Doctoral Candidates Research Articles

Résultats d’un pré-test visant à évaluer l’efficacité d’une communication administrative gouvernementale (note de recherche)

This research note presents partial results of a user test assessing the “communicative effectiveness” (Clerc & Beaudet, 2008) of a written communication aimed at citizens penalized for driving under the influence. The doctoral candidate is interested in the users interaction with an informational ecosystem composed of multiple sources of information. She compares the effectiveness of three ecosystems by checking their effects on users' comprehension, appreciation, and mental workload. These objectives require expanding the usual scope of the “communicative effectiveness” concept and exploring aspects related to reading/using multiple texts in an administrative context. The tests were conducted with 15 French-speaking adults without a high school diploma. An adapted version of the NASA-TLX questionnaire (Hart & Staveland, 1988) was used to measure mental workload. The data suggest that when faced with a letter of a high informational density, users with low literacy levels focus their attention on peripheral details at the expense of the main ideas. No correlation was observed between comprehension and mental workload. The data are now considered a "pre-test" used to refine the research design for a second wave of interviews.

Doctoral rhythms within an EdD: the case of group supervision

ABSTRACT This paper explores the application and use of group supervision with doctoral candidates studying a professional doctorate, the EdD, at a teaching intensive university. Group supervision is applied as a pedagogical strategy during the module stage of the award with candidates who were advanced practitioners in their fields with several working at the Post’92 university in question. Group supervision is an emergent idea has not been well described in the literature either as a concept or a practice. This paper aims to contribute to understandings of group supervision and its potential value as a doctoral learning approach. Rhythmanalysis is used to explore students’ experiences of group supervision particularly the advantages for advanced professionals from education who are at an early stage in their research career. The paper highlights the importance of the exploration and production of ideas within the group supervision process such as the containing of anxiety, development of identities, grappling with theories and methodologies and the value of peer learning and mattering. Group supervision itself could also be described as a meta-supervision approach with the supervisor stepping in and out of the doctoral learning to articulate and justify what was happening in relation to future learning demands.

The Pursuit of Doctoral Studies in an African Context

This paper discusses the pursuit of doctoral studies in an African context. Doctoral studies are not a new development worldwide. It has been reported that the first conferred doctoral degree was at the University of Paris. This paper examines the situation of doctoral studies in Africa, the role of doctoral students, the role of supervisors, doctoral studies across the globe, and the challenges facing doctoral students in Africa. This paper reveals that the role of a doctoral student is planning research, scheduling meetings, searching for literature, carrying out the research, drafting the thesis preparation, proofreading the thesis, writing the final thesis, submitting the final thesis, defending the final thesis, publishing the final thesis, and communicating the findings in the form of publications. The situation of doctoral studies in Africa, the role of supervisors, doctoral studies across the globe, and the challenges facing doctoral students in Africa have been discussed. It is recommended that the research work should be collaborative to enhance sharing of ideas and knowledge, involvement in presentations at seminars, participating in conferences/workshops, commitment to a research plan, and if possible joining research associations or groups. In this article recommendations for the quality doctoral programs in Africa have been provided. The conclusion states that the effort and input of supervisors also play a critical role in the quality of doctoral students who are turned out at any point in time. So, the future of research in the African context needs special attention regarding the role of role of doctoral candidates, supervisors and the government itself.

A New Chinese Manichaean Painting: Auspicious Signs Heralding Mānī’s Birth

This paper introduces and analyzes a new Chinese Manichaean painting entitled ‘Auspicious Signs Heralding Mānī’s Birth’. Zhang Peng 张鹏, a doctoral candidate at the Central Academy of Fine Arts (Zhongyang Meishu Xueyuan 中央美术学院), was the first to notice the Manichaean affiliation of this painting, which was auctioned by the Beijing Poly International Auction Co., Ltd (Beijing Baoli Guoji Paimai Youxian Gongsi 北京保利國際拍賣有限公司) in 2021. This study employs the methods of iconographic comparison and analysis of textual parallels to argue that the recently identified hagiographic painting shares striking stylistic similarities with at least three other previously known Manichaean paintings, and that it can be directly related to one of them.

