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1.
Socialization of Doctoral Students to Academic Norms 总被引：1，自引：0，他引：1
Using the framework for graduate and professional student socialization developed by Weidman, Twale, and Stein (2001), this study addresses socialization of doctoral students to the academic norms of research and scholarship. Data are presented about the perceptions doctoral students in a social science discipline (sociology) and in educational foundations at a major research university have of the scholarly and collegial climates of their departments. Data on students' social relationships with faculty and peers as well as their reported participation in scholarly activities are also reported. A multivariate analysis provides support for the framework, affirming the importance of social interaction among both students and faculty as well as collegiality among faculty for creating a supportive climate for doctoral study that also has the potential to provide a strong foundation for subsequent academic and/or research careers by stimulating students' research and scholarly productivity. 相似文献
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Cho Kwong Charlie Lam Cuong Huu Hoang Ricky Wai Kiu Lau Basil Cahusac de Caux Yang Chen Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128
There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context. 相似文献
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随着博士招生规模的扩大，博士生教育质量问题受到各方关注。导师作为博士生培养中最直接且关键的因素，对博士生的科研创新能力发挥着重要影响，但鲜有严谨的实证研究阐明其影响机制。基于2016年首都高校学生发展状况调查的数据，采用处理效应模型控制学生选择导师的内生性后，估计了导师对博士生科研发表的影响。研究发现，导师的学术指导显著正向影响博士生科研产出，这种影响主要通过作用于博士生科研参与实现，而导师的社会资本对博士生的科研产出存在负向影响。导师学术指导的正向影响更多体现在理工类博士生群体中，导师社会资本的影响更多体现在人文社科类博士生群体中。 相似文献
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This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male?=?15, female?=?25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital. 相似文献
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Becky Siu Chu Kwan 《Higher Education》2010,59(1):55-68
As a result of globalization, universities in some Asian countries now require their faculty members, by way of carrot or stick, to research and publish internationally. In tenure, promotion, contract renewal and faculty recruitment exercises, rate of publication in reputed journals based in the US and the UK has become a major criterion of assessment. The stakes involved in publication in many of these contexts, have created ripple effects on their doctoral students, many of whom are now under pressure to publish internationally during their doctoral tenure in order to secure professoriate employment upon graduation. Yet, publishing during the doctoral years is rarely an easy task not least because it is a taxing endeavor even for practicing academics. Challenges of publishing multiply when it is done in a period when the new researcher is already intensively engaged in the daunting tasks of researching and thesis-writing. However, what make publishing most challenging for students in these contexts are perhaps its linguistic demands and the need to make their work relevant to the international academic community. Given the stakes and difficulties involved in publishing internationally during and beyond the doctoral years, instruction in research publication (IRP) need be given some priority in doctoral programs in the Asian contexts. However, to what extent is IRP in place and to what extent can the instruction prepare students to face the various challenges of publishing in the early phase of their academic career? The questions remain largely under-explored in the literature. The study reported in this paper is a response to this lacuna by examining the IRP provided in the universities in Hong Kong. The study assumes that to succeed in publishing internationally, one needs to develop competence of three major domains, namely, scholarly communication, strategic research conception, strategic management of publishing. And in the context of doctoral undertaking, an added domain is that of strategic management of thesis-publishing. The study investigated the extent to which the IRP provided in the context under study attends to the four domains of competence. Methods of investigation involved an analysis of documents of research degree programs and courses (n = 155) offered in seven doctoral degree granting universities and interviews with doctoral students (n = 30). Findings suggest that instructional attention tends to be skewed towards developing students’ scholarly communication while competence in the other three domains remains relatively under-addressed. Pedagogical implications will be discussed. 相似文献
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Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication. 相似文献
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MaryLou Ramsey Marion Cavallaro Mark Kiselica Laurie Zila 《Counselor Education & Supervision》2002,42(1):40-57
In this study, counselor educators responded to a survey about their scholarly productivity over a 3‐year period. Their involvement in 7 scholarly activities is reported by category and by type of institution, tenure status, academic rank, and gender. Using a more comprehensive definition of scholarly productivity, this study documents that counselor educators are involved in a much broader, more diversified spectrum of scholarly activities than prior studies of scholarly productivity have indicated. Implications for tenure and promotion decisions, along with recommendations for training and mentoring of future counselor educators as well as future directions for research, are discussed. 相似文献
11.
