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1.
Recent discussions on social work education increasingly have drawn attention to doctoral education. The purpose of this article is to consider these discussions that debated some of the ways of improving doctoral student education and professional development, using professional socialization as a conceptual framework. Issues such as research, teaching, and research assistantship, and conferences are considered as key components of the process of preparing doctoral students for knowledge building through teaching and research. Finally, the paper discusses some implications for social work education. 相似文献
2.
Stephenie Howard 《Journal of Teaching in Social Work》2017,37(5):513-527
Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a doctoral degree. The author expands on the general concept of first-generation college students to capture a more inclusive population of students who may be equally disadvantaged in doctoral programs in social work. The author also identifies strategies social work faculty and administrators can use to facilitate the entry and achievement of Black students in the doctoral pipeline. 相似文献
3.
Julia M. Pryce Alisa Ainbinder Allison V. Werner-Lin Teri A. Browne Cheryl Smithgall 《Journal of Teaching in Social Work》2013,33(4):457-469
Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured, required program of study that addresses issues unique to teaching in a school of social work. This article outlines a doctoral teaching workshop as a model framework for social work doctoral programs. Suggestions are provided for ways to incorporate such an effort into current social work doctoral education. 相似文献
4.
This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other public and private institutions, are being reshaped in order to be more closely aligned with risk minimisation policy directives and strategies. To understand what effects such reshaping is having on doctoral education, we bring together anthropological theorising of risk with pedagogical theorising of power and identity in education contexts. This theoretical cross-over between anthropology and education situates the pedagogic work of doctoral training within a culturally constituted order of professional care and risk management. We utilise this framework to interrogate "soft marking" as a specific domain in which risk minimisation is producing new relational identities for both supervisors and students involved in doctoral studies programs. 相似文献
5.
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
6.
《Journal of Teaching in Social Work》2013,33(3-4):273-290
Abstract One of the most problematic issues in the field of social work is the gap between practice and research. This paper describes the roles of the social work clinical practitioner and the social work researcher, and explores the role discontinuity that occurs as social work doctoral students' transition between these roles. A model illustrating the three possible routes that are taken during this role transition is introduced. Understanding the process of change that occurs as social work doctoral students shift roles has important implications for social work. Investigating these two roles can help doctoral programs support students during the difficult transition. Discovering how doctoral students bridge the gap between practice and research in their own experience may provide insight into how the field of social work as a whole can successfully address this gap. 相似文献
7.
Malik S. Henfield Delila Owens Sheila Witherspoon 《Counselor Education & Supervision》2011,50(4):226-242
The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness, more experienced African American students, race‐based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed. 相似文献
8.
This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of “other mothering.” Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice. 相似文献
9.
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
10.
Gaoming ZHENG 《Frontiers of Education in China》2019,14(2):206
While socialization has become a major lens of research in doctoral education, this paper advances the theoretical foundation of the socialization process in doctoral education by using the institutional logics theory. Specifically, it proposes an analytical framework for understanding the socialization of doctoral students, where it is seen as a process of reconciling different or even competing institutional logics that drive students’ development in doctoral education. The framework has been applied in an empirical study of ten doctoral students in Finland who were funded by the China Scholarship Council (CSC). While proving the usefulness of the analytical framework, the study shows that CSC doctoral students mainly face the competing logics of profession and corporation during socialization. Influenced by a strong profession logic, the Chinese students have transformed themselves into novice professionals and knowledge producers. Corporation logic competed with profession logic in the management of doctoral students and has resulted in a lack of teaching experiences in doctoral training and a weak recognition of professional identity in the students’ host universities. The influence of family logic, inherited from CSC doctoral students’ cultural backgrounds, has been decoupled in the socialization process and has led to a strong sense of loss in handling the supervisory relationship between supervisors and students. Based on the findings of this study, the author provides several recommendations for host universities, supervisors, doctoral students, the CSC, and the Chinese Embassy in Finland to enable them to work together and help CSC doctoral students tackle the aforementioned challenges. 相似文献
11.
纵观西方博士教育研究史,教师指导是促进博士生学术成长的关键因素。学界研究大体聚焦在博士生指导的意义、指导关系与师生互动以及指导风格几个方面,并从学术社会化、专业发展等理论进行解释。未来研究可尝试结合知识生产、学术职业来分析博士生指导问题,并沟通政策文本与指导实践,为比较教育研究提供对情境与过程、结构与行动之间更系统和理论化的理解。 相似文献
12.
