (Followers: 14)
International Journal of Information, Diversity, & Inclusion     Open Access   (Followers: 3)
International Journal of Intellectual Property Management     Hybrid Journal   (Followers: 26)
International Journal of Intercultural Information Management     Hybrid Journal   (Followers: 12)
International Journal of Legal Information     Full-text available via subscription   (Followers: 48)
International Journal of Librarianship     Open Access   (Followers: 25)
International Journal of Library and Information Science     Open Access   (Followers: 229)
International Journal of Library Science     Open Access   (Followers: 262)
International Journal of Library Science     Full-text available via subscription   (Followers: 55)
International Journal of Multicriteria Decision Making     Hybrid Journal   (Followers: 8)
International Journal of Multimedia Information Retrieval     Partially Free   (Followers: 8)
International Journal of Organisational Design and Engineering     Hybrid Journal   (Followers: 3)
International Journal of Web Portals     Full-text available via subscription   (Followers: 16)
International Journal on Digital Libraries     Hybrid Journal   (Followers: 544)
InULA Notes : Indiana University Librarians Association     Open Access  
Investigación Bibliotecológica     Open Access   (Followers: 4)
IRIS - Revista de Informação, Memória e Tecnologia     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Issues in Science and Technology Librarianship     Open Access   (Followers: 2)
JISTEM : Journal of Information Systems and Technology Management     Open Access   (Followers: 6)
JLIS.it     Open Access   (Followers: 7)
JMIR Medical Informatics     Open Access   (Followers: 9)
Journal of Academic Librarianship     Hybrid Journal   (Followers: 1012)
Journal of Access Services     Hybrid Journal   (Followers: 39)
Journal of Advancements in Library Sciences     Open Access   (Followers: 47)
Journal of Adventist Libraries and Archives     Open Access  
Journal of Altmetrics     Open Access   (Followers: 7)
Journal of Archival Organization     Hybrid Journal   (Followers: 28)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 29)
Journal of Creative Library Practice     Open Access   (Followers: 98)
Journal of Data Mining and Digital Humanities     Open Access   (Followers: 39)
Journal of Documentation     Hybrid Journal   (Followers: 160)
Journal of East Asian Libraries     Open Access   (Followers: 7)
Journal of Education in Library and Information Science - JELIS     Full-text available via subscription   (Followers: 71)
Journal of Educational Media & Library Sciences     Open Access   (Followers: 9)
Journal of Educational Media, Memory, and Society     Full-text available via subscription   (Followers: 12)
Journal of Electronic Publishing     Open Access   (Followers: 76)
Journal of Electronic Resources Librarianship     Hybrid Journal   (Followers: 225)
Journal of eScience Librarianship     Open Access   (Followers: 112)
Journal of Global Information Management     Full-text available via subscription   (Followers: 9)
Journal of Health & Medical Informatics     Open Access   (Followers: 49)
Journal of Hospital Librarianship     Hybrid Journal   (Followers: 152)
Journal of Information & Knowledge Management     Hybrid Journal   (Followers: 141)
Journal of Information and Data Management     Open Access   (Followers: 14)
Journal of Information Engineering and Applications     Open Access   (Followers: 10)
Journal of Information Literacy     Open Access   (Followers: 773)
Journal of Information Science     Hybrid Journal   (Followers: 1013)
Journal of Information Studies & Technology     Open Access   (Followers: 1)

        1 2 | Last

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International Journal of Doctoral Studies
Journal Prestige (SJR): 0.201
Citation Impact (citeScore): 1
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1556-8881 - ISSN (Online) 1556-8873
Published by Informing Science Institute Homepage  [11 journals]
  • Printable Table of Contents. IJDS, Volume 17, 2022

    • Authors: Michael Jones
      Abstract: Table of Contents for Volume 17, 2022, of the International Journal of Doctoral Studies
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-01-10
      DOI: https://doi.org/10.28945/4905
      Issue No: Vol. 17 (2022)
       
  • Pastoral Care in Doctoral Education: A Collaborative Autoethnography of
           Belonging and Academic Identity

    • Authors: Lynette Pretorius, Danielle Hradsky, Ali Soyoof, Shaoru Zeng, Elham M Foomani, Ngo Cong-Lem, Jacky-Lou Maestre
      Pages: 001 - 023
      Abstract: Aim/Purpose: It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities.Background: Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care.Methodology: We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field.Contribution: We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital.Findings: We demonstrate that doctoral writing groups foster students’ sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the self-reflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy.Recommendations for Practitioners: Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive.Recommendation for Researchers: This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility.Impact on Society: The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future.Future Research: Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-01-11
      DOI: https://doi.org/10.28945/4900
      Issue No: Vol. 17 (2022)
       
  • Fostering the Success of Working-Class Latina Doctoral Students at
           Predominantly White Institutions

    • Authors: Loni Crumb
      Pages: 025 - 038
      Abstract: Aim/Purpose: Latina doctoral students’ educational experiences are often mediated by their social class status, race, and gender. Latinas have sustained an increasing presence in doctoral programs at various colleges and universities across the United States; yet, they are continually underrepresented in doctoral programs at predominantly White institutions. The author identifies evidence-supported, personal and institutional factors that may contribute to working-class Latina doctoral students’ successful persistence at predominantly White institutions.Background: The tension between personal identities versus academic capability can make the doctoral education experience academically, socially, emotionally, and financially challenging for Latinas from low-income backgrounds. Latina/Latino Critical Race Theory and Multiracial Feminist Theory are introduced as lenses to examine aspects of the doctoral education experience that may impede or support Latina students’ retention.Methodology: As a conceptual article, this paper is an examination of research regarding the experiences of doctoral students of color at predominantly White institutions in the United States and summarizes how Latina doctoral students from economically disadvantaged backgrounds can succeed in these environments. Contribution: This article outlines evidence-supported strategies that may influence working-class Latina doctoral students’ successful persistence at predominantly White institutions. Findings: The research highlighted in this article emphasizes how factors such as embracing familismo, increasing faculty diversity, establishing peer networks, and creating inclusive class-concious academic programs and new student orientations, may contribute to the doctoral persistence of Latinas from economically disadvantaged backgrounds attending predominantly White institutions.Recommendations for Practitioners: Personal and institutional factors are recommended for faculty and student affairs professionals to support the doctoral persistence of Latina students such as embracing personal agency and academic efficacy, embracing familismo, recognizing the myth of meritocracy, establishing peer support networks, creating inclusive academic environments, establishing formal faculty mentorships, and fostering class conscious faculty.Recommendation for Researchers: The literature presented in this paper provides ideas for future research opportunities that could further examine how supportive relationships and inclusiveness promote Latina doctoral students’ educational success. Impact on Society: Latinas experience overlapping forms of privilege and subordination depending on their race, social class, gender, sexual orientation, and academic setting.Future Research: Further development of transformative research on this topic may improve inclusive educational practices and potentially increase access to doctoral-level education for Latinas and other economically disadvantaged students of color.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-01-23
      DOI: https://doi.org/10.28945/4886
      Issue No: Vol. 17 (2022)
       
  • Progress-Oriented Workshops for Doctoral Well-being: Evidence From a
           Two-Country Design-Based Research

    • Authors: Luis P. Prieto, Paula Odriozola-González, María Jesús Rodríguez-Triana, Yannis Dimitriadis, Tobias Ley
      Pages: 039 - 066
      Abstract: Aim/Purpose: This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates.Background: Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population. Among structural, psychosocial, and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. Methodology: This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students’ everyday practice. We gathered mixed data over four iterations, with a total of 82 doctoral students from multiple disciplines in Spain and Estonia.Contribution: An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences, and indicators of progress, as well as self-tracking, analysis, and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional well-being, and dropout ideation in two new contexts. Finally, the paper also distills design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions, and researchers.Findings: Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout, and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students’ positive psychological capital after the workshops (Cohen’s d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits.Recommendations for Practitioners: Intervention design guidelines for doctoral trainers include: focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection.Recommendation for Researchers: The construct of progress, its components, and its relationships with both emotional well-being and doctoral dropout need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries).Impact on Society: The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional well-being and dropout challenges facing hundreds of thousands of doctoral students worldwide, ultimately helping increase the research and innovation potential of society as a whole.Future Research: More rigorous evaluative studies of the proposed approach need to be conducted, with larger samples and in other countries/contexts. Aside from the proposed one-shot training events, complementary longitudinal interventions focusing on supporting everyday progress and reflection throughout the doctoral process should be trialed.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-01-23
      DOI: https://doi.org/10.28945/4898
      Issue No: Vol. 17 (2022)
       
  • The Evolution of Personal Frames of Reference: Metaphors as Potential
           Space

    • Authors: Aden-Paul Flotman, Antoni Barnard
      Pages: 067 - 086
      Abstract: Aim/Purpose: The aim of this study was to explore the value of metaphors as part of a reflexive practice in the context of the evolving frame of reference journey of PhD students in a consulting psychology programme.Background: This study reports on the journey of how the personal frames of reference of PhD students in consulting psychology had evolved at a large open-distance and e-learning university in South Africa. As their respective journeys of becoming consulting psychologists unfolded, participants’ evolutionary journeys were viewed through metaphors. Few studies have investigated how metaphors could be used as a powerful evocative tool to go beyond the rational, conscious and sanitized responses of participants, to explore their underlying frames of reference by surfacing and eliciting implicit meaning. Methodology: This study was based on a hermeneutic phenomenological methodological stance and congruently employed principles of socio-analytic inquiry. The context of this inquiry was a PhD programme in consulting psychology presented at a large open-distance e-learning tertiary institution. Participants comprised ten PhD students. These students were required to engage in various self-reflective exercises throughout their first year, such as journaling and self-reflective essays. Their final exercise was to present their evolving frame of reference as a consulting psychologist, in the form of a visual or tangible metaphor. These final presentations became the protocols for hermeneutic phenomenological analysis in this study. Metaphors were selected through purposive sampling, and they became the “data sources” of the study.Contribution: The study contributes to the teaching of reflexivity in consulting practice. It has implications for the training of doctoral students by making a process available through which students and consultants could access and develop their personal frames of reference. The study shares valuable pedagogical and growth experiences from the perspective of the student in consulting psychology. The research advances the field of consulting psychology by introducing the notion of metaphors as potential space and stimulates further engagement in art-based qualitative inquiry from a socio-analytic stance.Findings: The findings suggest that metaphors have value because they create a connection to emotions, emotional processes and emotional work, facilitate the professional identity construction and reconstruction process and enable a shift from self-reflection to self-reflexivity. It is proposed that metaphors have the inherent capacity to act as potential space.Recommendations for Practitioners: Identity tensions could be alleviated through conscious identity work, when psychologists from different categories transition into consulting psychologists. We pose questions for practitioners to consider.Recommendation for Researchers: Doctoral programmes and research on doctoral studies should explicitly engage with both conscious and unconscious dynamics. This could relate to identity work, relationships and the power of reflexive practices.Impact on Society: Dropout rates of doctoral students are high. The time to complete the degree is also long. This comes at a price for the student, the institution and society. Aspects related to frame of reference, philosophical assumptions, and identity work to be done by the doctoral student should be considered as critical to doctoral programmes and doctoral education.Future Research: Future studies could investigate how consulting frames of reference relate to anxiety, identity and the well-being of doctoral students. Studies could also be conducted to see how the participants’ frames of reference in this study have further evolved over their consulting careers.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-02-27
      DOI: https://doi.org/10.28945/4919
      Issue No: Vol. 17 (2022)
       
  • Chinese International Doctoral Students’ Cross-Cultural Socialization:
           Leveraging Strengths and Multiple Identities

    • Authors: Shihua Chen Brazill
      Pages: 087 - 114
      Abstract: Aim/Purpose: The purpose of this study is to use narrative inquiry to discover and understand how Chinese students leverage their strengths and multiple identities in socializing to American higher education and their profession. Chinese students engage with American academic culture while embracing their multiple identities. I will explore the cultural strengths they use to socialize and develop their personal, social, cultural, and professional identities in their doctoral educational experience.Background: Chinese international doctoral students encounter a unique socialization experience during their doctoral studies because they lack meaningful cross-cultural support. Likewise, it is problematic that Chinese students are often viewed as a homogeneous group and much prior research has emphasized the traditional deficit perspective in explaining how Chinese students must adjust and assimilate to the university environment.Methodology: This qualitative research uses narrative inquiry to study Chinese international doctoral students’ socialization experiences while retaining their authentic voices. Narrative inquiry allows for a more nuanced understanding of the experiences of Chinese students compared to the perceptions imposed by other stakeholders. The narrative methodology provides diverse ways to understand Chinese student interactions within American culture, place, and context. This study applies the three-dimensional approach to retell participants’ stories. The three-dimensional approach is more holistic and provides a broad lens to learn about the interactions, past, present, and future experiences of individuals through time and space.Contribution: This research shifts the narrative from the deficit view to a strength-based perspective as to how Chinese international doctoral students can rely on their cultural values and multiple identities as strengths to succeed academically, socially, and emotionally.Findings: Findings related to the literature in two important ways. First, findings support how the six cultural strengths of Yosso’s community cultural wealth apply to Chinese international doctoral students. Chinese students’ stories align with these strengths and through these strengths, they explore and develop their personal, social, cultural, and professional identity. Second, Chinese students’ stories as a counternarrative challenged and contradicted the essentialist view and misconception that Chinese students are a homogenous group personally, socially, culturally, or academically.Recommendations for Practitioners: The findings from this study offer insight for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their multiple identities.Recommendation for Researchers: Chinese students and other diverse learners may benefit from peer and faculty mentors in different ways. Therefore, understanding the unique cross-cultural socialization needs and strength-based perspective will help tailor social activities and inclusive learning environments.Impact on Society: The current political, economic, and social relationships between the U.S. and China make it vital for American institutions to consider Chinese international doctoral students’ cross-cultural socialization journey. Future Research: Though it is hoped that this study is transferable, specific issues of how it can be generalized to other Chinese international doctoral students in other areas of the U.S. are beyond the scope of this study. Future research might explore how Chinese International doctoral students’ socialization experiences differ depending on where they study in the U.S.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-03-01
      DOI: https://doi.org/10.28945/4925
      Issue No: Vol. 17 (2022)
       
  • The (National) Doctoral Dissertations Assessment in China: An Interpretive
           Phenomenological Analysis

    • Authors: Ahmed Mohammed Saleh Alduais, Abdulghani Muthanna, Fabian William Nyenyembe, Jim Chatambalala, Md Shahabul Haque, Markos Tezera Taye, Mjege Kinyota, Patrick Severine Kavenuke
      Pages: 115 - 140
      Abstract: Aim/Purpose: Our study explores the perspectives of international doctoral graduates on ‎‎(national) dissertation assessment in China.‎Background: In the absence of national standards or in the presence of impractical ones ‎for assessing doctoral dissertations, these factors have inevitably led to what ‎‎Granovsky et al. (1992, p. 375) called “up to standard rejected” and “below ‎standard accepted.” Improving upon this debate, this study examines the ‎lived experiences of seven doctoral graduates who have completed their ‎doctoral degrees in a leading university in China.‎Methodology: An interpretive phenomenological analysis (IPA) method was used, which ‎entails seven participant observations, seven semi-structured e-interviews, and ‎‎29 external reviews.‎Contribution: In the present study, we addressed the issue of doctoral dissertation assessment ‎standards ‎with a view to enhancing understanding of the quality of doctoral ‎education. It ‎emphasizes the strengths of this aspect in China and critically describes the ‎weaknesses based on the experiences of doctoral ‎graduates in China.‎Findings: Among the major findings of this study are: (a) the external review of the ‎dissertations presented in the literature review appears to be extremely unique ‎in comparison to the countries discussed in the literature and the countries of ‎the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the ‎national assessment strengthens higher education on a macro level, but is ‎detrimental at the micro-level; and (c) while external reviews appear credible ‎as a policy towards the standardization of doctoral dissertation assessment, ‎this credibility evaporates when one considers the quality of reviews provided ‎and the motivation of reviewers to pass or reject a dissertation, including the ‎supervisor’s exclusion from this process.‎Recommendations for Practitioners: Students seeking a doctoral degree or dissertation should become familiar ‎with the A-Z detail of the requirements for the degree and thesis. In addition ‎to meeting this overt requirement, their efforts must also be directed to meet ‎the covert requirements, including the requirements of the ‎external reviewers, their supervisors, and the country’s laws. There is a ‎necessity for external reviewers to rethink their decisions and attempt to ‎assess objectively, putting aside their personal views and preferences. There is ‎a need to re-examine the flexibility granted to external reviewers for making ‎decisions regarding doctoral degrees.‎Recommendation for Researchers: Future research should consider involving an increased number of parties in ‎the conflict between doctoral students, supervisors, and external reviewers.‎Impact on Society: The Chinese government allocates ‎substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by an external reviewer, is uneconomical on the level of financial capital and human capital. Doctoral students are also human beings, and it does not seem ‎logical that one should judge the quality of their efforts over the course of ‎three or more years by reading the doctoral dissertation once. While they were ‎pursuing their doctoral degrees, they kept their families apart, they lived alone, ‎struggled to make it through hardships, and were easily ‎destroyed.‎Future Research: In the future, more interviews may be conducted with respondents belonging ‎to a variety of universities in China, including Chinese students. Additionally, ‎supervisors and external reviewers (if available) should be included. Last but ‎not least, including decision-makers in Chinese higher education can give ‎future research more credibility.‎
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-03-24
      DOI: https://doi.org/10.28945/4938
      Issue No: Vol. 17 (2022)
       
