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The study employs a narrative inquiry approach to probe a Chinese doctoral student’s identity construction experiences fraught with interruption and transformation. The longitudinal narratives gathered through participant entries in Evernote, a face-to-face life story interview, and researcher memos, have enabled a dynamic configuration of the intellectual, social, emotional, and spiritual dimensions characterizing doctoral identity development. Using identity-trajectory as an analytical lens, the study highlights how individual agency is embodied and exercised in institutional, relational, and personal spaces where doctoral identity is formed and contested. Findings are episodically ordered as: beginning doctoral study with great expectations; conceptualizing the nature of becoming a doctoral student; forces that are disruptive to the development of the doctoral-researcher identity; the ongoing process of being mediated by socialization into an extended research community, socio- professional support, and agentic reflexivity over time. The study argues for using narrative inquiry to speak of and express the subtleties and continuities of doctoral students’ experiences. It also provides practical implications for action by supervisors and students in doctoral programs respectively. 相似文献
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Kuang-Hsu Chiang 《European Journal of Education》2011,46(2):257-270
This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies. 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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Christine Johnson McPhail Harriette Scott 《Community College Journal of Research & Practice》2013,37(4-6):362-374
This study examined how graduate students enrolled in a university-based cohort community college leadership doctoral program perceived their leadership development experiences. A total of 50 doctoral students enrolled in the Morgan State University (MSU) doctoral program were surveyed. A separate group of students (20) participated in a focus group. Results indicated that although doctoral students generally reported positive experiences, some students reported that certain factors or characteristics and behaviors of cohort members were not beneficial to the cohort experience. The positive results (structure, instructors, networking, and curriculum) of the cohort experience seem to support the findings of a number of works in the previous research relating to cohort learning environments. The findings further indicated that such factors such as dominant group members, lack of commitment to the cohort, failure to meet group expectations, traditional instructional modalities, and inadequate facilities negatively impacted perceptions of the cohort experience. 相似文献
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世界一流大学能够长期引领顶尖人才培养的方向,与其推行博士教育发展战略有关。对世界排名前20位的大学进行分析,发现其博士教育发展战略具有如下特点:战略环境源于回应社会发展的需要,战略目标坚持质量首位,战略内容围绕更加高效的培养形式,政府宏观管理与高校自主推行相结合进行战略实施,完善的制度体系与充裕的资金支持作战略保障。其未来走向是:增强博士教育竞争力,强调国际化发展,推进博士教育公平化以及提升博士生职业能力。这对我国在"双一流"建设大格局中创建一流的博士教育具有诸多启示。 相似文献
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The purpose of this study was to investigate social science doctoral students’ preferences and needs with regard to written feedback on academic writing and to develop a written feedback categorization. In an exploratory mixed methods approach, qualitative data collected during interviews were used to form a questionnaire to collect quantitative data in two research-intensive universities. The results based on 276 doctoral students’ responses provided a clear list of feedback types needed by doctoral students, including comments addressing their main idea, argumentation, clarity, and information coverage. Their preferences varied on issues of autonomy, criticism, and ambiguity, all critical factors in the transition to independence expected during their doctoral education. The resulting written feedback categorization encompasses three aspects: function, focus, and presentation. The findings of this study have the potential to guide supervisors, feedback providers, and doctoral students as well as inform further research, including instrument development and written feedback content analyses. 相似文献
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The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed. 相似文献
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ABSTRACTDuring their doctoral studies, students undergo an emotionally and intellectually intensive process involving a wide range of positive and negative experiences. This article analyses PhD students’ perceptions of the most positive and negative experiences related to doctoral study conditions. Previous researchers have primarily focused on analysing experiences that negatively affect doctoral work and have related these experiences to institutional, social and individual variables. However, little is known regarding positive experiences and how both positive and negative experiences are interpreted and related to variables connected with doctoral study, such as discipline, funding, enrolment type, and the stage of the doctoral process. In total, 1173 doctoral students from 56 Spanish universities completed an open-ended online survey. The findings indicate that opportunities for PhD students to communicate their scientific advances, receive expert feedback and interact with other researchers have a high positive influence on their doctoral journey. However, funding difficulties, particularly for students in the social sciences, and relationships with the research community, principally with the supervisor, were perceived as the main negative challenges. Experiences related to research design, data collection and analysis were perceived either negatively – primarily for mid-level students – or positively. These results should be considered in future doctoral programme policies to determine when, how and why to provide specific support during the doctoral process. 相似文献
