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1.
Devika Naidoo 《Teaching in Higher Education》2013,18(3):340-351
Against the background of vast changes in doctoral education and the emergence of non-traditional doctoral programmes, this paper investigates the habitus of non-traditional PhD students at a South African university. Bourdieu's conceptual tool of habitus informed the study. In-depth and open-ended interviews were conducted with 10 non-traditional students. Data analysis indicates non-traditional students' complex and multifaceted habitus. Non-traditional PhD students' dispositions and experiences include tenacious self-motivation and self-regulation in the face of severely constraining conditions, diverse epistemologies, hybrid goals, more communal orientations, perplexedness about ‘produce new knowledge’ and other requirements of the PhD, vulnerability regarding funds, complex self-change ranging from elation and affirmation to humiliation and confusion and exclusion and non-recognition at the department and faculty levels. These findings indicate greater challenges for non-traditional doctoral programmes that would respond to the academic and social needs of non-traditional students. 相似文献
2.
The aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’.
相似文献3.
Jisun Jung 《Tertiary Education and Management》2013,19(4):284-297
AbstractThe aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’. 相似文献
4.
PhD students’ work conditions and study environment in university- and industry-based PhD programmes
During the last 10 years, new models of funding and training PhD students have been established in Denmark in order to integrate industry into the entire PhD education. Several programmes have been conducted where it is possible to co-finance PhD scholarships or to become an employee as an industrial PhD in a company. An important question is what impact these new conditions will have on the PhD students’ training, work conditions and study environment. In this article, the new type of programmes will be presented together with data analysis of PhD students’ work conditions and study environment in various programmes mainly based on a research project from 2006. The results of this study show no significant difference between PhD students in a traditional university PhD programme and PhD students in an industrial programme concerning working environment. However, the study shows significant differences in the intercultural dimension, where foreign PhD students are significantly more satisfied with their study environment compared with Danish PhD students. In general the workload is very high and the environment is stressful for all PhD students. 相似文献
5.
Saber Khelifi 《Higher Education Quarterly》2023,77(3):410-426
Rising unemployment rates among PhDs gave relevance to a crisis narrative revolving around the assumed oversupply of doctorate holders. The discourse, which originated in established systems of higher education two decades ago, has not been duly tested in the Global South. Taking Tunisia as a case in point, this article probes the validity of the association between high unemployment rates and the oversupply narrative to answer the question of whether Tunisia actually trains more PhDs than necessary. Using quantitative data from national and supranational databases, the state of affair in Tunisia is put into perspective with some neighbouring and OECD countries along four axes: stock and flow of PhDs, student experience, qualification of academic staff and transition to employment. Overall, the paper's main finding discredits the oversupply claim as Tunisia trails in a number of respects but calls for upgrading the static and rather obsolete doctoral training system. Doctorate holders' unemployment is mainly rooted in structural economic and bureaucratic deficiencies as well as a traditional occupational structure that fails to grasp PhDs outside academia. A more exhaustive policy mix is required to streamline the management of doctoral output and address the signs of a degrading research potential. 相似文献
6.
ABSTRACTThis national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skills but lesser preparation for conducting quantitative and qualitative research, including methods related to understanding evidence-based practice. The research expectations of responding PhD faculty were low, reflecting limited retention and little production of research among typical entering doctoral students. These findings raise the issue of how effectively the social work profession prepares students for research and for future PhD education. 相似文献
7.
Writing retreats are structured events during which a group of people write in the same room over several days. In this paper, we report on findings from a study exploring the impact of writing retreats on PhD students’ writing and their sense of self as academic writers. A second aim of the study was to contribute to the search for appropriate pedagogies to support writing at the PhD level. The data consist of interviews with 19 PhD students who had taken part in writing retreats as well as evaluations and pre- and post-retreat reflections by these students. In the interviews, we discussed the role of writing retreats in the context of the students’ wider biographies as writers and how it relates to their experiences of writing. Our findings suggest that writing retreats can be important events for PhD students positively affecting their relationship with literacy [Besse, J.-M. 1995. L’écrit, l’école et l’illettrisme. Paris: Magnard]. Taking part in a retreat generates pleasure, emphasising the role of emotions in academic writing. Writing retreats and the opportunities they offer students to write and to reflect on their experiences as writers are a valuable part of PhD training. 相似文献
8.