  • A Thematic Analysis of the Structure of Delimitations in the Dissertation

    • Authors: David C Coker
      Pages: 141 - 159
      Abstract: Aim/Purpose: The purpose of the research was to examine the function and application of delimitations—what the researcher includes and excludes in a study—in the dissertation process. The aim was to map the delimitations process to improve research, rigor and relevance of findings, and doctoral completion rates using a formalized and standardized approach applied flexibly.Background: All research is bounded whether formally defined or not. Unlike limitations, which are issues which the researcher addressed after the completion of a study and cannot control, delimitations are what a researcher includes and excludes to make a project manageable and focused on the research question. Yet, there was no research identified which specifically discussed delimitations. Researching the structure and utility of delimitations in educational administration dissertations provided a systematic analysis of the formation of the scope and boundary of research in doctoral studies. Methodology: The structure of delimitations in dissertations were examined using descriptive quantitative statistics and a qualitative thematic analysis from 28 universities. The first stage included delimitations from 30 dissertations. Triangulation was conducted using the findings with a training set of delimitations in 15 dissertations with a rubric generated from the primary sample.Contribution: The thematic analysis presented a description and interpretation of the nature of delimitations and a systematic framework to improve the research process in dissertations. Mapping the delimitations process gave a detailed portrait of internal and external characteristics which could aid doctoral students in completing the dissertation. Doctoral attrition rates, poorly completed dissertations, and lack of relevance or applicability of results need remedied. Furthermore, the delimitations rubric provided a systematic method to focus communities of learners around a common goal.Findings: Findings suggested doctoral students used delimitations haphazardly and lacked a systematic application to research. Three major themes emerged from the delimitations sections: rituals, equifinality, and pragmatism. Topics within delimitations sections centered around two axes: the internal topics of sampling procedures and factors/variables and external topics of research design and conceptual/theoretical framework. Recommendations for Practitioners: Poorly understood and developed delimitations negatively impacted findings in dissertations, completion rates, and future research skills of doctoral students. By applying delimitations to a design of research framework in a community of learners, doctoral students and dissertation chairs could improve the dissertation completion process and improve research results using a Delimitations Evaluation Rubric.Recommendation for Researchers: Developing a rules-based process with a formalized and standardized process could give researchers a way to evaluate and plan the dissertation process. Developing and applying rubrics to delimitations could serve as a conduit to effective mentoring, feedback, and empowerment.Impact on Society: Improving doctoral completion rates in a timely manner would be beneficial to students’ long-term and personal interests. A well-defined delimitations process could improve the dissertation, and strengthened dissertations could add to the research base.Future Research: Delimitations are listed in one section, but the scope and boundaries are often fragmented and disjointed throughout a dissertation. By examining complete dissertations for delimitations, there could be further insight. Expanding rubrics as a tool to build a community of learners could develop a holistic approach to doctoral education.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-03-28
      DOI: https://doi.org/10.28945/4939
      Issue No: Vol. 17 (2022)
       
  • Doctoral Writers’ Resiliency in the COVID-19 Pandemic

    • Authors: Alice Shu-Ju Lee, William J Donohue, Shelah Simpson, Kathleen Vacek
      Pages: 161 - 180
      Abstract: Aim/Purpose: The COVID-19 pandemic and subsequent lockdown required doctoral writers to demonstrate resiliency to continue their culminating projects. This study examines the socioecological factors that fostered that resiliency.Background: Resiliency is a key factor in determining whether doctoral writers continue with their culminating projects. Thus far, studies on doctoral student experiences during the pandemic have yet to investigate doctoral students’ adaptive strategies to continue with their projects.Methodology: The qualitative study uses in-depth interviews to document the narrative journeys of four research participants pre-pandemic and in-pandemic. Those narratives are analyzed using an infectious disease resilience framework as a metaphor to highlight the resilience within each participant’s writing ecology.Contribution: The study seeks to reframe the approach to doctoral writing beyond the individual student toward a broader ecological system to better serve those students and the knowledge produced, regardless of a disruptive crisis.Findings: The disruptions that the four participants experienced are documented through their narratives. The participants described their coping strategies related to their workspace, technology, loss of connection, and their breaking point.Recommendations for Practitioners: The resilience shown by the four participants demonstrates areas where institutions can provide assistance to alleviate the pressures placed on doctoral writers. Reframing the dissertation writing process as a socioecological system rather than a cognitive one allows for solutions to problems that are not limited to individual writers.Recommendation for Researchers: Extending the socioecological systems metaphor, further research should investigate other stakeholders in a writer’s ecology to obtain different perspectives on a particular system.Impact on Society: The pandemic has presented an opportunity for educational institutions to reassess how they can cultivate students’ resilience to positively impact their socioecological balance.Future Research: It would be worthwhile to document the post-pandemic experiences of doctoral writers to find out how they seek balance in their ecology as they continue to deal with the post-pandemic fallout.
      Citation: IJDS, Volume 17 (2022)
      PubDate: 2022-05-01
      DOI: https://doi.org/10.28945/4956
      Issue No: Vol. 17 (2022)
       
  • Printable Table of Contents. IJDS, Volume 16, 2021

    • Authors: Michael Jones
      Abstract: Table of Contents for Volume 16, 2021, of the International Journal of Doctoral Studies
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-01-20
      DOI: https://doi.org/10.28945/4690
      Issue No: Vol. 16 (2021)
       
  • Alignment of Doctoral Student and Supervisor Expectations in Malaysia

    • Authors: Irina Baydarova, Heidi E Collins, Ismail Ait Saadi
      Pages: 001 - 029
      Abstract: Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ.Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth.Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented.Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship.Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations.Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship.Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships.Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-01-20
      DOI: https://doi.org/10.28945/4682
      Issue No: Vol. 16 (2021)
       
  • Learning by Doing: Student Experiences in a Mixed Methods Research Course

    • Authors: Katherine Myers-Coffman, Karolina Bryl, Joke Bradt, Janelle S Junkin, Maliha Ibrahim
      Pages: 031 - 046
      Abstract: Aim/Purpose: The purpose of this paper is to detail the experiential learning processes of an 11-week doctoral-level intermediate mixed methods research (MMR) course in which student-researchers conceptualized and implemented an MMR study to apply theoretical and methodological learning in a practical manner. Our aim is to emphasize the value of an applied MMR course for improved student learning and curriculum planning for faculty by highlighting meaningful insights on study design, data integration, team collaboration, and the challenges and opportunities involved in project execution within a time-limited academic course. Background: MMR courses are increasingly being integrated into graduate programs, yet few offer intermediate or advanced courses that go beyond introductory topics and engage students in applied learning. Furthermore, most articles on MMR courses are written from the instructor perspective and not from the student perspective.Methodology: This article is organized by each week of the course curriculum, and the output of the research project, couched within reflections of the applied process, is presented. While this paper is grounded in an experiential reflection of learning, the research project itself is referred to frequently to help elucidate and capture this learning in a systematic way. The applied study employed an explanatory sequential mixed methods design to examine career satisfaction and career preference changes over time in doctoral candidates and graduates.Contribution: This paper contributes to higher education by providing a student-led exemplar of applied learning in MMR pedagogy for doctoral students irrespective of discipline and research topic. It provides a sample research project, executed start to finish with a guiding blueprint that can be adapted by faculty and students in various academic departments, within a quarter or semester long course.Findings: Ultimately, this course led to increased confidence and preparation to conduct interdisciplinary mixed methods research. Unique to mixed methods research, the areas in which we witnessed the most growth included developing mixed methods research questions, choosing a design based on these questions, and engaging in data integration.Recommendations for Practitioners: We provide the following recommendations to instructors interested in developing intermediate- or advanced-level MMR courses: a) obtain input from students on what they are most interested in learning during course conceptualization or early on in implementation; b) consider that a great deal of time outside of the classroom may need to be dedicated to the class project, which may impact the feasibility and successful execution of an experiential course; and c) sufficient class time is dedicated to data integration from quantitative and qualitative inputs.Recommendation for Researchers: Researchers interested in further examining learning and proficiency garnered from MMR and other research courses may benefit from including students as co-researchers. In addition, engaging in systematic qualitative research on student and professor experiences in learning and teaching MMR courses could highlight further areas for course refinement and topics for future research.Impact on Society: Given the increasing prevalence of MMR being included in research funding announcements as a preferred methodology, it is imperative to rigorously train researchers in mixed methods research at varying levels of advancement (i.e., introductory, intermediate, and advanced).Future Research: Our small explanatory sequential mixed methods study began as a class project, yet highlighted areas that could be studied further for doctoral candidates and graduates in clinically oriented fields, such as learning what types or qualities of training and mentorship may yield more career preparedness and satisfaction.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-01-20
      DOI: https://doi.org/10.28945/4683
      Issue No: Vol. 16 (2021)
       
  • Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open
           and Distance Learning Institution

    • Authors: Velisiwe Gasa, Mishack Gumbo
      Pages: 047 - 069
      Abstract: Aim/Purpose: This article reports on quantitative analysis of students’ perceptions on dimensions of augmented face-to-face support. It is built upon the findings from a larger research project that was undertaken to evaluate postgraduate support offered to Ethiopian doctoral students. Background: Student support is critical for the delivery of any quality Open and Distance Learning (ODL) system. This is because there are numerous challenges that students enrolled especially in global South ODL institutions are faced with, which can impact negatively on their progress and throughput. Methodology: In this article, the data from a quantitative questionnaire that was collected from a larger research project was used. The questionnaire asked students to respond to questions about their perceptions of the inclusion of face-to-face workshops. The responses were analyzed using the Statistical Analysis System (SAS), version 8.4 statistical package.Contribution: This research exposes the benefits of supplementing distance postgraduate supervision with face-to-face tutorials. Findings: The results show that the student-respondents, in general, experienced all five dimensions (‘supervision’, ‘student needs’, ‘facilitators’, ‘environment’, and ‘institutional support/access’) of face-to-face student support very positive.Recommendations for Practitioners: As this inclusion of face-to-face workshops was found beneficial to the students who are geographically distant and at risk of digitally exclusion, the paper concludes by recommending that such approach should not be discarded but strengthened to supplement distance postgraduate supervision.Recommendation for Researchers: Replication of this study but focusing on the qualitative aspects of the five dimensions identified.Impact on Society: Although this study is limited in scope to the Ethiopia project, implications for geographically distant education and support are relevant to Unisa and other ODL institutions in the global South. This may ultimately help inform distance learning efforts globally through augmented face-to-face supports.Future Research: The study results revealed potential concerns regarding student age and registration timelines. Therefore, more specific research that explores age and registration is required.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-01-24
      DOI: https://doi.org/10.28945/4676
      Issue No: Vol. 16 (2021)
       
  • Adapting to the Transitional Stage of the Doctoral Environment: An
           Autoethnography of Socialization

    • Authors: Angela Matthews
      Pages: 071 - 087
      Abstract: Aim/Purpose: Adapting to the doctoral environment can be a difficult transition. This article emphasizes the importance of academic socialization as a means of integrating into the doctoral culture and persisting during the initial transition to doctoral study. Background: To address the problem of doctoral attrition, I share a personal narrative of problems and persistence during the first year of doctoral coursework. By sharing my initial resistance to social learning and eventual appreciation of merging the social into the academic, this narrative demonstrates the positive impact of socialization on my first year, thus promoting socialization as a means of acclimating to the doctoral environment. Methodology: This project utilizes the qualitative research method of autoethnography to examine my personal experiences adapting to the doctoral environment and connects those experiences to the larger higher education community.Contribution: Since people often connect more with stories than with numbers, my narrative offers struggling doctoral students an opportunity to see possible aspects of themselves in the lived experiences of someone who persisted, to see that they are not alone with their struggles and understand that supplementing their independent studies with social experiences could be a good way for them to persist in their own doctoral studies. Findings: Although I preferred independent work and significantly underestimated the value of social experiences when entering my first year of doctoral study, peer-to-peer interaction quickly became an essential element in my adaptation to the doctoral environment.Recommendations for Practitioners: Results of this study suggest that even when new doctoral students typically prefer solitary work, they should still seek out social learning experiences as a means of acclimating to the doctoral environment. University faculty and staff should incorporate social learning activities into the first year of their programs to promote socialization of their first-year doctoral students and increase their chances of persistence. Recommendation for Researchers: Researchers should use a variety of methods to examine the experiences of doctoral students and look at the data in new ways to better understand doctoral student needs and uncover new ideas to assist them. Impact on Society: By sharing storied experiences of struggles and success, I hope to inspire doctoral students to work with their peers and support one another as they try to persist. Future Research: More personal experiences of doctoral students are needed to give us a better understanding of the obstacles they encounter, so we can uncover additional strategies to combat those issues and improve persistence.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-01-24
      DOI: https://doi.org/10.28945/4685
      Issue No: Vol. 16 (2021)
       
  • Doctoral Students’ Identity Development as Scholars in the Education
           Sciences: Literature Review and Implications

    • Authors: Yoon Ha Choi, Jana Bouwma-Gearhart, Grant Ermis
      Pages: 089 - 125
      Abstract: Aim/Purpose: The purpose of this paper is to offer a systematic review of empirical literature examining doctoral students’ identity development as scholars in the education sciences. We frame our analysis through a constructivist sociocultural perspective to organize our findings and discuss implications for multiple actors and components that constitute the system of doctoral education, with doctoral students as the central actors of the system.Background: Despite increasing interest in the professional identity development of postsecondary students via their experiences in educational programs, relatively little is known about how doctoral students develop their identity as professionals who engage in scholarship. We focus specifically on the experiences of education sciences doctoral students, given their unique experiences (e.g., typically older in age, more professional experiences prior to starting doctoral program) and the potential of education sciences doctoral programs contributing to the diversification of academia and future generations of students and scholars. Methodology: Our systematic literature search process entailed reviewing the titles, abstracts, and methods sections of the first 1,000 records yielded via a Google Scholar search. This process, combined with backwards and forwards citation snowballing, yielded a total of 62 articles, which were read in their entirety. These 62 articles were further reduced to 36 final articles, which were coded according to an inductively created codebook. Based on themes derived from our coding process, we organized our findings according to a framework that illuminates individual identity development in relation to a larger activity system.Contribution: This systematic review presents the current body of scholarship regarding the identity development of education sciences doctoral students via a constructivist sociocultural framework. We contribute to the study of doctoral education and education research more broadly by focusing on an area that has received relatively little attention. A focus on the identity development of doctoral students pursuing the education sciences is warranted given the field’s promise for preparing a diverse group of future educators and education scholars. Furthermore, this analysis broadens the conversation regarding scholarship on this topic as we present doctoral student identity development as occurring at the intersection of student, faculty, program, disciplinary, institutional, and larger sociocultural contexts, rather than as individualized and local endeavors. Findings: Looking across our reviewed articles, identity as scholar emerged as recognition by self and others of possessing and exhibiting adequate levels of competence, confidence, autonomy, and agency with respect to scholarly activities, products, and communities. Students often experience tensions on their journey towards becoming and being scholars, in contending with multiple identities (e.g., student, professional) and due to the perceived mismatch between students’ idealized notion of scholar and what is attainable for them. Tensions may serve as catalysts for development of identity as scholar for students, especially when student agency is supported via formal and less ubiquitous subsidiary experiences of students’ doctoral programs.Recommendations for Practitioners: We recommend that actors within the broader system of doctoral student identity development (e.g., doctoral students, faculty, organizational/institutional leaders) explicitly acknowledge students’ identity development and intentionally incorporate opportunities for reflection and growth as part of the doctoral curriculum, rather than assume that identity development occurs “naturally.” In this paper, we provide specific recommendations for different stakeholders.Recommendation for Researchers: Our literature review focused on studies that examined the identity development of doctoral students in the education sciences. We recommend further discipline-specific research and synthesis of such research to uncover similarities and differences across various disciplines and contexts.Impact on Society: Doctoral students have the potential to become and lead future generations of educators and scholars. Taking a sociocultural and system-level approach regarding the successful identity development of doctoral students is necessary to better support and cultivate a diverse group of future scholars who are well-equipped to lead innovations and solve problems both within and outside academia.Future Research: Possible areas of future research include focusing on the experiences of students who leave their programs prior to completion (and thus not developing their identity as scholars), investigating specific knowledge, skills, and attitudes associated with activities that studies have claimed contribute to identity development, and examining phenomena or traits that are seen as more biologically determined and less modifiable (e.g., attention-deficit/hyperactivity disorder, dyslexia, and mental health differences) in relation to doctoral students’ identity development. Finally, we recommend that future research should look into the underlying norms and nuances of ontological, epistemological, and methodological roots of programs and disciplines as part of the “story” of developing identity as scholar. Norms, and related philosophical underpinnings of typical doctoral education (and the tasks these translate into) were not explored in the reviewed literature.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-01-28
      DOI: https://doi.org/10.28945/4687
      Issue No: Vol. 16 (2021)
       