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Employing the Twenty Statements Test and a framework of self‐motives (self‐esteem, self‐efficacy, authenticity), this paper examines the self‐concept of Ukrainian doctoral students while means–ends decoupling takes place at the state level. The latter implies that the practices of state policies are disconnected from the state’s core goal of creating public welfare. Data are taken from a survey of 125 doctoral students at one Ukrainian university and supplemented with 30 personal interviews within the sample of respondents. The findings reveal that in the Ukrainian case, means–ends decoupling at the state level causes institutional complexity, which results in means–ends decoupling at the organisational level, which in turn leads to cultural complexity. Institutional and cultural complexities experienced by doctoral students trigger them to sustain means–ends decoupling at the individual level. The main decoupling for most Ukrainian PhD students is that doctoral education neither increases their employability nor contributes to the development of science, economy or society. Means–ends decoupling at all levels results not only in a severe diversion of financial and human capital but also has a negative impact on individuals’ well‐being, hindering their personal and professional development and evoking a sense of meaninglessness, alienation and cognitive dissonance. 相似文献
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Identity and agency: pleasures and collegiality among the challenges of the doctoral journey 总被引：1，自引：1，他引：0
How do doctoral students develop their identities as academics? In this analysis, we explore identity from the perspective of agency – humans as active agents. The analysis was based on the collective data from three earlier studies in different contexts. Embedded in the data were expressions of agency linked to affect – both positive and negative – in which doctoral students were acting to shape and not just be shaped by their experiences. Key findings were evidence of collective student identity as well as supervisors modeling and affirming student agency. Both these findings are pertinent in rethinking doctoral pedagogies: the latter provides a model for supervisors to explicitly model student agency, and the former suggests the value of creating opportunities for collective identity in which students act as positive agents in improving their own doctoral experiences. 相似文献
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Sara Delamont Odette Parry Paul Atkinson 《British Journal of Sociology of Education》1997,18(4):533-549
The paper is based on ethnographic work with doctoral students, their supervisors and postdoctoral researchers in three contrasting disciplines: biochemistry, artificial intelligence and physical geography. It explores how stability and continuity in scientific disciplines are sustained through socialisation processes of doctoral research. It identifies the inter‐generational transmission of knowledge, skills and assumptions within the institutional setting of laboratory or the research group. Working on ‘standardised packages’ in such social contexts, doctoral students are enculturated into scientific work. Despite setbacks and uncertainties in getting their research to ‘work’ doctoral students express faith that their problems are ‘doable’. Drawing on these empirical findings we suggest that these forms of pedagogic continuity are of more significance in the enculturation of doctoral students and the reproduction of scientific knowledge than the presence or absence of a ‘critical mass’ of active researchers (as has been suggested by the recent Harris review of postgraduate education in the UK). We therefore suggest that recent UK policy formation that has emphasized the notion of critical mass deserves critical scrutiny, and that there is need for perspectives more sensitive to disciplinary cultures and departmental organization. 相似文献
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Rachel Louise Geesa Rebecca D. Brown Kat R. McConnell 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):156-175
ABSTRACT Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors. 相似文献
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互联网影响博士生学习方式的研究 总被引：2，自引：0，他引：2
通过对博士生访谈、调查问卷对互联网从正反两个方面影响博士生学习方式进行分析,认为基于互联网检索式学习已在博士生自主学习中广泛运用,互联网成为博士生确定科研方向、丰富科研内容和寻找科研方法的脚手架。互联网资源共享平台推动了博士生自主深度学习,通过支撑博士生认知、优化博士生认知结构和促进博士生高阶学习,提升了博士生的批判性思维。互联网维系了博士生自主探究学习的兴趣,为博士生提供了体验的场景和提升了博士生探究学习的成就感。但也要反思互联网检索式学习造成了博士生学习的碎片化,网络不适应造成博士生信息迷航以及互联网路径依赖易造成博士生创新性的遗失等问题。 相似文献
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Contemporary changes to the doctorate mean student researchers are likely to be expected to write differently, write more and more often, and yet, despite a growing interest in doctoral education, we still know relatively little about the teaching and learning practices of students and supervisors vis-a-vis doctoral writing. This paper draws from a research study into the writing experiences of higher degree students and their supervisors in one science, health and technology-based university Faculty. The study used surveys, interviews and focus groups to collect information from students and supervisors about their experiences of doctoral writing and their perceptions about its development. By attending to the writing-related pedagogical practices of supervisors, this article explores how doctoral writing can be the stage for the playing out of tensions over changing roles and identities aggravated by contemporary pressures on doctoral education. 相似文献
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在"以学生为中心"的理念下,基于2019年Nature全球博士生调查数据,文章探讨了全球博士生师生关系满意度现状,并运用多元线性回归方法分析了其影响因素。研究结论如下。第一,总体上,全球博士生师生关系满意度水平良好,但中国博士生师生关系满意度水平低于全球平均水平。第二,博士生的个体特征对其满意度的影响显著,男性、在本国学习以及独立程度高的博士生满意度更高。第三,导师的学术指导、培养条件支持及情感支持均对博士生满意度的影响显著;导师提供的学术指导越多、学术能力支持越大、科研控制支持越大、心理健康支持越大、越认同学生的研究,则博士生对师生关系就越满意。第四,导师认可是影响博士生师生关系满意度最为重要的因素。 相似文献