Catherine A. Pearlman 《Journal of Teaching in Social Work》2013,33(2):209-219
Social work education programs rely heavily on adjunct instructors, as do most academic institutions. This article adds to existing literature on adjuncts by focusing on the unique issues in social work education, using social work values and ethics as a focus. The benefits and detriments for adjuncts, programs, and students in schools of social work are reviewed. Social justice issues are explored with respect to adjuncts and nontraditional students. The author recommends supporting adjuncts by offering an orientation and a mentor, providing health benefits, distributing course times more evenly, and providing more advance notice of course offerings. 相似文献
13.
《Journal of Teaching in Social Work》2013,33(3-4):117-126
ABSTRACT This report describes using a student portfolio approach to the structure and conduct of doctoral-level comprehensive examinations in the field of social work. Portfolios have been used as the primary method (one exception in over 40 students) to conducting social work comprehensive examinations at the author's former university, and this doctoral program appears to be unique in this regard among North American social work programs. The approach to organizing the written and oral components of comprehensive examinations using a portfolio is described, along with some of the advantages and disadvantages of this technique. Other doctoral programs are encouraged to include this method as one option in evaluating student readiness to conduct dissertation research and attainment of pedagogical objectives. 相似文献
14.
ABSTRACTQuality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate. 相似文献
15.
16.
Web-Based Social Work Courses: Guidelines for Developing and Implementing an Online Environment 总被引：1，自引：1，他引：0
Bruce A. Thyer Laura L. Myers William R. Nugent 《Journal of Teaching in Social Work》2013,33(4):365-377
Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid. 相似文献
17.
Susan K. Gardner Jessica S. Jansujwicz Karen Hutchins Brittany Cline Vanessa Levesque 《Higher Education》2014,67(3):255-271
Socialization has become a common framework through which to understand the doctoral student experience; however, the framework has predominately been used as a lens through which to understand traditional, single-discipline doctoral student experiences. Interdisciplinary doctoral programs are becoming increasingly common in both the United States and elsewhere but relatively little empirical research exists about this distinct experience. Through multiple interviews with 18 doctoral students and their 35 faculty members, we discuss differences in the socialization process for these students in regard to knowledge acquisition, investment, and involvement. Implications for practice and future research are included. 相似文献
18.
美国博士教育的现状与问题 总被引：19，自引：0，他引：19
美国的博士教育规模庞大,修业年限在3～9年之间。博士教育模式主要由课程学习、资格考试以及学位论文工作等三部分构成。论文是博士教育计划的核心要素,博士论文要求进行创造性研究,对相应的学科有独特的贡献。博士教育评估由研究型博士学位教育研究委员会组织,由全国研究委员会管理。博士教育资助的渠道包括各州政府、联邦政府、学生学费、大学的捐赠基金、慈善基金会和产业界。美国博士教育的国际化程度很高,国际生是博士生队伍的重要组成部分。尽管美国博士教育是成功的且富有创造力,但也面临艰巨的挑战,主要表现为研究资助越来越影响到博士教育,专业化教育导致博士素质的偏狭与局限,博士教育脱离了变化不定的工作市场的要求,完成学业时间的延长致使博士生求学的积极性降低,以及精英人才短缺等。 相似文献
19.
S. Rasheem Ali-Sha Alleman Dawnsha Mushonga Darlene Anderson Halaevalu F. Ofahengaue Vakalahi 《Mentoring & Tutoring: Partnership in Learning》2018,26(1):50-69
Using a Black Feminist Thought framework, this phenomenological study focused on lived experiences with mentoring relationships among 38 Black women in doctoral programs in multiple disciplines across universities in the United States. Although emerging studies on Black women in academia acknowledge the significance of mentorship and the reality of discrimination at the intersection of race and gender, the literature lacks empirical support pertaining to the formation and outcomes of mentoring relationships, specifically for Black women in doctoral education. Findings from this study suggested four central themes in the mentoring relationships among Black women in doctoral programs: (a) organic evolvement, (b) shared identity/mutual interest, (c) personal transformation and (d) increase in access and opportunity. Implications for future research, policy, practice and education across disciplines are offered. 相似文献
20.
Ashley Davis Stephanie P. Wladkowski Rebecca G. Mirick 《Journal of Teaching in Social Work》2017,37(2):107-120
A dissertation demonstrates a doctoral candidate’s knowledge of a content area, mastery of research methodology, and readiness for future scholarship. Doctoral candidates, social work programs, and the profession as a whole are invested in ensuring that candidates successfully complete dissertations and enter academic, research, and leadership positions. This strengths-based study offers the wisdom of recent social work doctoral graduates (N = 196). Data were collected by an online survey and analyzed through thematic analysis. Findings described sources of support, managing a project of this scope, considerations in study design, and effective research attitudes and behaviors. Implications for social work education are discussed. 相似文献