  • Quality of Academic Life at the Postgraduate Stage: A Saudi Female
           Perspective

    • Authors: Amani Khalaf H Alghamdi, Sue L. T. McGregor
      Pages: 127 - 147
      Abstract: Aim/Purpose: Vision 2030 (Saudi Arabia’s national development plan) expects women (50% of all university students) to contribute to a viable economy and ambitious nation, meaning data about their quality of academic life (QAL) during their university experience are timely and significant. They are key players in the nation’s future.Background: This inaugural, exploratory study addresses this under-researched topic by exploring the spiritual, cognitive, physical, social, and psychological dimensions of Saudi female graduate students’ QAL.Methodology: Data comprised the lead author’s reflections and reflexion and interviews with 17 Saudi female graduate students conveniently sampled from Imam Abdul Rahman bin Faisal University (IAU) (Eastern Province) in January 2020. A new Academic Quality of Life Schema was especially designed for this study and future research.Contribution: A Middle Eastern country’s perspective is shared about female graduate students’ QAL from a holistic perspective (spiritual, mind, and body) and through the lens of a new QAL Schema (cognitive, social, and psychological).Findings: Spirituality was the highest rated holistic QAL dimension (76.6%) followed with body (67.4%) and mind (intellect) (58.8%). Despite a generally positive QAL evaluation (67.6%), participants (a) lamented their inability to sustain previous levels of religious devotion and practice, (b) reported health issues with deep emotions and surprise, and (c) experienced dissatisfaction with the educational aspect of their QAL. Regarding the QAL Schema, (a) their lack of research savviness hampered their ability to learn and enjoy the graduate experience; (b) psychological anxiety hampered their ability to connect with the Creator and poor time management and heavy academic workload compromised exercise and leisure with all three causing an imbalanced lifestyle; and (c) social peer camaraderie and positive classroom environments were appreciated. Recommendations for Practitioners: Women’s colleges should (a) collect subjective data about female graduate students’ satisfaction with university services, specialization and teaching decisions, and faculty members’ and peer colleagues’ support; (b) provide and promote services related to places and means of recreation, leisure, and alone time; and (c) ensure that guidance and counseling offices develop strategies to reduce stress and anxiety factors hindering QAL.Recommendation for Researchers: Future studies should use larger sample frames and, for comparative purposes, previously validated empirical QAL instruments. Saudi-based QAL studies should include religion. Mixed methods research designs are recommended as is a gendered comparative study for the gender-segregated Saudi higher education context.Impact on Society: Deeper understandings of Saudi female graduate students’ QAL will facilitate (a) tailored institutional and faculty support leading to higher enrolment levels, (b) stronger knowledge bases and more sophisticated research skills for students and (c) improved labor force participation.Future Research: Over 1/3 of participants felt their academic gains were not as strong as anticipated, yet few commented about teaching staff or teaching methods. Future research should expand inquiries into the educational aspect of QAL as well as the underrepresented social aspect of QAL.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-02-02
      DOI: https://doi.org/10.28945/4691
      Issue No: Vol. 16 (2021)
       
  • Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing
           Networks

    • Authors: Jennifer Cutri, Sue Wilson
      Pages: 149 - 170
      Abstract: Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them.Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-02-13
      DOI: https://doi.org/10.28945/4700
      Issue No: Vol. 16 (2021)
       
  • Racial Realities: Exploring the Experiences of Black Male Doctoral
           Candidates in “All But Dissertation” Status

    • Authors: Dr. Sharron Scott, Jennifer M Johnson
      Pages: 171 - 187
      Abstract: Aim/Purpose: This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged “All But Dissertation” (ABD) status. Background: Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive examinations, and a dissertation proposal hearing, find themselves mired in “All But Dissertation” (ABD) status. The purpose of this research was to explore the intersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology: Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase.Contribution: This study contributes to research in three critical ways: (1) it expands our understanding of the experiences of doctoral students specifically between completing coursework and defending a dissertation; (2) it illustrates the types of racialized encounters experienced during graduate study that contribute to prolonged ABD status and program attrition; and (3) it offers strategies for campus administrators and faculty to consider to extend structures of support to promote degree attainment among Black male doctoral students. Findings: This study’s findings indicate that racialized dynamics during doctoral education create environments that negatively impact doctoral student self-esteem and diminish motivation to complete doctoral studies. Through the narratives of Rico, Jeremy, and Kevin, three core themes emerged that illustrate the salience of race in the doctoral program experiences of Black males: (1) Underrepresented & Undervalued, (2) Challenging Transitions, and (3) Gendered Racism. First, each participant attended doctoral programs at predominantly White institutions, and all shared the commonality of being the only or one of a few Black male doctoral students in their program. Being underrepresented in the program led to challenges finding faculty members who valued their burgeoning research interests and were willing to support them through the dissertation process. Additionally, participants described challenging transitions at each stage of their doctoral program, which ultimately contributed to extending their time as students. Not only did they describe having different levels of preparedness to begin doctoral study, limited feedback from faculty through coursework and on dissertation proposal drafts prolonging their time as doctoral candidates. Finally, participants described their experiences navigating gendered racism, or racism that was attributed to their identity as Black men. Exasperated by their underrepresentation in the academy, participants talked about being surveilled on campus, having their intellect questioned, and the struggles associated with getting approval for their research. Recommendations for Practitioners: The experiences highlighted by participants offer insights into the institutional policies and procedures that can be implemented to support Black men. Specifically, findings speak to the importance of diversity. Campuses should work to ensure there is structural diversity within programs, and that faculty can guide students through a diverse array of research interests and topics as well. Faculty should offer clear and consistent feedback on student writing at all stages of graduate education to better prepare students for the transition to writing a dissertation independently. Finally, as racism is endemic to education, administration should promote spaces where students of color can talk about their racially charged experiences navigating the academy. Recommendation for Researchers: This work would benefit from additional research exploring the experiences of doctoral candidates across diverse institutional contexts. This includes intentional exploration of experiences of students enrolled in online doctoral programs, executive doctoral programs, and other types of programs that have emerged.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-02-22
      DOI: https://doi.org/10.28945/4701
      Issue No: Vol. 16 (2021)
       
  • All You Need is Self-Determination: Investigation of PhD Students’
           Motivation Profiles and Their Impact on the Doctoral Completion Process

    • Authors: Mikaël De Clercq, Mariane Frenay, Assaad Azzi, Olivier Klein, Benoit Galand
      Pages: 189 - 209
      Abstract: Aim/Purpose: The present study aimed at (1) identifying the naturally occurring patterns of motivation among doctoral students and (2) assessing their impact on the doctoral completion process.Background: Grounded in the self-determination theory, the paper investigated needs satisfaction and the doctoral completion process.Methodology: Two complementary methods were used. First, k-mean clustering was used to classify 461 doctoral students according to their feelings of competence, autonomy and relatedness. Second, the completion process of these five profiles was investigated through multi-group path analyses.Contribution: This paper provided a motivational perspective on doctoral completion process that highlighted significant individual differences. Findings: Five profiles were identified corresponding to different combinations of satisfaction of their innate psychological needs. The results also revealed significant differences in the completion process from one motivation profile to another.Recommendations for Practitioners: The doctoral supervision needs to consider the specificities of the patterns of motivation among doctoral students.Recommendation for Researchers: A more important investigation of motivational patterns is required to fully understand the doctoral completion process.Impact on Society: A better consideration of motivational profiles would increase doctoral students’ well-being and their persistence.Future Research: The effect of motivation and context on student satisfaction and professional efficiency could be further explored.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-02-23
      DOI: https://doi.org/10.28945/4702
      Issue No: Vol. 16 (2021)
       
  • Individual and Structural Challenges in Doctoral Education: An Ethical
           Perspective

    • Authors: Liana Roos, Erika Löfström, Marvi Remmik
      Pages: 211 - 236
      Abstract: Aim/Purpose: The study set out to understand the challenges doctoral students experience at different systemic levels of doctoral education through the perspective of ethical principles.Background: Doctoral students experience various challenges on their journey to the degree, and as high dropout rates indicate, these challenges become critical for many students. Several individual and structural level aspects, such as student characteristics, supervisory relationship, the academic community as well national policies and international trends, influence doctoral studies, and students’ experiences have been researched quite extensively. Although some of the challenges doctoral students experience may be ethical in nature, few studies have investigated these challenges specifically from an ethics perspective.Methodology: The study drew on qualitative descriptions of significant negative incidents from 90 doctoral students from an online survey. The data were first analyzed using a reflexive thematic analysis, and then the themes were located within different systemic levels of doctoral studies: individual (e.g., doctoral student, the individual relationship with supervisor) and structural (e.g., the institution, faculty, academic community). Finally, the ethical principles at stake were identified, applying the framework of five common ethical principles: respect for autonomy, benefiting others (beneficence), doing no harm (non-maleficence), being just (justice), and being faithful (fidelity).Contribution: Understanding doctoral students’ experiences from an ethical perspective and locating these among the systemic levels of doctoral studies contributes to a better understanding of the doctoral experience’s complexities. Ethical considerations should be integrated when creating and implementing procedures, rules, and policies for doctoral education. Making the ethical aspects visible will also allow universities to develop supervisor and faculty training by concretely targeting doctoral studies aspects highlighted as ethically challenging.Findings: In doctoral students’ experiences, structural level ethical challenges out-weighed breaches of common ethical principles at the individual level of doctoral studies. In the critical experiences, the principle of beneficence was at risk in the form of a lack of support by the academic community, a lack of financial support, and bureaucracy. Here, the system and the community were unsuccessful in contributing positively to doctoral students’ welfare and fostering their growth. At the individual level, supervision abandonment experiences, inadequate supervision, and students’ struggle to keep study-related commitments breached fidelity, which was another frequently compromised principle. Although located at the individual level of studies, these themes are rooted in the structural level. Additionally, the progress review reporting and assessment process was a recurrent topic in experiences in which the principles of non-maleficence, autonomy, and justice were at stake.Recommendations for Practitioners: Going beyond the dyadic student-supervisor relationship and applying the ethics of responsibility, where university, faculty, supervisors, and students share a mutual responsibility, could alleviate ethically problematic experiences.Recommendation for Researchers: We recommend that further research focus on experiences around the ethics in the progress reporting and assessment process through in-depth interviews with doctoral students and assessment committee members.Impact on Society: Dropout rates are high and time to degree completion is long. An ethical perspective may shed light on why doctoral studies fail in efficiency. Ethical aspects should be considered when defining the quality of doctoral education.Future Research: A follow-up study with supervisors and members of the academic community could contribute to developing a conceptual framework combining systemic levels and ethics in doctoral education.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-03-26
      DOI: https://doi.org/10.28945/4738
      Issue No: Vol. 16 (2021)
       
  • Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious
           Review of the Literature

    • Authors: Genia M. Bettencourt, Megan L Bartlett, Rachel E. Friedensen
      Pages: 237 - 252
      Abstract: Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power.Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances.Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S.Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research.Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice.Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration.Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations.Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students.Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-03-26
      DOI: https://doi.org/10.28945/4735
      Issue No: Vol. 16 (2021)
       
  • Parents Pursuing a Doctorate of Education: A Mixed Methods Examination of
           How Parents Manage the Roles of Student and Parent

    • Authors: Amy J Catalano, Susan T Radin
      Pages: 253 - 272
      Abstract: Aim/Purpose: Doctoral students who are parents are increasingly more common, particularly in female-dominated disciplines, such as education. This study aims to examine the experiences of parents pursuing an education doctorateBackground: This study examines the experiences of doctoral students who are parents and their perceptions of support in order to determine how programs and faculty can better serve students. Methodology: This mixed methods study examines the experiences of 52 doctoral students who were parents or became parents during their doctoral program. Methods includes surveys and interviews.Contribution: Very little published literature focuses on the experiences of both mothers and fathers who are doctoral students. This study is unique in that education doctoral students are generally established professionals with families and career success.Findings: Among participants, 37% were women who became pregnant during the program. While most parents persisted in the program to graduate with a doctorate, several participants, including fathers, discussed their decisions to leave the doctoral program due to family responsibilities.Recommendations for Practitioners: In order to uphold standards for a high-quality doctoral education, while also supporting student-parents, recommendations are presented for both doctoral programs and students.Recommendation for Researchers: Further research is needed on LGBTQ families and single-parent families of lower incomes.Impact on Society: Differences between workloads and barriers to advancement still persist for mothers in comparison to fathers.Future Research: Future research should examine the experiences of fathers more fully.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-04-08
      DOI: https://doi.org/10.28945/4741
      Issue No: Vol. 16 (2021)
       
  • Toward Engaging Difference in a Globalized World

    • Authors: Sylvie Roy, Jody Dennis, Stefan Rothschuh, Jingzhou Liu, Jennifer MacDonald, Marlon Simmons
      Pages: 273 - 290
      Abstract: Aim/Purpose: This paper reflects on participation in an International Doctoral Research Seminar, held in Beijing, China, to consider what it means to locate difference and make meaning in a globalized world in relation to teaching and learning.Background: The impetus for our inquiry stems from our shared experience at the seminar, which brought together 12 graduate students and six faculty members from three universities. We came with diverse life stories, educational and professional experiences, and research interests. Alongside presentations and school visits, some students questioned how teaching and learning practices differ in China compared to their experiences in Canada.Methodology: We employ an interpretive approach which allows us to revisit our individual stories and to explore different views of meaning-making in a globalized context. Specifically, two authors, positioned by different backgrounds (Chinese and Canadian), share their life histories and experiences for wider dialogue with other delegation members. We consider their experiences at various levels of education (K-12, leading up to graduate school, and at the doctoral seminar) as a mode of generating dialogue around the different contexts in relation to teaching and learning.Contribution: Our article contributes to the area of globalizing teaching and learning. We invite students and educators to revisit their lived experiences and advocate for daily practices that might defy sameness caused by the forces of globalization to instead contribute to epistemological diversity and tolerance.Findings: Through the process of unpacking the lived experiences of the two authors, we encounter the complexities of already being products of a globalized world. We reveal how a singular normative mode of knowing is perpetuated in many educational institutions. Difference, however, was located in the nuances of our stories. Thus, cultivating a practice of paying attention to the dynamic forms of knowing as they emerge can be a process of unlearning sameness toward rich meaning-making. Recommendations for Practitioners: We challenge educational practitioners to reflect on the ways in which meaning is, and can be, generated to resist uniformity and honor the lived experiences of students. We offer an opening to engage in narrative opportunities to promote dialogue and facilitate collaboration.Recommendation for Researchers: We open possibilities to consider a different ethic for generating meaning that resists overpowering global powers and honor local knowledge.Impact on Society: Our article provides an interpretive lens of global meaning-making to discuss critical social, cultural, and ecological dilemmas facing humanity through individuals’ narratives and life histories. Future Research: Future research will inquire into practical and ethical considerations that might play out in local settings (lectures, seminars, assessments, research proposals) and global collaborations, such as future doctoral seminars, to confront western exclusivity.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-04-26
      DOI: https://doi.org/10.28945/4742
      Issue No: Vol. 16 (2021)
       
  • Doctoral Candidates’ Academic Writing Output and Strategies: Navigating
           the Challenges of Academic Writing During a Global Health Crisis

    • Authors: Basil Cahusac de Caux
      Pages: 291 - 317
      Abstract: Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies.Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world.Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys.Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises.Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research.Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates.Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates.Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees.Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-05-01
      DOI: https://doi.org/10.28945/4755
      Issue No: Vol. 16 (2021)
       
  • The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping
           Mechanisms