Semi-structured, qualitative interviews conducted with an ethno-culturally diverse group of 27 doctoral students in one Canadian university department produced narratives that often featured stories of stress and struggle. Two interrelated themes emerging from the data are highlighted here: surviving financially and dealing with divisions and diversity. The context is one where student bodies have become more diverse and the academic labour market less geared to full-time tenured positions. We argue that the commonplace notion that doctoral study means elite students being socialized into academic futures de-emphasizes the material conditions and interpersonal tensions that actually characterize everyday student life. 相似文献
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Jill Burton 《Studies in Continuing Education》2013,35(2):193-195
Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy. 相似文献
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Romanian scholars, and others, have decried the quality and quantity of scholarly productivity from Romania. However, Romanian scholars face challenges of both tradition and resources as they try to westernize their higher education system. We analyzed data from two sources to compare Romanian scholarly productivity to that of other countries from Central and Eastern Europe that have similar histories, as well as to worldwide publication rates. We found that Romanian scholarly productivity is weak compared to other countries in psychology, sociology, environmental sciences, linguistics, geology and medicine. However, Romanian scholarly productivity has been comparable to other countries in agriculture and computer sciences. We also found that Romanian scholarly productivity has shown gains in engineering and economics compared to other countries over a 20-year period. We conclude this paper with research-based recommendations for improving scholarly productivity. 相似文献
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Patrick O’Keeffe 《高等教育研究与发展》2020,39(2):288-301
ABSTRACTThe PhD by Publication offers doctoral students an opportunity to focus on publishing during their candidature. A considerable body of literature has explored questions of legitimacy, consistency and quality of this model of scholarship, while students have reflected on how this approach helped build a publishing track record and develop skills associated with writing scholarly articles [Jackson, D. (2013). Completing a PhD by publication: A review of Australian policy and implications for practice. Higher Education Research & Development, 32(3), 355–368; Robins, L., & Kanowski, P. (2008). PhD by publication: A student’s perspective. Journal of Research Practice, 4(2), 1–20]. However, there is a need to explore how this approach both shapes and reflects the student experience of doctoral studies. This auto-ethnographical article analyses my own experience of the PhD by Publication. On the one hand, this method suited my multidisciplinary research topic and approach to research and assisted the flexibility and creativity of my research. On the other, I began to view my value as a researcher and the value of my research, in terms of the quantitative performance metrics of research in output, citation counts and h-index. Concept of performativity, I analyse how the PhD by Publication potentially reshapes what it is to be a doctoral student, and how the value of doctoral students is construed by themselves and others within their university. 相似文献
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Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral
students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY:
Cornell University Press, 2009) dictating the need to examine and understand how doctoral students experience their education at the department level. In
the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the satisfaction levels of doctoral students (current, recent graduates,
and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional
types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale
Model) analyses we found that although overall satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, student satisfaction
within disciplines varied significantly and consistently with respect to specific academic experiences. 相似文献
16.
ABSTRACTIn preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided. 相似文献
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本文以我国某研究型大学自然科学领域的博士生为研究对象,分析博士生在读期间的学术产出状况;构造了以学术研究投入时间、国内国际会议报告、与导师交流频率为维度的学术活跃度概念,并利用负二项分布的回归模型,证实了学术活跃度与博士生学术产出之间的关系。本研究认为,应努力创造良好的博士生教育环境和氛围,通过提高博士生的学术活跃度,进而提高其学术产出,这对提高我国博士生教育培养质量具有十分重要的意义。 相似文献
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博士生招生申请考核制的内在优势在于：有利于确定专业权力在博士招生与培养中的作用,有利于选拔高质量的、适合攻读博士学位的学生,有利于营造良好的学术生态,提高导师育人责任。其不足在于容易受制于人性的弱点,导致内部监督不畅,录取的公正性受到质疑。当前,这一制度所获得的良好发展机遇包括高校去行政化的改革背景,国外大学的有益经验和国内高校的实践探索。其所面临的挑战主要是中国人情社会的文化环境,行政力量的依然强势以及社会诚信的缺失。 相似文献
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Yongyan Li 《Asia Pacific Journal of Education》2016,36(4):545-558
Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on “publishing SCI papers or no degree” should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals. 相似文献