International Journal of Doctoral Studies最新文献

{"title":"The Influence of Family on Doctoral Student Success","authors":"Erin Breitenbach, Josh Bernstein, Candace L Ayars, Lynda Tierney Konecny","doi":"10.28945/4450","DOIUrl":"https://doi.org/10.28945/4450","url":null,"abstract":"Aim/Purpose: This qualitative case-study explores how a doctoral student’s family influences the doctoral student’s success from the perspective of doctoral students who were enrolled in an online doctoral program.\u0000\u0000Background: Previous research has shown that family can significantly influence doctoral student success; however, it is not clear what is meant by family nor what the details of the influence of family look like from the perspective of the doctoral student.\u0000\u0000Methodology: A qualitative case-study method was used. More than 500 former students enrolled in an online doctoral program were emailed a web-based survey that elicited information about who they considered to be in their family, how they thought their relationship with their family changed while they were a doctoral student, and how much they thought their family understood what it means to be a doctoral student. One hundred thirty-three (24%) former students participated in the study. Qualitative data were analyzed both manually and electronically by three researchers who subsequently triangulated the data to confirm themes.\u0000\u0000Contribution: This study defines ‘family’ from the doctoral student perspective and provides an in-depth look at how family influences doctoral student success including explanation of family support and lack thereof that previously has been shown to be significant to facilitating or hindering doctoral student success. \u0000\u0000Findings: Doctoral students mostly considered their immediate and extended family (i.e., spouses, significant others, children, grandchildren, parents, grandparents, grandchildren, nieces, nephews, and parents-in-law) to be family, but some considered friends and coworkers to be part of their family as well. Most doctoral students experienced positive family support, but for those who did not, two major themes emerged as problematic: a reduction in the amount of time spent with family and family not understanding the value of earning a doctoral degree.\u0000\u0000Recommendations for Practitioners: Institutions of higher education should consider these findings when creating interventions to increase retention of doctoral students. Interventions might include orientation programs to help family members understand the value of earning a doctoral degree, the time commitment necessary to complete a doctoral degree, and ways to support a family member earning a doctoral degree.\u0000\u0000Recommendation for Researchers: The findings inform future research by surfacing more specific information about what family support and lack thereof looks like for doctoral students and what interventions for improving family support might include. \u0000\u0000Impact on Society: Improving family support may improve doctoral student success by adding more doctoral-trained leaders, innovators, scholars, and influential educators to society and by supporting the financial investment of students and their families by decreasing attrition.\u0000\u0000Future Research: Future research should focus on cre","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82092266","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":"Education Leadership Students’ Reflections on a Conference Course","authors":"Ayodele Bain, Maysaa Barakat, Francine Baugh, D. Pappas, Leila H. Shatara, Mary Wilson","doi":"10.28945/4458","DOIUrl":"https://doi.org/10.28945/4458","url":null,"abstract":"Aim/Purpose: The purpose of this case study is to describe the experiences of educational leadership doctoral students when taking a conference course for the fulfillment of their program’s experiential learning requirements. The research explains how the course added to students’ understanding of educational research and development as research scholars.\u0000\u0000Background: Research on doctoral student learning experiences in the contexts of professional conferences is limited. The present research examines a unique group context and the perceptions of doctoral student learning and development through the lens of adult learning theory. \u0000\u0000Methodology: This basic qualitative case study includes doctoral student perspectives on their learning and development as a result of participation in a professional educational leadership conference as course experience. Researchers conducted a review of literature, engaged with participants in a focus group style debriefing, and completed a document analysis of participants’ written reflections following a multi-day conference. \u0000\u0000Contribution: The present research contributes to the field of educational leadership research by providing first-hand accounts of participation in a conference as course experience to promote student learning and development as research scholars. \u0000\u0000Findings: Findings suggest that participant learning experiences varied when analyzed through the lens of adult learning theory and are categorized into three types of learning that include non-learning, non-reflective learning, and reflective learning. In addition, participants’ development as research scholars is reported to be influenced by the conference and course design elements that promoted relative autonomy, embedded reflection, and interpersonal support. \u0000\u0000Recommendations for Practitioners: The present research has implications for both doctoral program design and professional conference planning. Experiential learning activities that extend beyond classrooms present students with opportunities for learning and socialization into a field of study. \u0000\u0000Recommendation for Researchers: The paper informs and challenges researchers to focus on the experiences of conference attendees and highlights a need for a more nuanced evaluation of conference courses. \u0000\u0000Impact on Society: Professional conferences present opportunities for doctoral students to develop as research scholars that ask questions to address societal problems. The following research suggests that conference learning experiences may be enhanced through an experiential course design and principles of relative autonomy, incorporation of reflection, and embedded interaction.