    • Authors: Getnet Tizazu Fetene, Wondwosen Tamrat
      Pages: 319 - 337
      Abstract: Aim/Purpose: This study was conducted to examine the rate of delay, explanatory causes, and coping strategies of PhD candidates at Addis Ababa University, Ethiopia’s premier university, over the last ten years.Background: Delayed graduation is a common theme in doctoral education around the world. It continues to draw the concern of governments, universities, and the candidates themselves, calling for different forms of intervention. Addressing these challenges is key to resolving the many obstacles into doctoral education. Methodology: Ten-year archival data consisting of 1,711 PhD students and in-depth interviews with ten PhD candidates were used as data-generation tools. The data collection focused on progression patterns, reasons for study delays, and the coping mechanisms used by doctoral students when they face challenges. While the candidates were interviewed to narrate their lived experience pertinent to the objectives of the study, the archival data regarding the PhD students were collected from the Registrar Office of the University under study.Contribution: Amid an ongoing global debate about best practices in doctoral education, the research on study delays contributes not only to filling the existing empirical gap in the area but also in identifying factors, for example, related to financial matters, family commitment, and student-supervisor rapport, that help address the challenges faced and improving the provision of doctoral education.Findings: The findings of this study revealed that the cumulative average completion time for a PhD study was 6.19 years— over two years more than the four years given as the optimum duration for completing a PhD program. The institutional pattern of delays over the last ten years indicates that doctoral students are requiring more and more years to complete their PhDs. The study further revealed that completing a PhD in time is a process that can be influenced by many interacting factors, which include student commitment and preparation, favourable academic and research environment, and positive student-supervisor rapport.Recommendations for Practitioners: It is important for practitioners and higher education institutions to find ways to improve the on-time completion of doctoral programmes in order to minimise the continued financial, emotional, and opportunity costs the higher education sector is currently incurring.Recommendation for Researchers: The fact that this study was limited to a single institution by itself warrants more studies about time-to-degree in PhD programs and causes for study delays as well as studies about successful interventions in doctoral education. Future research should particularly explore the nature of the advisor/advisee relationship and other critical factors that appear to have a significant role in addressing the challenges of study delay. Impact on Society: The expansion of PhD programmes is an encouraging development in Ethiopia. The findings of this study may help improve completion rates of doctoral students and reduce program duration, which would have significant implication to minimise the ensuing financial, emotional, and opportunity costs involved at individual, national, and institutional levels. Future Research: Given the growing number of universities in Ethiopia and their possible diversity, PhD students’ profiles, backgrounds, and expectations, more research is needed to examine how this diversity may impact doctoral students’ progression and persistence.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-05-01
      DOI: https://doi.org/10.28945/4744
      Issue No: Vol. 16 (2021)
       
  • Describing Populations and Samples in Doctoral Student Research

    • Authors: Alex Casteel, Nancy Bridier
      Pages: 339 - 362
      Abstract: Aim/Purpose: The purpose of this article is to present clear definitions of the population structures essential to research, to provide examples of how these structures are described within research, and to propose a basic structure that novice researchers may use to ensure a clearly and completely defined population of interest and sample from which they will collect data. Background: Novice researchers, especially doctoral students, experience challenges when describing and distinguishing between populations and samples. Clearly defining and describing research structural elements, to include populations and the sample, provides needed scaffolding to doctoral students.Methodology: The systematic review of 65 empirical research articles and research texts provided peer-reviewed support for presenting consistent population- and sample-related definitions and exemplars.Contribution: This article provides clear definitions of the population structures essential to research, with examples of how these structures, beginning with the unit of analysis, are described within research. With this defined, we examine the population subsets and what characterizes them. The proposed writing structure provides doctoral students a model for developing the relevant population and sample descriptions in their dissertations and other research.Findings: The article describes that although many definitions and uses are relatively consistent within the literature, there are epistemological differences between research designs that do not allow for a one-size-fits-all definition for all terms. We provide methods for defining populations and the sample, selecting a sample from the population, and the arguments for and against each of the methods.Recommendations for Practitioners: Social science research faculty seek structured ways in which to present key research elements to doctoral students and to provide a model by which they may write the dissertation. The article offers contemporary examples from the peer-reviewed literature to support these aims.Recommendation for Researchers: Novice researchers may wish to use the recommended framework within this article when developing the relevant section of the dissertation. Doing so provides an itemized checklist of writing descriptions, ensuring a more complete and comprehensive description of the study population and sample.Impact on Society: The scientific method provides a consistent methodological approach to researching and presenting research. By reemphasizing the definitions and applications of populations and samples in research, and by providing a writing structure that doctoral students may model in their own writing, the article supports doctoral students’ growth and development in using the scientific method.Future Research: Future researchers may wish to further advance novice researcher knowledge in developing models to guide dissertation writing. Future studies may focus on other essential areas of research, including studies about recruitment methods and attrition strategies, data collection procedures, and overall research alignment. Additionally, future researchers may wish to consider evaluating doctoral student foundational knowledge about populations and samples as part of the research process.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-05-08
      DOI: https://doi.org/10.28945/4766
      Issue No: Vol. 16 (2021)
       
  • Students Pay the Price: Doctoral Candidates are Targeted by Contract
           Cheating Websites

    • Authors: Andrew Kelly, Kylie J Stevenson
      Pages: 363 - 377
      Abstract: Aim/Purpose: This paper analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice.Background: Contract cheating is an increasing challenge for higher education institutions, governments and societies worldwide. However, relatively little is known about the prevalence of online thesis writing services and the ways in which these companies attract doctoral students as customers.Methodology: This study has a three-step textual analysis methodological approach: firstly, identifying contract cheating websites that target doctoral students; secondly, applying a top-down thematic approach to the literature to identify potential vulnerabilities; and, thirdly, using these themes in a textual analysis to interrogate the language used on these websites. Contribution: Much of the current research into contract cheating has focused on coursework students. This study builds on the small sub-field of scholarship that has investigated contract cheating in a research writing context, and in contradistinction to previous studies, analyses the persuasive language features used by online contract cheating websites in the context of commonly reported doctoral student challenges. This is a novel approach not yet explored in the literature.Findings: The analysis reveals that contract cheating websites include specific language to appeal to doctoral students’ vulnerabilities across four common themes: ‘balancing work and personal life’, ‘the complexity of doctoral academic writing’, ‘self-efficacy’ and ‘academic career progression’.Recommendations for Practitioners: The themes present in this study highlight the critical role thesis supervisors can play in supporting doctoral students’ thesis writing progression, as well as the value of peer learning groups in building self-efficacy. The limited research literature into contract cheating in a doctoral context also suggests a need for increased training and awareness-raising programs for supervisors, thesis examiners and new graduate students.Recommendation for Researchers: Future studies that further investigate the prevalence of these themes across a broader scope of websites and countries will provide greater insights into the extent to which these websites are a global threat to vulnerable doctoral students.Impact on Society: The paper provides a foundation for researchers and graduate schools to raise greater awareness of contract cheating amongst doctoral students and, in so doing, combats the reputational risks it can have on universities and the potential safety risks for the general public.Future Research: Semi-structured interviews and focus groups with doctoral students and supervisors that explore their awareness of contract cheating for thesis writing and their ability to identify research writing that has been completed by a third-party.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-05-11
      DOI: https://doi.org/10.28945/4757
      Issue No: Vol. 16 (2021)
       
  • Community of Practice Among Faculty Team-Teaching Education Doctorate
           (Ed.D.) Students: A Reflective Study

    • Authors: Christopher M Clark, Kate Olson, Ozge Hacifazlioglu, David L Carlson
      Pages: 379 - 393
      Abstract: Aim/Purpose: The purpose of the study was to contribute to knowledge about the ways in which incorporating a Community of Practice into doctoral seminar teaching and course management could be a practical and sustainable path to professional development for doctoral faculty aspiring to become stewards of the practice of teaching. Background: This report documents a reflective self-study conducted by four professors engaged in a community of practice while team-teaching a linked pair of EdD seminars on action research at Arizona State University.Methodology: This reflective study used field notes and written reflections as its sources of data to examine how participants’ identities as professors of education changed during and after participating in a team-taught professional doctoral pair of courses.Contribution: An important goal of the community of practice was to promote faculty professional development as stewards of the practice of teaching. Engaging in disciplined reflection on teaching is uncommon in American graduate education and rarely documented in the literature of post-compulsory education.Findings: Analysis of post-hoc reflective accounts and contemporaneous notes revealed a general pattern of gradual transformation by the teaching team members. The professors moved from anxious concern about appearing competent to growing confidence and appreciation for the potential of a community of practice to provide significant professional benefits to students and faculty. Salutary features of reflective team teaching in a community of practice persist in participants’ subsequent teaching practice.Recommendations for Practitioners: Reported benefits include eagerness for team teaching, increased openness to pedagogical suggestions from peers, comfort with being observed by colleagues while teaching, and willingness to revise plans when initial plans and practices are not working effectively for students.Recommendation for Researchers: Data analysis and testimony support the claim that engaging in a CoP, in this case, did support their identity transformation as stewards of their own practice as instructors and professors of education. However, the study design does not support a claim that most or all future Communities of Practice in doctoral education will produce similar salutary results. Testing this proposition will require additional research in settings and programs different from the one represented here.Impact on Society: Implementing communities of practice in doctoral programs can make room for professional development for both the faculty team and for the students.Future Research: Further studies could be conducted to document the ways in which other communities of practice can be used to develop faculty instructors in masters and doctoral programs and in undergraduate education.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-05-15
      DOI: https://doi.org/10.28945/4775
      Issue No: Vol. 16 (2021)
       
  • Narrative Inquiry into Chinese International Doctoral Students’ Journey:
           A Strength-Based Perspective

    • Authors: Shihua C Brazill
      Pages: 395 - 428
      Abstract: Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop.Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students.Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital.Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature' Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development'Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions.Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development'
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-05-29
      DOI: https://doi.org/10.28945/4785
      Issue No: Vol. 16 (2021)
       
  • The Mental Health and Well-Being of Master’s and Doctoral Psychology
           Students at an Urban Canadian University

    • Authors: Katey E Park, Annabel Sibalis, Brittany Jamieson
      Pages: 429 - 447
      Abstract: Aim/Purpose: Although the high rates of stress and psychological distress in graduate students has been well-documented, Canadian samples are underrepresented in the extant literature. The present study explores prevalence rates of burnout and psychological distress in a sample of psychology master’s and doctoral students at a university in a large urban Canadian city, as well as factors relating to their well-being, social support and stress.Background: There are economic and productivity setbacks stemming from high stress and mental health challenges. Burnout and psychological distress of graduate students are associated with hindered academic progress, mental and physical health challenges, and reduced productivity. Further, emotionally exhausted doctoral students are at heightened risk for non-completion of their degrees.Methodology: Sixty-two psychology graduate students completed an online survey that assessed burnout, psychological distress (anxiety, depression, and stress symptoms), perceived social support, collegiate sense of community, financial strain, and rank-ordered nine domains of graduate school stressors.Contribution: The present paper contributes to the body of knowledge that graduate students residing in an urban Canadian city experience high rates of burnout and psychological distress. High levels of social support outside the academe were not protective factors in mitigating burnout.Findings: Participants reported high levels of perceived social support and sense of community. However, over half (60%) of respondents met criteria for burnout, and one in three students met criteria for problematic levels of stress, anxiety, and/or depression. In a rank ordering question, “thesis, dissertation or other research”, “classwork” and “finances” ranked in the top three most stressful aspects of graduate school for respondents.Recommendations for Practitioners: Graduate students experience unique stressors related to their mental health and well-being that differ from undergraduate students and young working professionals. Mental health practitioners may be better equipped to support graduate students with knowledge of these specific factors impacting mental health and well-being.Recommendation for Researchers: Based on these findings, four areas of recommendations for psychology graduate institutions and training programs are discussed. These recommendations highlight the need for change across systemic levels and call for integrative efforts to improve wellbeing for psychology graduate students.Impact on Society: Enhancement of doctoral student well-being could contribute to long-term benefits in academia and in higher education.Future Research: The study took place before the emergence of COVID-19, which has undoubtably impacted graduate students globally. Research on student experiences during this unprecedented time is needed, as are additional supports (e.g., virtual programming to reduce social isolation; contingency plans for data collection).
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-06-11
      DOI: https://doi.org/10.28945/4790
      Issue No: Vol. 16 (2021)
       
  • The Socialization for Teaching: Factors Related to Teaching Career
           Aspirations for Doctoral Students of Color

    • Authors: Jeffrey K Grim, Christina S Morton, Robert M DeMonbrun, Heeyun Kim
      Pages: 449 - 467
      Abstract: Aim/Purpose: The purpose of our study was to gain a better understanding of the socialization factors that contribute to the aspirations of doctoral students of Color to pursue teaching careers. Background: Internationally, there has been a renewed call to diversify the professoriate. While the literature often examines early pathway issues and hiring bias, one efficient solution is to continue encouraging the socialization of those doctoral students of Color already interested in pursuing a teaching career. Methodology: We used a sample of 2,717 doctoral candidates of Color from over 221 doctoral-granting institutions in the USA who completed a survey about their graduate experiences. The sample of participants indicated they aspired to a teaching career at the beginning of their doctoral study, yet not all were interested in the same career choice by the end. To analyze our data we used Logistic Regression Modeling (LOGIT) to test which socialization factors (i.e., anticipatory, formal, informal, and personal) contribute to teaching career aspirations. Contribution: We found that factors associated with anticipatory and personal socialization contributed greatest to the continued aspiration of being a teaching faculty member, along with teaching experience. These results are somewhat different than previous literature and practice that places a greater emphasis on formal and informal socialization experiences as contributing to a future teaching faculty career. Findings: Anticipatory (publishing before the start of a PhD program), formal (teaching experience), and personal socialization (sense of belonging) were most related to aspirations to pursue a teaching faculty career, while more factors more traditional in the literature (e.g., relationship with advisor, career and research support, etc.) were not significantly correlated with the desire to pursue a teaching faculty career. Recommendations for Practitioners: We recommend that faculty advisors, graduate education administrators, and academic leaders pay close attention to the personal and social development of doctoral students of Color in order to sustain their interest in teaching in higher education. In addition, it is important for academic leaders to recognize doctoral socialization begins before a student enters a PhD program, so more attention should be given to the opportunities for undergraduate students of Color to learn about the academy through research and publication.Recommendation for Researchers: Doctoral socialization as a topic of study has continued to be of interest to scholars, but there are more quantitative and mixed-method scholarship that could be used to influence academic leaders and policymakers. In addition, scholars should continue to complicate and refine graduate socialization theory in order to understand and represent racially diverse populations. Impact on Society: Multiple interventions will be needed in order to increase the amount of faculty of Color in the professoriate but improving pre-PhD experiences and sense of belonging for doctoral students of Color could be a targeted policy intervention for academic leaders. As researchers and practitioners in the field are looking for ways to better support doctoral students of Color, a nuanced understanding of developmental needs is essential not only for graduation but for intended career aspiration. Future Research: With these findings, we offer opportunities for future research to further our understanding of socialization for doctoral students of Color. Future studies should include more robust measures of socialization factors along with longitudinal research designs in order to understand the temporal developmental needs for students of Color along multiple pathways to the professoriate.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-06-12
      DOI: https://doi.org/10.28945/4805
      Issue No: Vol. 16 (2021)
       
  • A Four Stage Framework for the Development of a Research Problem Statement
           in Doctoral Dissertations

    • Authors: Azad Ali, Shardul Pandya
      Pages: 469 - 485
      Abstract: Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation.Background: Writing a doctoral dissertation is a long journey, and it typically starts with writing the research problem statement. Students face challenges in articulating the research problem statement. Clearly articulating the research problems statement influences the success of the entire dissertation. Methodology: This paper uses a widely used framework to describe student adjustment to graduate studies in general and to doctoral programs in particular.Contribution: This study provides a framework for mentors and advisors to assist them in guiding students in writing their research problem statement.Findings: Writing a research problem statement is difficult by itself. Following the methodological approach suggested in this study will help students with the task of writing their own.Recommendations for Practitioners: A methodological approach to writing a research problem statement is helpful in mitigating the difficulties of writing the dissertation. This study tackles the difficulties with writing the research problem statement.Recommendation for Researchers: More research needs to be done to expand the use of a methodological approach to writing in other sections of the dissertation. Impact on Society: The findings of this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statementFuture Research: Future research should follow a similar methodological approach in guiding students in writing the other sections of the dissertation
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-07-26
      DOI: https://doi.org/10.28945/4839
      Issue No: Vol. 16 (2021)
       
  • Examining Educational Leadership Doctoral Students’ Self-Efficacy as
           Related to Their Role as a Scholarly Practitioner Researcher