女儿在读大三的时候,便开始着手准备去美国留学的各项事宜。从开始申请到最后录取,历时半年左右。其间,事情虽然琐碎繁杂,进展的都还顺利,最后以全额奖学金的成绩,被Ohio State University录取。在此,谈一下我们的认识和看法,希望对正在准备留学的人能有所借鉴。 相似文献
9.
美国"重新规划PhD"述略 总被引：3，自引：0，他引：3
美国新近完成一项博士生教育改革的研究课题 :“重新规划 Ph D以满足 2 1世纪的社会需要”。本文介绍了该项目的来龙去脉及其丰富的研究成果 ,同时联系我国博士生教育现状 ,简要讨论了该项成果的借鉴意义。 相似文献
10.
Eirini Geraniou 《Educational Studies in Mathematics》2010,73(3):281-296
This paper presents results of a longitudinal study in the transition to independent graduate studies in mathematics. The
analysis of the data collected from 24 students doing a PhD in mathematics revealed the existence of three transitional stages
within the PhD degree, namely Adjustment, Expertise and Articulation. The focus is on the first two transitional stages, since the data collection focused mainly on these. Based on the first
two transitional stages and the students’ ways of dealing with them, which were called ‘survival strategies’, three types
of students were identified. The importance of motivation for each transitional stage and the successful transition overall
are considered as well. 相似文献
11.
《Africa Education Review》2013,10(5):47-59
AbstractThe Doctor of Philosophy (PhD) by publication is gaining impetus as a format of doctoral output both nationally and abroad. This format has become the norm in some countries and within some disciplines. As more African institutions are considering formalising this format through institutional policy and practice, it becomes necessary to consider whether the format can act as the panacea to the ills of high doctoral dropout rates; low and slow doctoral throughput rates; and the academic isolation doctoral candidates may experience. This article, however, also asks the question whether a format could and should precede the function of the PhD, namely, that of developing responsible scholars. If institutional and supervisory imperatives are given precedence over students’ interests – thus if form does not follow function – the PhD by publication may mean academic paralysis for the doctoral candidate. It is against this background that a reflective, first-hand account of the PhD by publication is provided. 相似文献
12.
This article presents empirical results of explorative case studies that examine whether the New Public Management mechanisms have improved the academic performance of PhD education in selected German and European economics departments. Our data rely on document analyses of organisational variables and in-depth semi-structured interviews with professors in Germany and several European countries. We propose a typology of departments along their PhD production technology and suggest that organisational improvements should look at the processes through which new professional standards gain acceptance in departments and at the means by which long-term incentive problems of collective action in a department are solved. 相似文献
13.
《Journal of Vocational Education & Training》2012,64(2):177-188
Abstract At a time of continuing concern about the nature and meaning of doctoral education in the United Kingdom, this paper outlines the moves by an increasing number of universities towards ‘part‐taught’ doctorates. Focusing on the new degree of Doctor of Education now offered by over seven British universities, the paper outlines the differences between EdD and PhD in education, and questions the need for any differentiation. Arguing that the ‘statistics of failure’ in doctoral education in the United Kingdom continue to mount a challenge to universities in the United Kingdom, the paper argues for a refocus on process as well as product, where the goal should be on learner empowerment and transformation, rather than on the misassumptlons that doctoral study is primarily an ‘academic apprenticeship’. Finally, the paper indicates an agenda to establish doctoral programmes and structures capable of developing and fostering creative talent whether the individuals undertaking doctoral study are going to become professional researchers or researching and scholarly professionals. 相似文献
14.