\u0000\u0000Future Research: In the future, research of doctoral student learning at conferences may consider applying other methodologies (e.g., narrative research, quantitative) and consider the inclusion of student outcome variables like doctoral student motivation, interests, and social and emotional learning. \u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78063127","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":"Beyond Personal Expectations: Research Supervision Framed as a Collective Endeavour in Online Structured Doctoral Programmes","authors":"M. Lundgren‐Resenterra, L. Crosta","doi":"10.28945/4439","DOIUrl":"https://doi.org/10.28945/4439","url":null,"abstract":"Aim/Purpose: This paper explores how online structured doctoral programmes (OSDPs) can sustain more fully the collective dimension of supervision for student emancipation leading to academic success. The paper answers the following research question: What mechanisms, if any, are responsible for successful online supervision leading to student academic success, and under what conditions can this occur? Moreover, what does academic success mean for the different parties involved?\u0000\u0000Background: Recent research on online supervision has highlighted that such supervision’s effectiveness relies on creating a relationship based on converging personal expectations and preferences, generating a common language between supervisors and supervisees to assure student emancipation for academic success. Further research reveals that creating such a relationship is more challenging in an online environment because of increased student isolation due to distance issues. We, however, contend that this approach is limiting as it fails to consider its collective aspect for enculturation purposes more fully, which is relevant for student emancipation and academic success. \u0000\u0000Methodology: The research relies on autoethnography, focusing on the self as a relational subject generating social relations as a basis for collective reflexivity relevant for a successful supervision experience. This paper employs the critical realist paradigm and, more specifically, Archer’s reflexivity approach for causal explanations.\u0000\u0000Contribution: This paper discusses how collective reflexivity triggered through social relations impacts student enculturation generating their agency for emancipation, and how such emancipation can have a causal effect on student academic success. However, academic success can differ in meaning depending on the nature of reflexivity that students embrace.\u0000\u0000Findings: This study identifies that supervision generates relationships that can be performative or emancipatory in nature, depending on how students engage in a reflexive discourse relevant to their enculturation leading then to emancipation and academic success. \u0000\u0000Recommendations for Practitioners: This paper explores the problem of how higher education institutions can support a more collective approach towards online supervision with students relying more fully on their social network for the successful completion of their studies.\u0000\u0000Recommendation for Researchers: Researchers should explore and understand interpretive inquiry and qualitative research through the lens of critical realism, primarily through Archer’s reflexivity approach. Reflexivity refers to people making choices depending on their internal conversations, impacting how they think and act, and consequently on their agency for social emancipation.\u0000\u0000Impact on Society: Such considerations have the potential to widen the discourse regarding the purpose and role of online supervision, which should encourage students to engage with others in coll","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83205516","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":"Doctoral Trainee Preferences for Career Development Resources: The Influence of Peer and Other Supportive Social Capital","authors":"Rebekah L. St. Clair, J. Melkers, J. Rojewski, Kevin M. Ford, Tamara Dahl, N. McCarty, S. Watts, D. Chatterjee","doi":"10.28945/4436","DOIUrl":"https://doi.org/10.28945/4436","url":null,"abstract":"Aim/Purpose: The purpose of this paper is to understand doctoral and postdoctoral trainee preferences for different models of career development resources and how career-relevant social capital affects these preferences.\u0000\u0000Background: The supply and demand mismatch within the academic job market is augmented by a growing complaint that trainees are not prepared for a range of careers beyond the academic. So, trainees are often put in a position to seek out resources to navigate their career search processes, yet, the career development strategies that they pursue and the preferences that they have for different types of career development resources is not well understood. Drawing from existing higher education and social capital theory literatures, we examine how trainee preferences for career development resources are shaped by the career support received from their Principal Investigator (PI) and peers, as well as their own self-efficacy.\u0000\u0000Methodology: We focus on doctoral and postdoctoral trainees in the biomedical science and engineering disciplines at two sites (but involving three institutions) funded by the National Institutes of Health (NIH) Broadening Experiences in Scientific Training (BEST) Program, a program designed to help prepare trainees for a broad variety of bio-medically related careers within and outside of academic research. Using a survey of both BEST and non-BEST trainees (those not formally in a BEST program), we conducted descriptive and logistic regression analyses of survey data to assess the factors affecting trainee preferences for three different types of career development models: (1) an intensive cohort career development experience (BEST “cohort”), (2) ad-hoc resources (“cafeteria”), or (3) choosing not to seek any career development resources at all.