    • Authors: Juliann S McBrayer, Katherine Fallon, Steven Tolman, Daniel W Calhoun, Emily Ballesteros, Taylor Mathewson
      Pages: 487 - 512
      Abstract: Aim/Purpose: This study examined an educational leadership doctoral preparation program to better understand how students’ self-efficacy evolves from the lens of a scholarly practitioner researcher as they progress through specified checkpoints to degree completion. The aim was to identify what factors contributed to building scholarly practitioner researcher skills and what factors hindered the development of doctoral students as they progressed through their educational leadership preparation program.Background: Doctoral programs have the highest attrition of graduate programs, with almost half of the successful students taking six to seven years to complete. Thus, educational leadership doctoral preparation programs must find ways to enhance students’ perceived capability in an effort to facilitate their progress through the program in a timely manner. The researchers believe having high research self-efficacy coupled with evidence-based practices to strengthen scholarly practitioner research skills may be a contributor to effective program progression if viewed from the lens of a scholarly practitioner researcher.Methodology: A mixed-methods study utilizing an ex-post-facto research design based on descriptive statistics coupled with an analysis of qualitative data examined students’ perceived self-efficacy of educational leadership doctoral students in relation to their rate of progression.Contribution: This study provides other doctoral programs a lens into the importance of maintaining students’ high self-efficacy, specifically in the area of scholarly practitioner research to ensure efficient progression through the program to completion in a timely manner.Findings: Educational leadership doctoral students in the specified cohorts reported high self-efficacy at the pre-, mid-, and post-assessment checkpoints in the program during their coursework tier, and findings revealed this high self-efficacy was sustained throughout this progression to the dissertation tier. Four overarching narrative themes influencing students self-efficacy in scholarly practitioner research were identified as Social Support, Academic Challenges, Discipline, Effort, and Motivation, and Personal Challenges.Recommendations for Practitioners: Educational leadership and related doctoral programs should consider using a scholarly practitioner researcher approach. This focus may lead to faster rates of degree completion and better prepared students to solve problems of practice in their practitioner settings.Recommendation for Researchers: While the results are promising in support of evidence-based practices to prepare scholarly practitioner researchers, in turn sustaining or supporting high levels of self-efficacy may prove impactful, thus warranting further research.Impact on Society: Ensuring high levels of self-efficacy may help students to complete their doctoral degree in a timelier manner due to the perception they are capable of program completion and may also, better prepare students to serve as scholarly practitioner researchers in their educational settings.Future Research: Future research should continue longitudinally to examine self-efficacy from the lens of a scholarly practitioner researcher to better understand how this shapes doctoral students’ efforts and capabilities in their doctoral work from admit to program completion. Additionally, future research can quantitively assess a model identifying the relationship between self-efficacy and the four identified themes for the development of doctoral students’ research skills as scholarly practitioners.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-07-26
      DOI: https://doi.org/10.28945/4811
      Issue No: Vol. 16 (2021)
       
  • A Sentiment Analysis of the PhD Experience Evidenced on Twitter

    • Authors: Devyani Pande, Panchali Guha
      Pages: 513 - 531
      Abstract: Aim/Purpose: This article explores the content of PhD student tweets. It has three main aims: (a) to examine what is discussed regarding the PhD process, (b) to evaluate whether tweets express primarily positive or negative sentiments, and (c) to uncover the key themes discussed in both positive and negative tweets. Background: Recent surveys of PhD students have raised concerns about their wellbeing by pointing to high prevalence rates of adverse mental health conditions. However, our understanding of which factors pose the highest risks is still evolving. Self-selection into surveys also raises the possibility of discounting positive aspects of the PhD experience. We use a different data source (Twitter) to explore both these issues. Methodology: Using 16,928 tweets with the Twitter hashtags #phdlife and #phdchat, we first conduct dictionary-based sentiment analysis in R to determine whether tweets are dominated by positive or negative sentiment. We then hand-code the dominant sentiment of a randomly selected subset of 1,994 tweets and qualitatively analyse positive and negative tweets separately to uncover the key themes in each category. Contribution: This article contributes to the emerging literature on the wellbeing and mental health of PhD students by using a novel data source (tweets). It highlights both positive and negative aspects of the PhD student experience. Findings: We find that most tweets express positive rather than negative sentiment, indicating that PhD students do enjoy many aspects of their experience. Negative tweets are dominated by mental health concerns. They also highlight problems with academic culture (especially the normalization of overwork) and the effects of the pandemic on students. Recommendations for Practitioners: Our results indicate that there is a need to change the academic culture of normalizing overwork, ensure adequate institutional provision of mental health support and ability to spot signs of emotional distress, devise strategies to combat the imposter phenomenon, and respond to the particular challenges that the pandemic has created for PhD students. Recommendation for Researchers: The authors recommend that future research explore the specific challenges and opportunities faced by PhD students in different disciplines and geographical locations. As the data used here were collected during the pandemic, it would be useful to track post-pandemic sentiments to observe changes. Impact on Society: Improving the graduate experience of PhD students and providing them adequate mental health support will help to ensure their continued productivity and wellbeing. Future Research: Future research in this area should focus on the efficacy of different interventions to address key problems, such as the imposter phenomenon, stress, anxiety, depression, and isolation.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-07-26
      DOI: https://doi.org/10.28945/4813
      Issue No: Vol. 16 (2021)
       
  • Impacts of the COVID-19 Pandemic on Doctoral Students’
           Thesis/Dissertation Progress

    • Authors: William J Donohue, Alice Shu-Ju Lee, Shelah Simpson, Kathleen Vacek
      Pages: 533 - 552
      Abstract: Aim/Purpose: The purpose of this study was to document the impacts of the COVID-19 pandemic for doctoral students who were proposing, conducting, or writing up their doctoral thesis, dissertation, or other culminating project.Background: For doctoral students, the process of designing, implementing, and writing a culminating project is a key part of the learning experience. These projects typically require students to direct their own learning and to manage setbacks, obstacles, and challenges as they arise. During the COVID-19 pandemic, doctoral students around the globe had to undertake this key learning experience in the context of a global crisis.Methodology: During August and September 2020, 235 doctoral students from around the world completed an online questionnaire consisting of demographic questions and three open-ended questions about their experience during the COVID-19 pandemic. Analysis involved several cycles of In Vivo Coding of the data, which yielded codes, categories, and eventually themes. At each stage, the researchers collaborated to generate the codes, and the categories and themes arose through several rounds of discussion.Contribution: Our study adds to the small body of knowledge on doctoral students’ experiences from around the world during the COVID-19 pandemic by identifying categories of experience through qualitative, open-ended survey questions. The study highlights doctoral students’ challenges and how these were either exacerbated or mitigated by pandemic-induced changes.Findings: Our survey respondents described impacts on their culminating projects’ progress in five major categories: research design, access to resources, workload, mental health, and finances.Recommendations for Practitioners: The five categories of impacts emerging from our participants’ responses may be useful for faculty and administrators of doctoral programs to consider in reviewing their programs’ responses to the pandemic and making future plans for providing academic continuity in crisis situations as well as re-evaluating the priorities and structures of doctoral program to better support students overall moving forward.Recommendation for Researchers: Further research is needed to better understand how the pandemic impacted individual students’ research and writing processes, including adaptive strategies. Impact on Society: Institutions need to be aware of systemic strain on doctoral students under the best of conditions and be especially aware of the impacts of a crisis and plan contingencies to assist students with a focus on the areas of finances, resource access, workload, research design, and mental health.Future Research: Future research should seek out additional perspectives of male doctoral students. Additionally, data capturing perspectives from students at other points in time are needed as the pandemic continued to unfold after this study’s data collection period.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-07-26
      DOI: https://doi.org/10.28945/4818
      Issue No: Vol. 16 (2021)
       
  • Grounded Theory: A Guide for a New Generation of Researchers

    • Authors: Mengye Yu, Simon M Smith
      Pages: 553 - 568
      Abstract: Aim/Purpose: Grounded Theory (GT) has grown and developed into several strands making its application all the more problematic, argumentative and remaining potentially as a research methodology to avoid when it comes to doctoral research, early-career research. Thus, the purpose of this paper is to revisit GT as a general approach and present an evolved and more considered step-by-step guide to conduct research using this methodology. A leadership development context is applied in this paper to examine how this methodology could work for a new generation of researchers, i.e., new to doctoral research or an early career researcher.Background: Since its academic inception in the seminal text in 1967 (Glaser & Strauss, 1967), GT has emerged and developed to become a popular choice for researchers contemplating qualitative data approaches amongst a variety of subject backgrounds. However, the divergent development and criticized approaches within GT families can lead researchers to avoid such a research methodology. This can especially be the case within doctoral research or other early-career research. Indeed, a specific/explicit GT guideline or framework to assist doctoral students in conducting GT research does not currently exist.Methodology: There is a general review of GT approaches followed by theoretical development of a framework and an applied doctoral example.Contribution: The three evolved methods in GT research and the developed supporting author-designed three-phase research framework will contribute to two aspects. Firstly, the step-by-step guideline can reduce the sense of confusion within an area where criticisms and conflicting approaches exist. This will hopefully assist the next generation of GT researchers in conducting their research through detailed processes and applications. Secondly, there is arguably a need for more GT applications and evolvements to further enrich the body of knowledge that exists in this area and further support a diversity of subject research. Findings: The authors outline numerous differences and similarities within divergent GT practices. By integrating Glaser’s four core principles and three evolved methods, the authors design a three-phase research framework that presents a transparent step-by-step guide. This framework attempts to mitigate criticisms within GT approaches whilst maintaining clarity, flexibility, depth, and rigour within a study. Recommendations for Practitioners: Three GT evolvements (the two-step literature review method, two-step open-coding method, and two-step theory-constitute method) provides greater clarity within a rigorous author-designed three-phase research framework that demonstrates a transparent step-by-step guide. These techniques can encourage a new generation of GT researcher through confident and structured analytical techniques.Recommendation for Researchers: We hope the presented framework and concise view of GT in action will inspire other doctoral students and new GT researchers to conduct GT research following an evolved GT framework.Impact on Society: The debates and innovations around GT, like in this paper, are needed within a methodological society to keep the area contemporary and constantly evolving.Future Research: The framework presented will need further testing beyond the parameters set out here. We hope future research can adopt the evolved GT techniques and procedures to enforce research quality overall and inspire further GT methodological developments.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-07-26
      DOI: https://doi.org/10.28945/4836
      Issue No: Vol. 16 (2021)
       
  • Social Work Doctoral Student Well-Being During the COVID-19 Pandemic: A
           Descriptive Study

    • Authors: Kylie E Evans, Megan R Holmes, Dana M Prince, Victor Groza
      Pages: 569 - 592
      Abstract: Aim/Purpose: This descriptive study examines indicators of well-being and sources of emotional connection for social work doctoral students at American institutions during the COVID-19 pandemic, including symptoms of depression, anxiety, work-related burnout, emotional connection to others, and changes in child care among parent respondents. This study also explores if particular groups of doctoral students experience heightened risks to well-being during the pandemic.Background: Social isolation strategies associated with the COVID-19 pandemic present challenges for doctoral student well-being, mental health, professional relationships, and degree persistence. Of particular concern is the potentially disproportionate impact the pandemic may have on the well-being of students who already face additional barriers to degree completion, such as parents and caregivers, as well as those who face obstacles associated with structural oppression, including persons of color, women, and sexual minority (SM) students. Methodology: Baseline data was used from a longitudinal survey study conducted by the authors on social work doctoral student well-being during the COVID-19 pandemic. Participants (N = 297) were recruited through the Group for the Advancement of Doctoral Education in Social Work’s (GADE’s) publicly available list of 89 member institutions in the United States. The majority of respondents identified as women (80.1%), 35% of the sample identified as a person of color and/or non-White race, 30% identified as a sexual minority, and 32% were parents of children under 18 years of age.Contribution: This study contributes to the larger body of literature on factors associated with risk, resilience, and well-being among doctoral students, and it offers a specific exploration of these factors within the context of the COVID-19 pandemic. This study deepens our understanding of social work doctoral students in particular, who have higher rates of doctoral enrollment by women and persons of color than many other academic disciplines.Findings: Emotional connection to loved ones was significantly correlated with lower levels of depressive symptoms, anxiety symptoms, and work-related burnout. Outcomes varied by race, with Black and Asian respondents indicating higher levels of emotional connection to loved ones as compared to White respondents, and Black respondents indicating lower levels of anxiety and depression compared to White respondents. SM respondents indicated significantly lower levels of emotional connection and higher levels of depression and anxiety, as compared to heterosexual respondents. Parents reported receiving substantially less child care assistance than they were before the pandemic, but also reported lower levels of anxiety, depression, and work-related burnout compared to childless respondents.Recommendations for Practitioners: Recommendations for doctoral program directors and chairs include implementing a purposive communication strategy, faculty modeling self-care and boundaries, creating opportunities for connection, scheduling value-added activities driven by student interest and needs, approaching student needs and plans of study with flexibility, and creating virtual affinity groups to help students connect with those facing similar challenges.Recommendation for Researchers: Outcome evaluation studies of doctoral program initiatives and policies to promote student well-being--both during and in the aftermath of the COVID-19 pandemic-- is warranted.Impact on Society: The COVID-19 pandemic presents complex financial, interpersonal, and programmatic challenges for doctoral faculty and program directors, many of which affect the well-being and mental health of their students. Findings and recommendations from this study may be used to address the needs of doctoral students and support their path to doctoral degree completion.Future Research: Future studies should include measures that tap a broader range of indicators of depression, anxiety, and emotional connection, and additional domains of well-being. Multivariate analyses would permit predictive conclusions, and follow-up qualitative analyses would offer deeper insights into doctoral students’ well-being, coping skills, and experiences within the context of the COVID-19 pandemic.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-07-29
      DOI: https://doi.org/10.28945/4840
      Issue No: Vol. 16 (2021)
       
  • Interest, Burnout, and Drop-Out Intentions Among Finnish and Danish
           Humanities and Social Sciences PhD. Students

    • Authors: Solveig Cornér, Kirsi Pyhältö, Jouni A Peltonen, Erika Löfström
      Pages: 593 - 609
      Abstract: Aim/Purpose: This study focused on advancing understanding of individual variations in doctoral students’ interest in their doctoral studies and how they related to experiences of burnout and drop-out intentions in Denmark and Finland.Background: Ph.D. students’ experiences of interest, burnout, and dropout intentions among Finnish and Danish Ph.D. students have not been researched before. Research with a person-centred approach exploring individual variations in students undertaking doctoral studies in two comparable but distinct socio-cultural contexts is limited.Methodology: This study uses exploratory factor analysis, K-means cluster analyses in combination with Pairwise comparisons, ANOVA, and Chi-square test. A total of 365 doctoral students in social sciences and humanities disciplines in Finland and Denmark responded to a Cross-Cultural Doctoral Experience Survey.Contribution: This study contributes understanding on individual variation in doctoral students’ interest across two socio-cultural contexts by identifying four personal interest profiles. The profiles were invariant across the contexts. The study also shed further light on the interrelation between the interest in research and the risk for suffering from burnout and entertaining dropout intentions.Findings: The interest profiles identified among the Ph.D. students were the High interest profile, the Moderate interest profile, the Developmental, research and impact interest profile, and the Development and impact interest profile. All interest profiles exhibited high levels of the developmental interest, however they varied especially in the weight given to instrumental and research interests. Ph.D. students in the Moderate interest profile showed signs of burnout, and they were prone to consider dropping out. Also, individuals in the Development and impact interest profile considered more frequently dropping out of their studies. Recommendations for Practitioners: Investing in the identification and support of interest among Ph.D. students is worthwhile, as interest is not a permanent characteristic of the individual, and the combination of research, development, and impact interest indicates a lower risk for burnout and drop-out intentions.Recommendation for Researchers: It is possible that interest profiles are the same across the two national contexts investigated in this study, but their underpinnings and premises are different. It is likely that a qualitative approach would shed more light on these foci.Impact on Society: The results imply that personal interest was not determined by the socio-cultural differences between the countries, indicating that cultivating doctoral students’ personal interest, particularly a combination of research, development, and impact, provides a potential buffer for doctoral students’ burnout and drop-out, which has been raised as global concerns among policy makers, researchers, and doctoral education developers and administrators during the past decade. The study has impact on doctoral studies in international communities.Future Research: The results in this study reflect specific characteristics of social sciences and their applied nature. It remains for future research to investigate the extent to which the identified four profiles of interest in relation to burnout and drop-out intentions emerge in the natural sciences.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-09-08
      DOI: https://doi.org/10.28945/4867
      Issue No: Vol. 16 (2021)
       
  • Doctoral Students’ Academic and Professional Network Development: A
           Collaborative Autoethnography of Students Engaged in Fatherhood Research