Joyce B. Main 《Research in higher education》2018,59(8):1059-1073
Increasing the size and diversity of the scientific and technological workforce is a national priority. Investments in policy and programmatic efforts toward increasing the representation of women in science and engineering fields have resulted in significant advances; however, a gender gap remains among PhDs and faculty in these fields. This study tests whether Kanter’s (Men and women of the corporation, Basic Books, New York, 1977) theory of proportions, which suggests that numerical representation of groups influence group dynamics and cultural context, applies to the proportion of female faculty and the probability that female doctoral students will complete their degrees in science and engineering. Using data from two research-intensive academic institutions, results show that female doctoral students are more likely to complete the degree in departments with higher proportions of female faculty. Further, female PhD students working with female faculty dissertation advisors are also more likely to complete the degree than female PhD students working with male faculty dissertation advisors. Departmental faculty sex ratios and whether their faculty advisor is male or female, however, have no effect on the completion probabilities of male PhD students. Consistent with Kanter’s theory, research findings illustrate the importance of organizational demography on the academic outcomes of PhD students, and provide support for initiatives and programs aimed at increasing the representation of female faculty in science and engineering. 相似文献
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16.
Are You Satisfied? PhD Education and Faculty Taste for Prestige: Limits of the Prestige Value System
Emory Morrison Elizabeth Rudd Joseph Picciano Maresi Nerad 《Research in higher education》2011,52(1):24-46
This paper empirically evaluates Caplow and McGee??s (The academic marketplace, 1958) model of academia as a prestige value system (PVS) by testing several hypotheses about the relationship between prestige of faculty appointment and job satisfaction. Using logistic regression models to predict satisfaction with several job domains in a sample of more than 1,000 recent social science PhD graduates who hold tenure-track or tenured faculty positions, we find that the relationship between prestige of faculty appointment and job satisfaction is modified by PhD program prestige. Graduates of high prestige PhD programs value prestige more highly and graduates of low prestige programs value salary more highly. We explain our findings by incorporating reference group theory and a theory of taste formation into our model of the academic PVS, which identifies PhD programs as sites of socialization to different tastes for prestige (a process of cultural transmission) in addition to their well recognized role in transmission of human and social capital. We discuss practical and theoretical implications of our findings in relation to efforts to measure PhD program quality and to understand the structure of academic labor markets. 相似文献
17.
This investigation focuses on Chinese doctoral students’ career expectations, and examines how the students’ career expectations changed over time under the influence of doctoral training based on survey data of 1467 doctoral students from 8 Chinese universities. Doctoral students’ evaluations of doctoral training were identified. The examination indicates that more than half of doctoral students expect a non-academic profession, and more than 70% of students did not alter their professional expectations radically over time. Logistic regression model results indicate that doctoral students’ career expectations and their changes over time were influenced by doctoral training in their university environment, students’ relationships with supervisors, and students’ experiences of collaboration with non-academic organizations. Doctoral students are dissatisfied with doctoral training that does not encourage and prepare them for diverse career paths. We conclude that in the present environment, the goal of doctoral training should not only be the reproduction of “academic successors” but also be the cultivation of “versatile experts.” 相似文献
18.
19.
Higher Education - This study identifies the factors that help doctoral students cope with difficulties in their studies, based on social reproduction theory and the anti-deficit approach. A... 相似文献
20.
Is there a gendered agenda in academia? The research experience of female and male PhD graduates in Australian universities 总被引：1，自引：0，他引：1
Christine Asmar 《Higher Education》1999,38(3):255-273
Women in higher education appear to lag behind their male colleagues in many respects. Research has shown that women are less likely than men to have full-time positions, tenure, or senior status. In research -- crucial to an academic career -- they tend neither to lead research teams, nor to apply for, nor to hold large research grants. Female academics are often seen as less productive, especially when it comes to publication rates. Women just beginning or resuming their careers appear particularly vulnerable. This paper draws on data from a study of PhD graduates in Australian universities in order to investigate the research experiences of women and men at an early stage of their careers. The findings presented in the paper suggest that some of the traditional disadvantages seen as affecting university women are now diminishing. The paper goes on to argue, on the basis of the data, that some documented phenomena such as women's lower publication output and their non-participation in collaborative networks are due to factors not always highlighted in the literature -- factors, for example, such as women's choice of discipline area. While the paper rejects the proposition that an explicitly 'gendered agenda' exists in academia, it notes that newly-graduated female PhDs in Australia are still more likely than their male colleagues to report dissatisfaction on a number of levels. The paper concludes with a call for further research on the more affective aspects of academic women's research experiences. 相似文献