Reconceptualising and supporting graduate employability practitioners for higher degree research candidates

Research supervisors and their higher degree research (HDR) candidates – including Master, Professional Doctorate, and PhD candidates – make critical contributions to research and innovation. In addition to providing research training, research supervisors have traditionally also acted as the graduate employability practitioner for their HDR candidates through preparation for work in academia. However, the effectivness of traditional HDR training models (such as the knowledge transmission, master-apprentice model for PhD training) are being reviewed in Australia and elsewhere due to changes in the contemporary employment environment. These changes include: fewer available academic jobs; increased desire of HDR candidates for non-academic careers; and implementation of government policies aimed at increasing the return on research investment, including by increasing alignment of graduate attributes with contemporary employer needs. Consequently, work-integrated learning (WIL) activities are being incorporated into HDR degrees to broaden HDR training beyond acquisition of research-focussed skills. For effective incorporation of WIL into HDR degrees, recognition is needed of the different types and roles of graduate employability practitioners required by HDR candidates, as well as improvements to training support structures, and evolved metrics for assessment of supervisor and HDR candidate success.

Lectio praecursoria

A lectio præcursoria is a short presentation read out loud by a doctoral candidate at the start of a public thesis examination in Finland. It introduces the key points or central argument of the thesis in a way that should make the ensuing discussion between the examinee and the examiner apprehensible to the audience, many of whom may be unfamiliar with the candidate’s research or even anthropological research in general.

Llectio praecursoria

A lectio præcursoria is a short presentation read out loud by a doctoral candidate at the start of a public thesis examination in Finland. It introduces the key points or central argument of the thesis in a way that should make the ensuing discussion between the examinee and the examiner apprehensible to the audience, many of whom may be unfamiliar with the candidate’s research or even anthropological research in general.

Lectio Præcursoria

A lectio præcursoria is a short presentation read out loud by a doctoral candidate at the start of a public thesis examination in Finland. It introduces the key points or central argument of the thesis in a way that should make the ensuing discussion between the examinee and the examiner apprehensible to the audience, many of whom may be unfamiliar with the candidate’s research or even anthropological research in general.

Lectio præcursoria

A lectio præcursoria is a short presentation read out loud by a doctoral candidate at the start of a public thesis examination in Finland. It introduces the key points or central argument of the thesis in a way that should make the ensuing discussion between the examinee and the examiner apprehensible to the audience, many of whom may be unfamiliar with the candidate’s research or even anthropological research in general.

Problematising Aspirations, Transformations, and Societal Expectations: Revisioning Academic Success and Wellbeing Through Cross-Cultural Autoethnographic Exploration

Having aspirations and goals to strive for provides a sense of purpose and motivation, which can greatly contribute to one’s overall happiness and satisfaction. However, there is a lack of in-depth understanding of how individual aspirations interact with societal expectations and constructs, potentially resulting in feelings of anxiety and frustration. This collaborative cross-cultural autoethnographic study examines the interplay between the individual and the sociocultural, with a special interest in Eastern and Western lenses of well-being. Based on data from autoethnographic narratives, fieldnotes, and reflection with critical friends, this study aims to provide an insider’s account of an international doctoral candidate’s experiential journey of aspiration/s, and transformation/s, to meet societal expectation/s. Through analysis of these experiences, we propose that societal constructs should be given more attention in discussions of well-being, to envision a more equitable educational environment in which aspiration/s and transformation/s can be better recognized and appreciated.

Identities and Methodologies of Doctoral Candidates Undertaking Audiovisual Research-by-Practice

“Identities and Methodologies of Doctoral Candidates Undertaking Audiovisual Research-by-Practice” comprises a triptych of video essays, crafted by the co-organisers of the inaugural B-Film Creative Practice Colloquium at the University of Birmingham. In each video, the creators reflect upon data collected during this event (including a videographic exercise, digital questionnaires, and filmed interviews). Through analysing how attendees described and executed their practice and methods, the three videos jointly and separately interrogate: • relationships of process and product in audiovisual research-by-practice; • the place of experimental filmmaking in academia; • opportunities for, and impediments to, the adoption and development of filmmaking in the academy. These works have a specific focus on postgraduate researchers and thus may provide guidance for both supervisors and future students working in creative practice research.