\u0000\u0000Contribution: This study contributes to the doctoral trainee research base by (1) taking a quantitative approach to cohort based interventions for career development, concepts historically largely examined by qualitative methods, (2) distinguishing among the types and sources of support to better tease out the different types of relationships trainees may have, (3) identifying these issues for both the experiences of the doctoral student and the lesser-studied postdoctoral fellow, and (4) moving beyond a single institution study context by examining data from three different university programs, which allows us to control for institutional and demographic characteristics which importantly is recognized as a significant need in cohort model research.\u0000\u0000Findings: We find that social capital in the form of a supportive environment and peer support was critical for shaping career development preferences. Cohort programs were particularly attractive to trainees interested in careers outside of academic science and who had low career self-efficacy. Trainees who reported high levels of PI support were less likely to pursue other career development resources, while students r","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75986898","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":"Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training","authors":"A. Owens, Donna L Brien, M. Mcallister, C. Batty, S. J Carson, A. Tuckett","doi":"10.28945/4422","DOIUrl":"https://doi.org/10.28945/4422","url":null,"abstract":"Aim/Purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. \u0000\u0000Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, however, the quality of candidate progression and outputs has also been widely criticised. How to best support doctoral candidates for success is therefore a critical focus for universities and an ongoing area of research. \u0000\u0000Methodology: The study was framed as an action research project as it was driven by the identification of a problem embedded in professional practice that invited action and reflection as well as participation from other practitioners in the field. \u0000\u0000Contribution: This article presents a multidimensional, industry-focused model for HDR training that effectively engages HDR candidates with key threshold concepts for research.\u0000\u0000Findings: Doctoral training needs to be more holistic, integrative and career-focused to meet the needs of increasing numbers of candidates with diverse backgrounds and post-doctoral career pathways. \u0000\u0000Recommendations for Practitioners: This article provides a doctoral training model that can be adapted to other disciplines and industry contexts.\u0000\u0000Recommendation for Researchers: This article provides a doctoral training model that can, and should, be adapted to other disciplines and industry contexts in order to build more substantive and reliable evaluative data. \u0000\u0000Impact on Society: As secure career pathways in academia are diminishing, while the number of doctoral candidates are increasing, the integration of industry partners and applied contexts into holistic doctoral training is critical for the working futures of doctoral graduates. \u0000\u0000Future Research: Further implementations and evaluations of the training workshop provided in this article would advance understandings of training design and implementation options and issues.\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84038577","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":"Mind the Gap: Transitioning from Doctoral Graduates to Early Career Faculty","authors":"Katey McCormick, Libba Willcox","doi":"10.28945/4409","DOIUrl":"https://doi.org/10.28945/4409","url":null,"abstract":"Aim/Purpose: Graduate programs aim to prepare students for future professional roles, yet doctoral graduates often earn faculty positions at institutions that differ from those in which they were socialized. Navigating this “preparation gap” can produce feelings of uncertainty, tension, and, ultimately, dissonance. This collaborative autoethnographic study explores the gap as it was experienced by two early career faculty in a U.S. context. \u0000\u0000Background: The landscape of academia is rapidly changing, meaning graduate programs cannot prepare each graduate student for every potential professional role offered to them. Therefore, as doctoral graduates emerge from their respective graduate programs, an inevitable gap in preparation exists. This gap in preparation mirrors a gap in the graduate socialization literature, which is limited in describing how early career faculty are socialized into their first positions.\u0000\u0000Methodology: The paper discusses a year-long collaborative autoethnographic study conducted by two tenure-track early career faculty in Education & Arts fields at universities in the U.S. The study employs Clancy’s (2010) theory of Perpetual Identity Constructing as a theoretical framework to examine the perceived dissonance produced during the transition from doctoral graduates to early career faculty.\u0000\u0000Contribution: This collaborative autoethnographic account of two early career, tenure-track faculty members’ transition from doctoral graduate to assistant professors expands the literature on doctoral socialization, academic identities, and the potential of qualitative modes of inquiry. Specifically, it recognizes that doctoral graduates experience dissonance and undergo identity construction during the first year. \u0000\u0000Findings: Our findings revealed three categories repeated in our collaborative autoethnographic data that potentially serve as a window to illuminate the complexity of the dissonance across the gap: support, connection, and control. Each category includes varying levels of dissonance with the self, department, institution, and fields of which we were part. Using Perpetual Identity Constructing theory, each category was examined through the three-stages of academic identity construction.\u0000\u0000Recommendations for Practitioners: The study has implications for practitioners, specifically those who help to prepare doctoral students for positions at teaching-intensive universities. We recommend doctoral granting institutions expand formal and informal socialization programming to enhance students’ awareness and preparation for the contexts and tensions they may encounter. \u0000\u0000Recommendation for Researchers: Additional fine-grained studies, like ours, are warranted to further illuminate the complex interaction between the gap in socialization and the academic identity construction process as early career faculty.