    • Authors: Rebecca Logue-Conroy, Justin Harty, Lara Markovitz, Jaimie O'Gara, Joyce Y Lee
      Pages: 611 - 631
      Abstract: Aim/Purpose: The overarching purpose of this paper was to examine how a collaborative working group of doctoral students from different institutions evolved into a community of practice and developmental network. Specifically, the aim of this study was to examine this group’s progression from working group to support group, a process that occurred through academic support, social support, professional networking, professional development, and skill development.Background: Although doctoral cohorts are often formed within the same school, some informal groups may develop among students in the same discipline from different schools. The authors explored how the formation of a working group, through attendance at an annual academic conference, enhanced their doctoral education and expanded their network through social and academic support. Methodology: The participant-researchers in this study used collaborative autoethnography to collectively examine their participation in this group formed outside of their respective schools of social work. Having worked together for over a year, meeting monthly through video calls, on a discrete project, the participant-researchers embarked on this collaborative authoethnography as they discovered their transformation from working group to support group. This group of five participant-researchers examined their own feelings about their participation in the group and the consequent benefits of belonging to such a group.Contribution: This study makes an important contribution to the doctoral education literature about how doctoral students from different schools can form informal groups that serve as a key source of intra-disciplinary networking, resources, opportunities, and support. This contribution helps to further the research on what kinds of supports doctoral students need in order to remain in their programs and graduate.Findings: We found that a working group of doctoral students from different schools of social work can develop into a community that can be used for social, academic, and networking support. We discovered that relationships with peers across schools provided a supportive environment that was distinct from those formed within our schools. Joining together to achieve a common research goal encouraged members to extend content-specific support. In addition, this group found that members had the opportunity to compare experiences at their respective doctoral programs, which enhanced peer support.Recommendations for Practitioners: Special interest groups at national conferences should encourage doctoral students at different schools to form communities of practice or similar groups. This group formation may lead to opportunities for doctoral students to work on a common project (e.g., website, publication) and serve as a source of social and academic support.Recommendation for Researchers: More research is needed on whether this relationship among doctoral students within the same discipline at different schools is equally helpful among students in different disciplines. Additional research is also needed on whether communities formed during doctoral studies can promote future collaboration as students become professors or researchers.Impact on Society: The present study’s model is applicable for use in academic settings where doctoral students convene for conferences relating to research, teaching, and practice. This model can facilitate the formation of inter-university working groups among students with similar research interests, career trajectories, and life responsibilities. Such groups can enrich peer support, promote collaboration, and enhance professional development.Future Research: More research is needed on whether this kind of social support group amongst doctoral students can be sustained as the students transition into academic careers. Additional research is also needed on whether these types of informal groups work across research focus or whether it works best when students have the same research focus.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-09-24
      DOI: https://doi.org/10.28945/4869
      Issue No: Vol. 16 (2021)
       
  • Doctoral Journey During Covid-19: Reflections From a Collaborative
           Autoethnography

    • Authors: Aireen Grace Andal, Shuang Wu
      Pages: 633 - 656
      Abstract: Aim/Purpose: This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19).Background: The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (enrolled in New Zealand) at the proposal stage.Methodology: Through collaborative autoethnography and joint-reflection, we analyze our experiences as doctoral students focusing on methodological adjustments, ethical dilemmas, adaptation strategies and supervisor-supervisee relationships. Conducting a collaborative autoethnography provides a richer analysis of the interplay between perspectives, compared to a traditional autoethnography. Collaborative autoethnography also provides conditions for a collective exploration of subjectivities of doctoral students through an iterative process. After providing separate individual accounts, we discussed our experiences, analyzed them, and engaged in a joint-reflection from our consensual interpretations.Contribution: Our work aims to contribute to existing discussions on how COVID-19 impacted on doctoral students’ coping strategies during the pandemic. The paper encourages doctoral students to further discuss how they navigate their doctoral experiences through autoethnography and joint-reflections.Findings: Three main themes transpired in our analysis. First, we encountered roadblocks such as interruptions, frustrations and resistance to adapt our doctoral studies in the pandemic context, which align with the recent literature regarding education during the coronavirus pandemic. Second, we faced a diversity of burdens and privileges in the pandemic, which provided us with both pleasant (opportunity to create change) and unpleasant (unknown threats) situations, thereby enabling us to construct and reconstruct our stories through reflection. Third, we experienced a shared unfamiliarity of doing doctoral studies during the pandemic, to which the role of the academic community including our supervisors and doctoral colleagues contributed to how we managed our circumstances. Recommendations for Practitioners: We speak to our fellow doctoral students to dare navigate their doctoral experiences through collaborative reflections. In practice, by reflecting on our experience, we recommend that new doctoral students remain flexible and mindful of their doctoral journeys and recognize their agency to deal with the unexpected. We thus encourage the view of doctoral studies as a process rather than outcome-oriented, as we gain experience from processes. Recommendation for Researchers: We recommend using both collaborative autoethnography and joint-reflection as an instructive tool for qualitative research. Such engagements offer important discussions towards further communications and exchange of ideas among doctoral students from various backgrounds.Impact on Society: More broadly, this work is an invitation to reflect and provoke further thoughts to articulate reflections on the impact and various ways of thinking that the pandemic might bring to the fore.Future Research: Doctoral students are welcome to contribute to a collectivity of narratives that thicken the data and analyses of their pandemic experiences in higher education to reinforce the role of doctoral researchers as agents of history in the trying times of a pandemic.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-10-06
      DOI: https://doi.org/10.28945/4871
      Issue No: Vol. 16 (2021)
       
  • Similarities and Differences in How Supervisors at Canadian and UK
           Institutions Understand Doctoral Supervision

    • Authors: Carolin Kreber, Cyril Wealer, Heather A Kanuka
      Pages: 657 - 688
      Abstract: Aim/Purpose: The study seeks to establish the potential role that policy and disciplinary contexts of doctoral education play in supervisors’ subjective understandings of PhD supervision. It also intends to show how research into the different ways in which supervision may be understood can help supervisors become more effective in their practice and additionally help institutions design more effective professional development opportunities for supervisors.Background: Previous research has highlighted the linkages between quality PhD supervision and positive student outcomes; nonetheless, why supervisors do what they do remains poorly understood. A few studies with small samples sought to better understand supervisors’ views on supervision and also identified qualitatively different ways of understanding supervision. The present study with a larger sample builds on and extends this work by looking specifically at the concrete intentions by which supervisors engage, in particular supervisory activities they consider important, differentiating the findings by policy context and discipline.Methodology: Participants included full-time faculty members with extensive PhD supervision experience from UK and Canadian institutions, thirty from each country with ten each from History, Biology, and Engineering. The study was comparative in that a data set generated in a previous study of the same design the researchers carried out with thirty supervisors from the UK (Kreber & Wealer, 2021) was drawn upon and compared to the new Canadian data set. The study was primarily qualitative and relied on two rounds of face-to-face interviews with each participant. In the introductory phase supervisors in each sample identified their views on the purposes of PhD study in their field and the goals of their supervision, and in the main research phase they articulated the concrete intentions by which they engage in supervisory activities with particular students. Data from both phases were subjected to inductive thematic analysis, facilitated by NVivo and Excel software respectively. The thematic analysis of statements of intent, the main data source, revealed six qualitatively different understandings of supervision, in each sample, which then were further examined for differences across policy contexts and disciplines.Contribution: Policy context did not appear to make a difference in the self-reported intentions by which supervisors engage in distinct supervisory activities. Six qualitatively different ways of understanding PhD supervision emerged from a thematic analysis of intentions within each of the samples: ‘Enculturation’, ‘Functional’, ‘Emancipation’, ‘Critical Thinking’, ‘Care/relationship building’ and ‘Preparation for career/life’. Given that the first five ways of understanding doctoral supervision were also identified by Lee (2008), the study enhances confidence that supervisors tend to understand supervision in terms of this limited range of qualitatively different ways. The six concepts also allow us to identify, describe, and better understand supervisors’ personal conceptions of their supervision practice (which concepts feature strongly and which are in the background), which is helpful for encouraging supervisors to reflect on why they do what they do in their supervision practice.Findings: ‘Enculturation’ and ‘Functional’ appeared as the dominant concepts for supervisors, in relation to the supervisory activities they had identified, with the other four concepts being addressed less frequently in their statements of intent. When intentions were articulated, not in relation to specific activities but as underlying their supervision practice more generally, supervisors tend to espouse objectives that emphasize core academic values, rather than the ‘functional’ perspective. The comparative design employed pointed to more commonalities than variations across the two policy contexts and three disciplines. Identifying statements of intent and sorting them into qualitatively different understandings or ‘concepts’ of supervision allowed us to describe the personal and multidimensional conceptions of supervision held by individual supervisors and observe their idiosyncratic nature.Recommendations for Practitioners: Academic development professionals in universities charged with providing professional development on supervision are encouraged to make use of both the method employed in this study and its findings to encourage supervisors to become aware of the assumptions underpinning their supervision activities and to develop alternative conceptions and approaches to supervision that may be better suited to meet students’ needs.Recommendation for Researchers: The findings call for a deeper investigation into the reasons for observed small variations in intentions behind supervisory practices, beyond a focus on the particular disciplines and national contexts considered in this study.Impact on Society: Supervisors who are reflective practitioners and able to adapt their practices to the needs of particular students are likely to provide more effective supervision, which contributes to the completion of high-quality doctoral research and, by extension, to countries’ economic, social and cultural development.Future Research: New directions for research include a focus on development or changes in conceptions of supervision over time as well as on the linkages between conceptions of supervision, effective supervision practice, and positive student outcomes. We also strongly recommend that attention be paid to the concrete practical value of research on doctoral studies and encourage the pursuit of actionable and engaged scholarship on doctoral studies and supervision.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-10-11
      DOI: https://doi.org/10.28945/4870
      Issue No: Vol. 16 (2021)
       
  • Does Publishing During the Doctorate Influence Completion Time' A
           Quantitative Study of Doctoral Candidates in Australia

    • Authors: Meryl Pearce Churchill, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, Rhondda Jones
      Pages: 689 - 713
      Abstract: Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored.Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency.Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-10-31
      DOI: https://doi.org/10.28945/4875
      Issue No: Vol. 16 (2021)
       
  • Validation in Doctoral Education: Exploring PhD Students’ Perceptions of
           Belonging to Scaffold Doctoral Identity Work

    • Authors: Jo Collins
      Pages: 715 - 735
      Abstract: Aim/Purpose: The aim of this article is to make a case of the role of validation in doctoral education. The purpose is to detail findings from three studies which explore PhD students’ experiences and perceptions of belonging in one UK university-ty, in order to hypothesise how validation and self-validation could make a difference in doctoral education, and what practices might support this.Background: The article draws on research into doctoral identity and work on ‘doctoral capital’ to explore how PhD students’ perceptions and experiences of not belonging to doctoral communities negatively impacts on their wellbeing. It extends this research by incorporating theories from Education and Psychology to build a theory of validation in doctoral education.Methodology: The article reports on three studies on PhD journeys and communities undertaken at one UK university. It draws on interview data from thirty doctoral candidates, which was thematically analysed using NVivo 12. Taking a qualitative approach to provide a rich and holistic focus on participant ‘meaning making’, the studies explore how PhD students understand belonging, where they receive validation and feel they need validation, and where self-validation can make a difference to their positivity about the PhD. Taking this approach to understand processes of ‘meaning-making’ paves the way to scaffold solutions through ‘reframing’ processes such as coaching and mentoring. Contribution: Thinking about PhD students’ belonging through the dimension of validation allows for practical support for developing belonging to be scaffolded, specifically through creating spaces to draw coaching skills into supervisory training and PhD student support (e.g., peer mentoring). This is significant as scholarship has shown that coaching has positive effects on wellbeing. This article contributes to understanding of where and how validation and self-validation manifest in doctoral education for PhD students. This contribution identifies ways in which external validation can help to scaffold internal self-validation; thus, offering a way of potentially mitigating risk factors to PhD students’ wellbeing. Specifically, validation can be understood as a ‘reserve’ that can be drawn on for ‘self-validation’. Validation is a solutions-focused theory. As a conceptual apparatus to understand doctoral students’ perceptions, validation theory also provides a frame for scaffolding practical ways for PhD students to build doctoral identity. Findings: The article focuses on challenges to PhD students building communities, supervisory relations and self-validation. It finds that supervisory feedback is a key area where PhD students seek validation. Two arguments are offered. First, that validation is a crucial process in (positive) doctoral identity work. Second, the argument is offered that making spaces for coaching skills to support PhD students can increase opportunities for validation (e.g., via supervisory training) and self-validation (e.g., via peer mentoring). Recommendations for Practitioners: Those who support doctoral researchers can potentially support the development of validation skills and self-validation skills. Some recommendations are included around supporting supervisory training in feedback and listening skills, peer mentoring as a way to foster a transition between external validation and internal self-validation for PhD students, and a worksheet for students’ self-validation is included as an appendix.Recommendation for Researchers: This article extends existing literature on PhD students’ emotion work by offering a new dimension to understand how belonging is developed amongst PhD students. Thinking about belonging through the dimension of validation shifts work on belonging towards possibilities of practical support.Impact on Society: Whilst the term ‘validation’ has been used in undergraduate educational research, and in Psychology (in theory and in clinical contexts) drawing these terms together to create a theory to understand doctoral identity work in higher education has larger potential applications. ‘Validation’ could potentially prove useful within doctoral education context to understand and scaffold PhD students’ development as they navigate transitioning identity positions during candidature. Thus, although the studies are limited in scope to the UK context, the findings could be more widely applied to other higher education contexts.Future Research: Two areas for future research are identified. First, to understand whether and how different groups of doctoral candidates (e.g., such as international students, LGBTQ+ students, etc.) have different validation needs and priorities in their doctoral identity work. The second is to understand the possible impact of using coaching with PhDs in different contexts (e.g., through peer mentoring schemes, supervision, and self-validation).
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-11-06
      DOI: https://doi.org/10.28945/4876
      Issue No: Vol. 16 (2021)
       
  • Dismantling Common Perceptions of Research Proposals Through South African
           Doctoral Students’ and Supervisors’ Experiences

    • Authors: Shan Simmonds, Walters Doh Nubia
      Pages: 737 - 756
      Abstract: Aim/Purpose: There is a significant amount of research on supervision, assessment, and socio-economic benefits in South Africa. However, there have been relatively few attempts to analyse the research proposal phase, which remains a critical part of doctoral education in South African.Background: As part of the broader transformation agenda in South Africa, universities are under pressure to produce vastly more high-level doctoral graduates. The aim is to allow South Africa to build its knowledge base so it can address the socio-economic problems inherited from the apartheid regime. In South Africa, quality in doctoral education is mainly understood and measured in terms of throughput rate. The danger is that greatly increasing the number of doctoral graduates will have a deleterious effect on the quality of the studies done. At present, the general view is that the research proposal phase is an administrative requirement or merely a planning phase in doctoral education. However, the research proposal phase is when doctoral students have their first opportunity to show their capacity for high-level intellectual engagement. This article explores what doctoral students and supervisors regard as necessary for a quality research proposal and how they view this phase of the doctoral journey. Methodology: This qualitative research used phenomenology to capture the lived experiences of participants. There were nineteen (19) participants from three South African universities. Eleven (11) of them were supervisors and eight (8) were doctoral students. Semi-structured interviews generated the data that were used to explore how participants experience and construct their understanding of quality at the research proposal phase. Contribution: The study makes three contributions: (i) it increases our understanding of the research proposal phase of doctoral education, (ii) it provides an alternative understanding of quality attributes: those centred on research learning. At present planning to meet administrative requirements dominates notions of quality; and (iii) it positions the doctoral research proposal at an intersection of different views of knowledge production: mode 1 that favours disciplinary knowledge production, mode 2 that favours cross disciplinary knowledge production and mode 3 that favours quadruple helix innovation systems of knowledge production. Findings: The findings indicate that participants understand quality in terms of planning for research, compliance with administrative requirements, confinement of research ideas within disciplinarity boundaries and the calibre of academic support. These understandings inform the common perceptions of the research proposal phase and its quality attributes. Participants’ narrow understanding of the research proposal phase and its quality attributes have, in turn, supported the view that writing of research proposals is a matter of technical compliance. This has deprived the research proposal phase from harnessing the full potential of research learning. It has also restricted the epistemological imagination of students, as econometrics parameters are being used to measure the production of knowledge.Recommendations for Practitioners: The possibility of enhancing the quality of the doctoral research proposal phase could be increased if those directing doctoral education were more aware (i) that the support programmes should encourage significant doctoral research; (ii) of the importance of having courses that are an integral part of the research proposal phase, which enable candidates to develop the ability to sustain a cohesive, coherent, critical and logical academic argument, and (iii) of the necessity for interdisciplinary research at the level of doctoral education. Recommendation for Researchers: Researchers from diverse social and cultural contexts need to improve the quality of their research proposals through engaging in research learning. This would require deeper understandings of social and cultural diversity of the context from which the research proposal phase is being experienced. This requires further research on understanding how students negotiate the transition from different social learning contexts into doctoral education. Impact on Society: Implementation of the recommendations would help to establish a robust standard of doctoral education, which could enhance the personal, professional, social, and economic growth of South African society. Future Research: Future research should explore different approaches to support services to identify the kind of support services that would enable doctoral students to engage in quality interdisciplinary research.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-11-08
      DOI: https://doi.org/10.28945/4877
      Issue No: Vol. 16 (2021)
       
