Studies in Graduate and Postdoctoral Education最新文献

{"title":"Embedding transferrable skills into the higher degree by research candidature","authors":"D. Miloš","doi":"10.1108/SGPE-04-2019-0046","DOIUrl":"https://doi.org/10.1108/SGPE-04-2019-0046","url":null,"abstract":"\u0000Purpose\u0000Higher degree by research (HDR) graduates are often perceived to be overly specialised and are unable to adapt to non-academic settings (Jaeger and Rudra, 2013). Universities are under increasing pressure to embed research and transferrable skills into the candidature in a flexible and meaningful way to equip graduates with the skills to succeed in a range of careers. The paper aims to study how Flinders University has embedded the Research and Employability Skills Training (REST) Program into the HDR.\u0000\u0000\u0000Design/methodology/approach\u0000REST was established to replace the workshop-based professional development program, with a structured, compulsory, comprehensive program for HDR students, based on the Vitae Researcher Development Framework (RDF). The Program aims to provide students with the research skills they need to complete their studies and the transferrable skills employers seek, through an online, supported program that helps them identify their needs, plan and control their skills development. Such a comprehensive online candidature management system has enabled Flinders to implement the RDF and successfully and comprehensively embed REST into the HDR candidature, assisting students to articulate and demonstrate their skills with documented evidence.\u0000\u0000\u0000Findings\u0000The Program has been running for one year, and so far, has been successful. Students are increasingly completing the initial online Skills Needs Analysis assessment component, which helps to identify their skills gaps and recommend workshops to meet their needs. Supervisors and students are engaging with the Program through structured discussion and refection of skills at each annual milestone, thanks to the help of the Inspire online candidature management system.\u0000\u0000\u0000Originality/value\u0000REST is a valuable resource for HDR students, providing them with a range of skills to progress with their research, writing and professional development training that complements, but is separate from, their degree. Providing a structured training program which follows and supports students’ candidature, and is based around the training needs and career trajectories of the student assists the students be more equipped and supported to complete on time and are well prepared for a range of career outcomes.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-04-2019-0046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The purpose and impact of postgraduate knowledge","authors":"G. Wisker, G. Robinson, B. Leibowitz","doi":"10.1108/SGPE-05-2019-0054","DOIUrl":"https://doi.org/10.1108/SGPE-05-2019-0054","url":null,"abstract":"\u0000Purpose\u0000Much research into outcomes of doctoral learning focuses on employability, or the dearth of academic employment in relation to doctoral graduate expectations, emphasising precarity of academic future work. This new work begins with and moves beyond employment issues, highlighting professional practice and personal knowledge development and impact.\u0000\u0000\u0000Design/methodology/approach\u0000Much doctoral education research focuses on the academic identities of postgraduates, their change and alignment to the work and experience of being a doctoral student and beyond, in academic or other jobs. This longitudinal work explores professional and social impact from doctoral research and transformational changes experienced and reported by graduates in two projects. Based on narrative interviewing turned into case studies, it asks fundamental questions about the purpose and impact of postgraduate knowledge.\u0000\u0000\u0000Findings\u0000Respondents emphasised change in their sense of personal, academic and professional identity; immediate impact on professional practice leading to job change, status, changes in practices and longer-term impacts of further influences on professional practice, some international in reach.\u0000\u0000\u0000Research limitations/implications\u0000This small-scale study has widespread implications for understanding the impact of postgraduate knowledge on professional practice and personal development.\u0000\u0000\u0000Practical implications\u0000The work could influence doctoral student intentions and the focus of doctoral programmes.\u0000\u0000\u0000Social implications\u0000Postgraduate knowledge is seen as crucial in theorised and practical contributions to social development.\u0000\u0000\u0000Originality/value\u0000This longitudinal work generates new knowledge, answering questions: What is the purpose of postgraduate knowledge? Who benefits from results? What is the impact from the research? How are outcomes put into professional practice? It found significant developments in professional practice and personal development.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-05-2019-0054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47193551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guest editorial","authors":"M. Picard, Alistair McCulloch","doi":"10.1108/sgpe-10-2019-055","DOIUrl":"https://doi.org/10.1108/sgpe-10-2019-055","url":null,"abstract":"","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-10-2019-055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46094955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting higher degree research collaboration","authors":"Susan Gasson, C. Bruce","doi":"10.1108/SGPE-04-2019-0040","DOIUrl":"https://doi.org/10.1108/SGPE-04-2019-0040","url":null,"abstract":"\u0000Purpose\u0000This paper aims to demonstrate the value of a collaborative research culture framework (Gasson and Bruce, 2018a), featuring trust and respect as core elements of healthy collaborations, to support the research success of higher degree research (HDR) students. HDR is a term used in Australia to reference Doctoral and Master by research programmes.\u0000\u0000\u0000Design/methodology/approach\u0000The authors propose that by positioning collaboration as part of a research culture built on trust and respect, discussion about and the development of healthy collaborative research culture will be facilitated. A healthy culture is defined as one that supports sustainable and productive collaborative research.\u0000\u0000\u0000Findings\u0000The applications of the framework demonstrate the role the framework can play in supporting researchers to understand, engage in and manage collaborations.\u0000\u0000\u0000Research limitations/implications\u0000Reflection on discussions to date has led to the authors’ view that collaborative success requires a unique set of skills (i.e. skills in the development of a collaborative research culture) and that the framework provides a deliberate and overt way of supporting development of those skills.\u0000\u0000\u0000Originality/value\u0000The framework helps HDRs develop the capacity to build healthy collaborative research cultures vital for their research productivity and longer-term success as researchers.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-04-2019-0040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49231541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming doctoral education: preparing multidimensional and adaptive scholars","authors":"Clinton A. Patterson, Chi-Ning Chang, Courtney Lavadia, M. Pardo, Debra Fowler, K. Butler-Purry","doi":"10.1108/sgpe-03-2019-0029","DOIUrl":"https://doi.org/10.1108/sgpe-03-2019-0029","url":null,"abstract":"\u0000Purpose\u0000Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow.\u0000\u0000\u0000Design/methodology/approach\u0000The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience.\u0000\u0000\u0000Findings\u0000Current global doctoral education models and literature were reviewed. These findings informed the new TDEM.\u0000\u0000\u0000Practical implications\u0000Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness.\u0000\u0000\u0000Social implications\u0000Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems.\u0000\u0000\u0000Originality/value\u0000This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-03-2019-0029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of accreditation in establishing academic legitimacy in graduate level non-profit management education","authors":"Emiko Blalock","doi":"10.1108/SGPE-04-2019-0044","DOIUrl":"https://doi.org/10.1108/SGPE-04-2019-0044","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the tension that a graduate education field called non-profit management education (NME) faces as it decides whether or not to adopt accreditation. The tension at hand is the politically wrought process of accreditation and the challenge many professional graduate education programs face in maintaining distinctive characteristics of their programs while conforming to the perceived legitimate norms within the larger field of higher education.\u0000\u0000\u0000Design/methodology/approach\u0000This case study is focused on a multi-day Summit, collecting data from participant presentations and discussions, observations and field notes and documents. Inductive coding and deductive coding are used to analyze data, framed under the theoretical framework of organizational legitimacy, strategy and homogeneity.\u0000\u0000\u0000Findings\u0000Three major themes are identified that illuminate the inherent tension between the ambiguous nature of legitimacy and the structured character of accreditation: arguing the field is unique, establishing threats to innovation and drawing boundaries.\u0000\u0000\u0000Originality/value\u0000This study offers unique insights into the political nature of accreditation and its ties to legitimacy for professional graduate education programs. With the expansion of graduate education into more applied fields and the increased pressure to provide programs that are directly related to professional and career advancement, many programs may benefit from accreditation standards while garnering legitimacy. However, it is imperative that those seeking accreditation understand they may risk losing the very elements that make their programs distinct.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-04-2019-0044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62359020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assembling lines in research education","authors":"Petra Angervall, E. Silfver","doi":"10.1108/SGPE-03-2019-0028","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0028","url":null,"abstract":"\u0000Purpose\u0000The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education.\u0000\u0000\u0000Design/methodology/approach\u0000The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education.\u0000\u0000\u0000Findings\u0000The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related.\u0000\u0000\u0000Social implications\u0000The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities.\u0000\u0000\u0000Originality/value\u0000In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62358640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing for dissertation writing: doctoral education students’ perceptions","authors":"Katia Ciampa, Zora Wolfe","doi":"10.1108/SGPE-03-2019-0039","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0039","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative data, by means of an anonymous online survey with open-ended questions, were used to ascertain 115 doctoral students’ writing experiences in a doctoral program at one university in the USA.\u0000\u0000\u0000Findings\u0000The findings of this study suggest the importance of intrapersonal factors, specifically the ability to engage in self-directed learning; interpersonal factors, such as peer and faculty support; and institutional factors, namely, faculty’s writing-based pedagogical practices, in supporting doctoral students’ academic writing.\u0000\u0000\u0000Practical implications\u0000This study suggests in addition to selecting and nurturing students’ ability to engage in self-directed learning, there are a number of specific strategies and practices doctoral faculty can engage in and use to prepare students for successful dissertation writing.\u0000\u0000\u0000Originality/value\u0000This study provides the perspective of former and existing doctoral students to illuminate the needs they perceive as they engage in dissertation writing. The study provides practical strategies based on common themes in student responses.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42457828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The experiences of research fellows seeking independence in multiple communities of practice","authors":"Christos Petichakis, E. Saetnan, L. Clark","doi":"10.1108/SGPE-03-2019-0027","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the lived experiences of current or recent research fellows holding a prestigious research fellowship, and are based in a research-intensive university in the UK. The authors of this study explored the challenges and opportunities that come with the transition of these individuals from a postdoctoral position to a fellowship.\u0000\u0000\u0000Design/methodology/approach\u0000Using a qualitative research method and through semi-structured interviews with a purposively selected sample, this research attempts to interpret the lived experiences of four research fellows by making sense of their narratives and reflections on their roles through their career development and the pursuit of research independence in their field.\u0000\u0000\u0000Findings\u0000Three themes were identified following the analysis of the data collected, namely, the freedom to explore, managing relationships and serendipity. The emphasis on achieving research independence, with the first signs of independence appearing from their postdoctoral years, was stated as an important factor in the career development of the research fellow. Gaining legitimacy and membership to multiple communities of practice simultaneously appeared to be a productive yet challenging developmental experience.\u0000\u0000\u0000Originality/value\u0000While attention in recently published output has been given to the professional development of research students and postdoctoral staff, exploring the views of research fellows remains an under-researched area in the field of researcher development. This qualitative study aims to start a discussion by exploring the lived experiences of this select group as they explain their identity-trajectory in research and pursue their aspirations towards achieving an academic post.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students","authors":"Alessa Hillbrink, Regina Jucks","doi":"10.1108/SGPE-03-2019-0031","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0031","url":null,"abstract":"\u0000Purpose\u0000Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated?\u0000\u0000\u0000Design/methodology/approach\u0000In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity.\u0000\u0000\u0000Findings\u0000As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions.\u0000\u0000\u0000Practical implications\u0000As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching.\u0000\u0000\u0000Originality/value\u0000Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44574608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}