\u0000\u0000Impact on Society: Awareness that deconstruction and reconstruction of identity continues beyond doctoral socialization could","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83242434","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":"Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia","authors":"F. Helfer, Steve Drew","doi":"10.28945/4368","DOIUrl":"https://doi.org/10.28945/4368","url":null,"abstract":"Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship.\u0000\u0000Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. \u0000\u0000Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia.\u0000\u0000Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions.\u0000\u0000Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. \u0000\u0000Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. \u0000\u0000Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance. \u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74029223","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":"Academic Conferences as Learning Sites: A Multinational Comparison of Doctoral Students’ Perspectives and Institutional Policy","authors":"Omolabake Fakunle, Mollie Dollinger, Joyceline Alla-Mensah, Blair Izard","doi":"10.28945/4383","DOIUrl":"https://doi.org/10.28945/4383","url":null,"abstract":"Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts.\u0000\u0000Background: There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. \u0000\u0000Methodology: Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences.\u0000\u0000Contribution: There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities.\u0000\u0000Findings: Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future networking.\u0000\u0000Recommendations for Practitioners: Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment. \u0000\u0000Recommendation for Researchers: Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes. \u0000\u0000Impact on Society: This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century. \u0000\u0000Future Research: Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83905132","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":"“What my Parents Think I Do …” – Doctoral Students’ Assumptions about how Private and Work-related Groups View their Work","authors":"Alessa Hillbrink, Regina Jucks","doi":"10.28945/4381","DOIUrl":"https://doi.org/10.28945/4381","url":null,"abstract":"Aim/Purpose: This study aimed at investigating whether doctoral students are already confronted with expectations that reflect a primacy of research and whether they adopt such views for themselves.\u0000\u0000Background: There is a consensus among academics in the university system that research is typically valued more strongly than teaching in terms of prestige, rewards, and career options. Such prioritization of research may hamper junior academics’ development as teachers, especially at the beginning of an academic career – the doctoral stage.\u0000\u0000Methodology: We measured the expectations that others put upon doctoral students (N = 55, all with teaching duties) in the discipline of psychology using pictures of research and teaching situations. Participants each chose one picture to illustrate what they anticipated their friends and their parents (private groups) as well as their colleagues and their supervisors (work-related groups) think they are doing. Afterwards, they described their own view of the research-teaching relationship.\u0000\u0000Contribution: The study expands the knowledge on how others in doctoral students’ networks might shape their development as researchers and teachers through the expectations they communicate. Moreover, it shines a light on doctoral students’ own views of research and teaching.\u0000\u0000Findings: There was a clear primacy of research in terms of the assumed expectations of others; yet, doctoral students assumed that private groups expect them to teach more strongly than work-related groups expect them to teach. For their own views, doctoral students described mainly positive types of research-teaching rela-tionships, whereby research and teaching were oftentimes seen as equally im-portant.\u0000\u0000Recommendations for Practitioners: In the face of a primacy of research in academia, teaching should not be left for private conversations, but naturally be a topic among colleagues and with the supervisor as well.\u0000\u0000Recommendation for Researchers: These findings underline the need to include private relationships into models of junior academics’ development as teachers, since these relationships can represent a counterpart to more research-focused expectations at work.\u0000\u0000Impact on Society: We should not underestimate the relevance of doctoral students’ own motivation and perspectives for the quality of their research and teaching in a system where the primacy of research narrative circulates.\u0000\u0000Future Research: Future research could compare doctoral students’ anticipations to the expectations the different groups in their networks really hold.\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84116928","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":"Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK","authors":"R. English, K. Fenby-Hulse","doi":"10.28945/4328","DOIUrl":"https://doi.org/10.28945/4328","url":null,"abstract":"Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+.\u0000\u0000Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed.\u0000\u0000Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment.\u0000\u0000Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout.\u0000\u0000Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior.\u0000\u0000Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring.\u0000\u0000Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population.\u0000\u0000Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population.\u0000\u0000Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplin","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79726384","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}