  • Impostor Phenomenon Among Engineering Education Researchers: An
           Exploratory Study

    • Authors: Devasmita Chakraverty
      Pages: 757 - 776
      Abstract: Aim/Purpose: The purpose of this study was to explore reasons that engineering education researchers experience impostor phenomenon. Background: Experiencing impostor phenomenon includes a psychological discomfort experienced by some high-achieving individuals who, by the very virtue of being successful, mistakenly believe that they are fraudulent and faking their success. Impostor phenomenon has been studied more broadly in science, technology, engineering, and mathematics (STEM), with little research specifically in engineering and computer science and none, to the author’s knowledge, in engineering education research. As an emerging discipline, some of the challenges in engineering education research include its poor connection with engineering teaching and learning, establishing multidisciplinary collaborations, and advancing global capacity. As a result of its poor connection with engineering fields, and being a new discipline, it is possible that engineering education researchers hold an identity that is different from engineering researchers. Some of them could be experiencing their training differently, struggling to find mentors from a similar background, and possibly feeling like impostors. Methodology: Using purposive sampling and snowball sampling, US-based engineering education researchers participated in a short survey and a semi-structured interview. The survey consisted of demographic questions, items of the Clance Impostor Phenomenon Scale, and an open-ended question about an instance when participants experienced impostor phenomenon. Interviews examined, in detail, reasons for experiencing impostor phenomenon as engineering education researchers. The scale provided a measure of the intensity of impostor phenomenon. Interviews were analyzed inductively through constant comparison using a constructivist approach.Contribution: Findings indicate various axes of othering that made it difficult to develop a sense of belonging, especially for women, and contributed to impostor phenomenon. Othering occurred through identity-based experiences (gender-identity, engineer-identity), different methodologies used to conduct research, and different vocabulary used for academic communication. Findings: The sample comprised of eleven participants (PhD students, postdoctoral scholars, and faculty), all of whom experienced high to intense impostor phenomenon (range: 61-91/100; mean 75.18). Participants were predominantly white women from twenties to forties. Interviews indicated two reasons for experiencing impostor phenomenon: (1) existing in a separate world from engineering (referring to cultural differences between engineering and engineering education including differences in communication styles, methodologies, and identities); and, (2) facing gendered experiences (for women). Recommendations for Practitioners: It is recommended that practitioners are mindful of the tensions between worldviews, commonly used methodologies, and demographic differences between engineering research and engineering education research that could shape one’s experience in the field and contribute to “othering” during doctoral training and thereafter. Recommendation for Researchers: Doctoral and post-doctoral training in engineering education research could be more inclusive and open to different research methodologies. Future studies deeply exploring various training challenges experienced by engineering education researchers could illuminate how the field could become more inclusive. Impact on Society: The current study provides a nuanced understanding of the dichotomy between engineering and engineering education research, including the different styles in academic communication, research methodologies used, and identities. It also provides an understanding of the gendered experiences women have in the field, pointing to an overt or covert lack of recognition. Both these factors could make some feel like outsiders or impostors who question themselves and doubt their competencies and belonging in the field. Attrition from the field could be costly, even to the society, at large, given that the field is relatively new, evolving, and not (yet) as diverse in its worldviews, methodologies, and the demography of those it attracts for doctoral training and beyond. The study provides evidence-based understanding of how training in engineering education researchers could be re-imagined.Future Research: Future research could examine, in detail, aspects of engineering education research training that may contribute to impostor phenomenon, poor belonging, poor identity, and othering experiences.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-12-01
      DOI: https://doi.org/10.28945/4883
      Issue No: Vol. 16 (2021)
       
  • Doctoral Students’ Learning Experiences in Ghana: Exploring a New
           Curriculum Using Bourdieu’s Concepts

    • Authors: Inusah Salifu, Joseph Seyram Agbenyega
      Pages: 777 - 794
      Abstract: Aim/Purpose: To utilize Pierre Bourdieu’s (1984, 1986) concepts of capitals, habitus, and field to explore and critically analyze doctoral students’ learning experiences with a new doctoral curriculum introduced by a Ghanaian university.Background: Global competition and labor market reforms have ignited the need for higher education institutions to reimagine their doctoral programs, develop and align them with labor market demands and national priorities. Methodology: The research was conducted as a qualitative inquiry based on which the purposive sampling technique was used with 18 doctoral students from a Ghanaian university. Participants took part in individual interviews and data were analyzed using thematic coding procedures developed based on Bourdieu’s (1984; 1986) theorization of capital, habitus, and fieldContribution: The study may benefit universities in monitoring the quality of doctoral students’ learning experiences.Findings: The research found that, although the participants were broadly satisfied with some aspects of their programs, the additional cost associated with its duration, the lack of quality and timely feedback from supervisors, and difficulty accessing conference funding were key challenges to achieving the ultimate goals of the new doctoral curriculum.Recommendations for Practitioners: The paper draws attention to human dispositions, values, and beliefs (habitus) which operate with different forms of capital in fields of doctoral training.Recommendation for Researchers: Researchers may focus on tools that help to transform supervisor habitus and the kinds of support that work for individual students.Impact on Society: The strongest message gleaned from this study is that to improve doctoral students’ learning experiences, it is necessary first to develop a student-supervisor relationship built on mutual respect, clear timelines for achieving supervision targets, and commitment to achieving the targets. The research further challenges the higher education system in Ghana and in deed, the world at large, to look beyond the objectified capital (certificates) and to develop relevant skills that students require to be professionally ready for the labor market.Future Research: One of the study’s limitations is that the sample was selected from one university in Ghana. Future research may compare doctoral curriculums and students’ learning experiences across several Ghanaian universities. Again, this research used the perspectives of only students. A future study may draw on multiple perspectives to provide depth and breadth of knowledge on the doctoral program.
      Citation: IJDS, Volume 16 (2021)
      PubDate: 2021-12-10
      DOI: https://doi.org/10.28945/4879
      Issue No: Vol. 16 (2021)
       
  • Cohort-Based Doctoral Programs: What We Have Learned Over the Last 18
           Years
    • Cohort-Based Doctoral Programs: What We Have Learned Over the Last 18 Years

      Authors: Krishna Bista, David W Cox

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/1941
      Issue No: Vol. 9
       
  • Understanding Race in Doctoral Student Socialization
    • Understanding Race in Doctoral Student Socialization

      Authors: Pamela Petrease Felder, Howard C. Stevenson, Marybeth Gasman

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/1947
      Issue No: Vol. 9
       
  • Postgraduate Research Supervision: An ‘Agreed’ Conceptual View of Good
           Practice through Derived Metaphors
    • Postgraduate Research Supervision: An ‘Agreed’ Conceptual View of Good Practice through Derived Metaphors

      Authors: Kevin Grant, Ray Hackney, David Edgar

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/1952
      Issue No: Vol. 9
       
  • Utilizing a Co-Teaching Model to Enhance Digital Literacy Instruction for
           Doctoral Students
    • Utilizing a Co-Teaching Model to Enhance Digital Literacy Instruction for Doctoral Students

      Authors: Paige Alfonzo, Jennifer Batson

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/1973
      Issue No: Vol. 9
       
  • Supporting a Humanizing Pedagogy in the Supervision Relationship and
           Process: A Reflection in a Developing Country
    • Supporting a Humanizing Pedagogy in the Supervision Relationship and Process: A Reflection in a Developing Country

      Authors: Caroline Khene

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2027
      Issue No: Vol. 9
       
  • The Dissertation Topic Selection of Doctoral Students Using Dynamic
           Network Analysis
    • The Dissertation Topic Selection of Doctoral Students Using Dynamic Network Analysis

      Authors: Anthony Olalere, Edward De lulio, Amin Marei Aldarbag, Mehmet Akif Erdener

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2031
      Issue No: Vol. 9
       
  • Survival Strategies: Doctoral Students’ Perceptions of Challenges
           and Coping Methods
    • Survival Strategies: Doctoral Students’ Perceptions of Challenges and Coping Methods

      Authors: Valerie Tharp Byers, Rachel N. Smith, Eunjin Hwang, Kay E. Angrove, Jason I. Chandler, Kelsey M. Christian, Shirley H. Dickerson, Leah McAlister-Shields, Stephen P. Thompson, Magdalena A. Denham, Anthony J. Onwuegbuzie

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2034
      Issue No: Vol. 9
       
  • Preparing for Practice: Parallel Processes of Identity Development in
           Stage 3 of Doctoral Education
    • Preparing for Practice: Parallel Processes of Identity Development in Stage 3 of Doctoral Education

      Authors: Vicki L. Baker, Meghan J. Pifer

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2041
      Issue No: Vol. 9
       
  • By Design: How Departments Influence Graduate Student Agency in Career
           Advancement
    • By Design: How Departments Influence Graduate Student Agency in Career Advancement

      Authors: KerryAnn O'Meara, Audrey Jaeger, Jennifer Eliason, Ashley Grantham, Kelly Cowdery, Allison Mitchall, Kate Jingjing Zhang

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2048
      Issue No: Vol. 9
       
  • Poverty and Persistence: A Model for Understanding Individuals’ Pursuit
           and Persistence in a Doctor of Education Program
    • Poverty and Persistence: A Model for Understanding Individuals’ Pursuit and Persistence in a Doctor of Education Program

      Authors: Amanda Rockinson-Szapkiw, Lucinda S. Spaulding, James Swezey, Carolyn Wicks

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2049
      Issue No: Vol. 9
       
  • Motivations for Pursuing an Engineering PhD and Perceptions of its Added
           Value: A U.S.-based Study
    • Motivations for Pursuing an Engineering PhD and Perceptions of its Added Value: A U.S.-based Study

      Authors: Jeremi London, Monica Farmer Cox, Benjamin Ahn, Sara Branch, Tasha Zephirin, Ana Torres-Ayala, Jiabin Zhu

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2050
      Issue No: Vol. 9
       
  • Reflecting, Iterating, and Tolerating Ambiguity: Highlighting the Creative
           Process of Scientific and Scholarly Research for Doctoral Education
    • Reflecting, Iterating, and Tolerating Ambiguity: Highlighting the Creative Process of Scientific and Scholarly Research for Doctoral Education

      Authors: Amanda E. Cravens, Nicola Ulibarri, Marilyn Cornelius, Adam Royalty, Anja Svetina Nabergoj

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2058
      Issue No: Vol. 9
       
  • Research as Design: Developing Creative Confidence in Doctoral Students
           Through Design Thinking
    • Research as Design: Developing Creative Confidence in Doctoral Students Through Design Thinking

      Authors: Nicola Ulibarri, Amanda E. Cravens, Marilyn Cornelius, Adam Royalty, Anja Svetina Nabergoj

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2062
      Issue No: Vol. 9
       
  • Strategies for Doctoral Students Who Desire to Become Higher Education
           Faculty Members at Top Ranked Programs
    • Strategies for Doctoral Students Who Desire to Become Higher Education Faculty Members at Top Ranked Programs

      Authors: Sydney Freeman Jr.

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2063
      Issue No: Vol. 9
       
  • Completion of Educational Doctorates: How Universities Can Foster
           Persistence
    • Completion of Educational Doctorates: How Universities Can Foster Persistence

      Authors: Amanda Rockinson-Szapkiw, Lucinda S. Spaulding, Bob Bade

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2072
      Issue No: Vol. 9
       
  • Adult Learning and Doctoral Student Research Forum Participation: Insights
           into the Nature of Professional Participatory Experience
    • Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

      Authors: Joellen Coryell, Kayon Murray-Johnson

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2075
      Issue No: Vol. 9
       
  • PhD Candidate Expectations: Exploring Mismatch with Experience
    • PhD Candidate Expectations: Exploring Mismatch with Experience

      Authors: Allyson Holbrook, Kylie Shaw, Jill Scevak, Sid Bourke, Robert Cantwell, Janene Budd

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2078
      Issue No: Vol. 9
       
  • Layers of Consciousness: An Autoethnographic Study of the Comprehensive
           Exam Process
    • Layers of Consciousness: An Autoethnographic Study of the Comprehensive Exam Process

      Authors: Allyson Kelley

      IJDS, Volume 9 (2014). Details

      IJDS, Volume 9 (2014)
      DOI: https://doi.org/10.28945/2079
      Issue No: Vol. 9
       
  • Extending Bell’s Concept of Interest Convergence: A Framework for
           Understanding the African American Doctoral Student Experience
    • Extending Bell’s Concept of Interest Convergence: A Framework for Understanding the African American Doctoral Student Experience

      Authors: Pamela P. Felder, Marco Barker

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1754
      Issue No: Vol. 8
       
  • The Impact of Cross-Disciplinary Culture on Student-Supervisor Perceptions
    • The Impact of Cross-Disciplinary Culture on Student-Supervisor Perceptions

      Authors: Gina Wisker, Silwa Claesson

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1763
      Issue No: Vol. 8
       
  • Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral
           Student
    • Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student

      Authors: Edna Martinez, Chinasa Ordu, Matthew R. Della Sala, Adam McFarlane

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1765
      Issue No: Vol. 8
       
  • Experiences of Disengagement – A Study of Doctoral Students in the
           Behavioral Sciences
    • Experiences of Disengagement – A Study of Doctoral Students in the Behavioral Sciences

      Authors: Jenna Vekkaila, Kirsi Pyhältö, Kirsti Lonka

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1870
      Issue No: Vol. 8
       
  • Issues in Doctoral Studies - Forty Years of Journal Discussion: Where have
           we been and where are we going'
    • Issues in Doctoral Studies - Forty Years of Journal Discussion: Where have we been and where are we going?

      Authors: Michael Jones

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1871
      Issue No: Vol. 8
       
  • Perceived Assessment Requirements in the Contemporary Biomedical
           Doctorate: A Case-Study from a Research Intensive Australian University
    • Perceived Assessment Requirements in the Contemporary Biomedical Doctorate: A Case-Study from a Research Intensive Australian University

      Authors: Matthew Kemp, Marina Pajic, Timothy Molloy, Elaine Chapman

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1893
      Issue No: Vol. 8
       
  • Access or Egress' Questioning the “Ethics” of Ethics Committee
           Review for an Ethnographic Doctoral Research Study in a Childbirth Setting
           
    • Access or Egress? Questioning the “Ethics” of Ethics Committee Review for an Ethnographic Doctoral Research Study in a Childbirth Setting

      Authors: Elizabeth Newnham, Jan Pincombe, Lois McKellar

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1895
      Issue No: Vol. 8
       
  • Rhizomatic Research Cultures, Writing Groups and Academic Researcher
           Identities
    • Rhizomatic Research Cultures, Writing Groups and Academic Researcher Identities

      Authors: Cally Guerin

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1897
      Issue No: Vol. 8
       
  • Preparing Underrepresented Students of Color for Doctoral Success: The
           Role of Undergraduate Institutions
    • Preparing Underrepresented Students of Color for Doctoral Success: The Role of Undergraduate Institutions

      Authors: Valerie Lundy-Wagner, Julie Vultaggio, Marybeth Gasman

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1901
      Issue No: Vol. 8
       
  • Themes of Tension Surrounding Research Methodologies Education in an
           Accelerated, Cohort-Based Doctoral Program
    • Themes of Tension Surrounding Research Methodologies Education in an Accelerated, Cohort-Based Doctoral Program

      Authors: James A. Bernauer, George Semich, Jacqueline Courtney Klentzin, E. Gregory Holdan

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1921
      Issue No: Vol. 8
       
  • Academic Involvement in Doctoral Education: Predictive Value of Faculty
           Mentorship and Intellectual Community on Doctoral Education Outcomes
    • Academic Involvement in Doctoral Education: Predictive Value of Faculty Mentorship and Intellectual Community on Doctoral Education Outcomes

      Authors: Baaska Anderson, Marc Cutright, Stoerm Anderson

      IJDS, Volume 8 (2013). Details

      IJDS, Volume 8 (2013)
      DOI: https://doi.org/10.28945/1923
      Issue No: Vol. 8
       
  • My World Is Not My Doctoral Program…Or Is It': Female Students’
           Perceptions of Well-Being
    • My World Is Not My Doctoral Program…Or Is It?: Female Students’ Perceptions of Well-Being

      Authors: Cliff Haynes, Marievic Bulosan, Jeff Citty, Michelle Grant-Harris, JoCynda Hudson, Mirka Koro-Ljungberg

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1555
      Issue No: Vol. 7
       
  • Educating Knowledgeable and Skilled Researchers in Doctoral Programs in
           Schools of Education: A New Model
    • Educating Knowledgeable and Skilled Researchers in Doctoral Programs in Schools of Education: A New Model

      Authors: Nancy Leech

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1558
      Issue No: Vol. 7
       
  • Using Contextual Constructs Model to Frame Doctoral Research Methodology
    • Using Contextual Constructs Model to Frame Doctoral Research Methodology

      Authors: Shirlee-Ann Knight , Donna Cross

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1559
      Issue No: Vol. 7
       
  • The Part-Time Doctoral Student Experience
    • The Part-Time Doctoral Student Experience

      Authors: Susan K. Gardner, Bryan Gopaul

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1561
      Issue No: Vol. 7
       
  • The Role of Scholar Status in the Academic Publication Process
    • The Role of Scholar Status in the Academic Publication Process

      Authors: Laura Casey Amo, Serkan Ada, Raj Sharman

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1564
      Issue No: Vol. 7
       
  • Academic Pathways to University Leadership: Presidents’ Descriptions of
           Their Doctoral Education
    • Academic Pathways to University Leadership: Presidents’ Descriptions of Their Doctoral Education

      Authors: Sydney Freeman, Jr., Frances K. Kochan

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1567
      Issue No: Vol. 7
       
  • From One Culture to Another: Years One and Two of Graduate School for
           African American Women in the STEM Fields
    • From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields

      Authors: Joretta Joseph

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1571
      Issue No: Vol. 7
       
  • Selecting a Research Topic: A Framework for Doctoral Students
    • Selecting a Research Topic: A Framework for Doctoral Students

      Authors: Andy Luse, Brian Mennecke, Anthony Townsend

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1572
      Issue No: Vol. 7
       
  • Who are the Job Seekers' Explaining Unemployment among Doctoral
           Recipients
    • Who are the Job Seekers? Explaining Unemployment among Doctoral Recipients

      Authors: Mara Yerkes, Rens van de Schoot, Hans Sonneveld

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1573
      Issue No: Vol. 7
       
  • Identifying Effects of Institutional Resources and Support on Computing
           Faculty Research Productivity, Tenure, and Promotion
    • Identifying Effects of Institutional Resources and Support on Computing Faculty Research Productivity, Tenure, and Promotion

      Authors: Monica M. McGill, Amber Settle

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1581
      Issue No: Vol. 7
       
  • Hearing their Voices: Factors Doctoral Candidates Attribute to their
           Persistence
    • Hearing their Voices: Factors Doctoral Candidates Attribute to their Persistence

      Authors: Lucinda S. Spaulding, Amanda Rockinson-Szapkiw

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1589
      Issue No: Vol. 7
       
  • Equity Theory Based Strategies for Students on Overcoming Problems in
           Ph.D. Dissertation Committees
    • Equity Theory Based Strategies for Students on Overcoming Problems in Ph.D. Dissertation Committees

      Authors: Dara Gale Schniederjans, Marc Schniederjans, Yair Levy

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1590
      Issue No: Vol. 7
       
  • Using Education Informatics to Improve Library Services to Doctoral
           Students: An Embedded Approach
    • Using Education Informatics to Improve Library Services to Doctoral Students: An Embedded Approach

      Authors: Lynette L. Ralph

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1591
      Issue No: Vol. 7
       
  • Should Online Doctoral Instructors Adopt Audio Feedback as an
           Instructional Strategy' Preliminary Evidence
    • Should Online Doctoral Instructors Adopt Audio Feedback as an Instructional Strategy? Preliminary Evidence

      Authors: Amanda Rockinson-Szapkiw

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1595
      Issue No: Vol. 7
       
  • Motivation, Satisfaction, and Innate Psychological Needs
    • Motivation, Satisfaction, and Innate Psychological Needs

      Authors: Michelle M. Mason

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1596
      Issue No: Vol. 7
       
  • Doctoral Students’ Perceptions of Characteristics of Effective College
           Teachers: A Mixed Analysis
    • Doctoral Students’ Perceptions of Characteristics of Effective College Teachers: A Mixed Analysis

      Authors: Monika R. Anderson, Jacqueline M. Ingram, Brandie J. Buford, Roslinda Rosli, Michelle L. Bledsoe, Anthony J. Onwuegbuzie

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1693
      Issue No: Vol. 7
       
  • Navigating the Doctoral Experience: The Role of Social Support in
           Successful Degree Completion
    • Navigating the Doctoral Experience: The Role of Social Support in Successful Degree Completion

      Authors: Dharmananda Jairam, David H. Kahl

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1700
      Issue No: Vol. 7
       
  • The Employment Status of Doctoral Recipients: An Exploratory Study in the
           Netherlands
    • The Employment Status of Doctoral Recipients: An Exploratory Study in the Netherlands

      Authors: Rens van de Schoot, Mara Yerkes, Hans Sonneveld

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1718
      Issue No: Vol. 7
       
  • Relationships among Attitudes, Coping Strategies, and Achievement in
           Doctoral-Level Statistics Courses: A Mixed Research Study
    • Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

      Authors: Julie P. Combs, Anthony J. Onwuegbuzie

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1742
      Issue No: Vol. 7
       
  • Interdisciplinary Doctoral Student Socialization
    • Interdisciplinary Doctoral Student Socialization

      Authors: Susan K. Gardner, Jessica Jansujwicz, Karen Hutchins, Brittany Cline, Vanessa Levesque

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1743
      Issue No: Vol. 7
       
  • Exploring the Fit between Doctoral Students’ and Supervisors’
           Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey
    • Exploring the Fit between Doctoral Students’ and Supervisors’ Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey

      Authors: Kirsi Pyhältö, Jenna Vekkaila, Jenni Keskinen

      IJDS, Volume 7 (2012). Details

      IJDS, Volume 7 (2012)
      DOI: https://doi.org/10.28945/1745
      Issue No: Vol. 7
       
  • Printable Table of Contents: IJDS, Volume 6, 2011
    • Printable Table of Contents: IJDS, Volume 6, 2011

      Authors:

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1352
      Issue No: Vol. 6
       
  • An Evaluation of the Psychometric Properties of the Graduate Advising
           Survey for Doctoral Students
    • An Evaluation of the Psychometric Properties of the Graduate Advising Survey for Doctoral Students

      Authors: Benita Barnes, Linda A. Chard, Edward W. Wolfe, Martha L.A. Stassen, Elizabeth A. Williams

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1353
      Issue No: Vol. 6
       
  • Feeling the Doctorate: Is Doctoral Research that Studies the Emotional
           Labor of Doctoral Students Possible'
    • Feeling the Doctorate: Is Doctoral Research that Studies the Emotional Labor of Doctoral Students Possible?

      Authors: Liora Nutov, Orit Hazzan

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1354
      Issue No: Vol. 6
       
  • Empowering Doctoral Candidates in Finding Relevant Concepts in a
           Literature Set
    • Empowering Doctoral Candidates in Finding Relevant Concepts in a Literature Set

      Authors: Naomi Dreher, Heinz Dreher

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1378
      Issue No: Vol. 6
       
  • The Road to Doctoral Success and Beyond
    • The Road to Doctoral Success and Beyond

      Authors: Veronica Castro, Elda E. Garcia, Javier Cavazos, Jr., Alma Y. Castro

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1428
      Issue No: Vol. 6
       
  • A Cultural Repertoire of Practices in Doctoral Education
    • A Cultural Repertoire of Practices in Doctoral Education

      Authors: Karri A. Holley

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1430
      Issue No: Vol. 6
       
  • Guiding the Use of Grounded Theory in Doctoral Studies – An Example from
           the Australian Film Industry
    • Guiding the Use of Grounded Theory in Doctoral Studies – An Example from the Australian Film Industry

      Authors: Michael Jones, Irit Alony

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1429
      Issue No: Vol. 6
       
  • A Mixed Research Investigation of Factors Related to Time to the Doctorate
           in Education
    • A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education

      Authors: Hesborn O. Wao, Anthony J. Onwuegbuzie

      IJDS, Volume 6 (2011). Details

      IJDS, Volume 6 (2011)
      DOI: https://doi.org/10.28945/1505
      Issue No: Vol. 6
       
  • Printable Table of Contents: IJDS Volume 5, 2010
    • Printable Table of Contents: IJDS Volume 5, 2010

      Authors:

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/708
      Issue No: Vol. 5
       
  • Potential Predictors of Timely Completion among Dissertation Research
           Students at an Australian Faculty of Sciences
    • Potential Predictors of Timely Completion among Dissertation Research Students at an Australian Faculty of Sciences

      Authors: Vladimir Jiranek

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/709
      Issue No: Vol. 5
       
  • Motives and Aspirations for Doctoral Study: Career, Personal, and
           Inter-personal Factors in the Decision to Embark on a History PhD
    • Motives and Aspirations for Doctoral Study: Career, Personal, and Inter-personal Factors in the Decision to Embark on a History PhD

      Authors: Ian Brailsford

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/710
      Issue No: Vol. 5
       
  • Managing Perceived Coping Behavior While Mentoring Doctoral Students
    • Managing Perceived Coping Behavior While Mentoring Doctoral Students

      Authors: Robert Samuel, Frederick Kohun

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/1288
      Issue No: Vol. 5
       
  • Faculty Perspectives on Doctoral Student Socialization in Five Disciplines
    • Faculty Perspectives on Doctoral Student Socialization in Five Disciplines

      Authors: Susan K. Gardner

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/1310
      Issue No: Vol. 5
       
  • Doctoral Students’ Perceptions of Barriers to Reading Empirical
           Literature: A Mixed Analysis
    • Doctoral Students’ Perceptions of Barriers to Reading Empirical Literature: A Mixed Analysis

      Authors: Cindy L. Benge, Anthony J. Onwuegbuzie, Marla H. Mallette, Melissa L. Burgess

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/1331
      Issue No: Vol. 5
       
  • Starting to Publish Academic Research as a Doctoral Student
    • Starting to Publish Academic Research as a Doctoral Student

      Authors: Dorian Stoilescu, Douglas McDougall

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/1333
      Issue No: Vol. 5
       
  • Book Review: Write to the Top! How to Become a Prolific Academic
    • Book Review: Write to the Top! How to Become a Prolific Academic

      Authors: Dorian Stoilescu

      IJDS, Volume 5 (2010). Details

      IJDS, Volume 5 (2010)
      DOI: https://doi.org/10.28945/1334
      Issue No: Vol. 5
       
  • Printable Table of Contents: IJDS Volume 4, 2009
    • Printable Table of Contents: IJDS Volume 4, 2009

      Authors:

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/633
      Issue No: Vol. 4
       
  • The Need for Teaching Doctoral Students How to Teach
    • The Need for Teaching Doctoral Students How to Teach

      Authors: ArrayHarvey J. Brightman

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/42
      Issue No: Vol. 4
       
  • Volunteer Support of English as an Additional Language (EAL) for Doctoral
           Students
    • Volunteer Support of English as an Additional Language (EAL) for Doctoral Students

      Authors: Susan Carter

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/43
      Issue No: Vol. 4
       
  • The Business Professional Doctorate as an Informing Channel: A Survey and
           Analysis
    • The Business Professional Doctorate as an Informing Channel: A Survey and Analysis

      Authors: T. Grandon Gill, Uwe Hoppe

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/44
      Issue No: Vol. 4
       
  • The Experience of Nurse Faculty Members Enrolled in Doctoral Study
    • The Experience of Nurse Faculty Members Enrolled in Doctoral Study

      Authors: Carolyn J. Lee

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/45
      Issue No: Vol. 4
       
  • Differential Item Functional Analysis by Gender and Race of the National
           Doctoral Program Survey
    • Differential Item Functional Analysis by Gender and Race of the National Doctoral Program Survey

      Authors: Benita Barnes, Craig S. Wells

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/46
      Issue No: Vol. 4
       
  • Doctoral Dissertations by Publication: Building Scholarly Capacity Whilst
           Advancing New Knowledge in the Discipline of Nursing
    • Doctoral Dissertations by Publication: Building Scholarly Capacity Whilst Advancing New Knowledge in the Discipline of Nursing

      Authors: Karen Francis, Jane Mills, Ysanne Chapman, Melanie Birks

      IJDS, Volume 4 (2009). Details

      IJDS, Volume 4 (2009)
      DOI: https://doi.org/10.28945/695
      Issue No: Vol. 4
       
  • Printable Table of Contents: IJDS Volume 3, 2008
    • Printable Table of Contents: IJDS Volume 3, 2008

      Authors:

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/631
      Issue No: Vol. 3
       
  • Development of English Academic Writing Competence by Turkish Scholars
    • Development of English Academic Writing Competence by Turkish Scholars

      Authors: Louisa Buckingham

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/47
      Issue No: Vol. 3
       
  • Situating Educational Computing Doctoral Students in a Community of
           Practice: A Rubric-driven, Online Portfolio System
    • Situating Educational Computing Doctoral Students in a Community of Practice: A Rubric-driven, Online Portfolio System

      Authors: Mary Jo Dondlinger , James G. Jones

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/48
      Issue No: Vol. 3
       
  • The Social Side of Theory: A Community-Based Narrative of Research and
           Theory
    • The Social Side of Theory: A Community-Based Narrative of Research and Theory

      Authors: Bernd Carsten Stahl , Jehad Al-Amri, Suad Almullah, Muneeb Dawood, Christine Fidler, Mohanad Halaweh, Osita Ibekwe, Raed Kareem Kanaan, Mick Phythian, Abdullah Al-Shery, Khaled Swesi, Sarai Tangai

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/49
      Issue No: Vol. 3
       
  • Explication of Tacit Knowledge in Higher Education Institutional Research
           through the Criteria of Professional Practice Action Research Approach: A
           Focus Group Case Study at an Australian University
    • Explication of Tacit Knowledge in Higher Education Institutional Research through the Criteria of Professional Practice Action Research Approach: A Focus Group Case Study at an Australian University

      Authors: Edward Sek Wong

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/50
      Issue No: Vol. 3
       
  • Selecting an Appropriate Publication Outlet: A Comprehensive Model of
           Journal Selection Criteria for Researchers in a Broad Range of Academic
           Disciplines
    • Selecting an Appropriate Publication Outlet: A Comprehensive Model of Journal Selection Criteria for Researchers in a Broad Range of Academic Disciplines

      Authors: Linda V. Knight, Theresa A. Steinbach

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/51
      Issue No: Vol. 3
       
  • Book Review: Doctorates Downunder: Keys to Successful Doctoral Study in
           Australia and New Zealand
    • Book Review: Doctorates Downunder: Keys to Successful Doctoral Study in Australia and New Zealand

      Authors: Victoria Wise

      IJDS, Volume 3 (2008). Details

      IJDS, Volume 3 (2008)
      DOI: https://doi.org/10.28945/52
      Issue No: Vol. 3
       
  • Printable Table of Contents: IJDS Volume 2, 2007
    • Printable Table of Contents: IJDS Volume 2, 2007

      Authors:

      IJDS, Volume 2 (2007). Details

      IJDS, Volume 2 (2007)
      DOI: https://doi.org/10.28945/629
      Issue No: Vol. 2
       
  • A Proposed Ph.D. Student Bill of Rights
    • A Proposed Ph.D. Student Bill of Rights

      Authors: Marc Schniederjans

      IJDS, Volume 2 (2007). Details

      IJDS, Volume 2 (2007)
      DOI: https://doi.org/10.28945/53
      Issue No: Vol. 2
       
  • Successfully Navigating the Stages of Doctoral Study
    • Successfully Navigating the Stages of Doctoral Study

      Authors: Varun Grover

      IJDS, Volume 2 (2007). Details

      IJDS, Volume 2 (2007)
      DOI: https://doi.org/10.28945/54
      Issue No: Vol. 2
       
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      IJDS, Volume 2 (2007). Details

      IJDS, Volume 2 (2007)
      DOI: https://doi.org/10.28945/55
      Issue No: Vol. 2
       
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    • Dealing with Social Isolation to Minimize Doctoral Attrition – A Four Stage Framework

      Authors: Azad Ali , Frederick Kohun

      IJDS, Volume 2 (2007). Details

      IJDS, Volume 2 (2007)
      DOI: https://doi.org/10.28945/56
      Issue No: Vol. 2
       
  • Printable Table of Contents: IJDS Volume 1, 2006
    • Printable Table of Contents: IJDS Volume 1, 2006

      Authors:

      IJDS, Volume 1 (2006). Details

      IJDS, Volume 1 (2006)
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      Issue No: Vol. 1
       
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    • Designing an Indonesian Leadership Training Program: Reflections upon Decisions Made

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      IJDS, Volume 1 (2006). Details

      IJDS, Volume 1 (2006)
      DOI: https://doi.org/10.28945/57
      Issue No: Vol. 1
       
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      IJDS, Volume 1 (2006). Details

      IJDS, Volume 1 (2006)
      DOI: https://doi.org/10.28945/58
      Issue No: Vol. 1
       
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      IJDS, Volume 1 (2006). Details

      IJDS, Volume 1 (2006)
      DOI: https://doi.org/10.28945/59
      Issue No: Vol. 1
       
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      IJDS, Volume 1 (2006). Details

      IJDS, Volume 1 (2006)
      DOI: https://doi.org/10.28945/60
      Issue No: Vol. 1
       
 
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