KYRILLOMETHODIKON – an Innovative Research Environment for Shared Access to Scientific Content

The Cyrillo-Methodian heritage is a common phenomenon of European value, promoting religious tolerance, cultural equality, and understanding of European cultural history and identity. The virtual cluster KYRILLOMETHODIKON developed at the Cyrillo-Methodian Research Centre (CMRC) at BAS is part of the Centre of Excellence "Heritage BG" (BG05M2OP001-1.001-0001 Project), aiming to provide structured knowledge on this phenomenon and its manifestations. The digital repository offers resources for research on the first stage of Slavic Christian culture with an accent on its Old Bulgarian part, reflecting the multidisciplinary research paradigm of the Centre: studies in medieval literature, linguistics, history, theology, art history, and anthropology. To ensure the educational socialisation of the research in these disciplines, a Scientific and Educational Interdisciplinary Centre for Cyrillo-Methodian studies was created within the framework of KYRILLOMETHODIKON, sharing educational tools for a wide range of audiences, including children, school students, undergraduates, and doctoral candidates.

INTEGRA methodology for the development of integrative reviews: origins, guidelines, and recommendations

Introduction: The "INTEGRA" methodology represents an updated approach for integrative reviews, emphasizing the quality of outcomes in response to a need expressed by the scientific community.Objective: To present the INTEGRA methodology and provide guidelines and recommendations for its application.Methods: This methodological study was conducted in two stages: a) Development of the guideline and b) Analysis. The study was carried out by a team of experts from Chile, Colombia, Mexico, Costa Rica, and Brazil, who met at least one of the following criteria: a) holding a doctoral degree or being a doctoral candidate with experience in conducting literature reviews; b) having experience in developing reviews for or with professionals in clinical-care settings, policymakers, government agencies, or other decision-makers.Results: The "INTEGRA" methodology consists of seven stages: 1. (I) Idea or study problem; 2. (N) Narrowing down the inquiry or objective; 3. (T) Targeting the search strategy; 4. (E) Execution or implementation of the search; 5. (G) Grading and quality control of the results; 6. (R) Reviewing the results; 7. (A) Analysis and discussion.Conclusions: The application of the "INTEGRA" methodology will provide authors with guidelines for developing integrative reviews and improving the quality of contributions in this field.

Conducting mixed methods research with women in a forensic mental health setting: A reflexive account from a nurse as researcher.

To describe a reflexive account of a mental health nurse as researcher undertaking a mixed methods study as part of a doctoral degree, with women in a secure forensic hospital. A discursive paper that draws upon the primary author's experience of dual roles as a mental health nurse and a novice researcher, and relevant literature pertaining to positionality and reflexivity in the context of conducting mixed methods research. A mixed methods study was conducted within a secure forensic hospital in Australia, to identify factors associated with the frequency and duration of seclusion for women and, to explore their experiences of seclusion. Notes and a reflective diary were used to demonstrate the reflexive approach and strategies used throughout the study design and data collection stages of the research. Women in the secure forensic hospital setting often have complex histories and experiences and are considered a vulnerable group, which can add additional challenges when undertaking research with this population. As a doctoral student with clinical experience in mental health undertaking research in the forensic hospital setting with women, positionality and the connection with reflexivity requires exploration to understand self and the influence on research. This understanding along with identified strategies to enhance reflexivity, supports the management of the dual nurse as researcher roles to enhance all stages of the research process. Doctoral nursing candidates undertaking clinical research in their area of clinical practice and at the location of previous employment, may experience challenges in relation to identity and the dichotomy of roles. Further challenges can be posed when research involves complex populations and/or controversial practices. Support to balance role conflict and maintain reflexivity is critical to understanding the role of self in research and to enhance credibility. Women are a complex, yet minority population in forensic mental health settings, however the numbers of women being admitted to services is increasing. Future research may consider the use of the strategies explored here to enhance the reflexive process, and support future researchers in this field to conduct research that aims to support an often-misheard population to better support health outcomes. There was no patient or public contribution to this paper, however the study in which this paper is based on, is grounded in the experience of patients (women).

Imagination and investment: unraveling academic identity in Chinese doctoral candidates’ publishing journeys in U.S. higher education

Imagination and investment: unraveling academic identity in Chinese doctoral candidates’ publishing journeys in U.S. higher education

I See You: A Dual Testimonio of The Latina Doctoral Experience

This article is a dual testimonio of the doctoral experiences of two Latina doctoral candidates. It focuses on the context of the Hispanic community and the lack of Hispanic female representation in academia. It examines the influence of colonialism, sexism, racism, and socioeconomic disadvantages throughout their journey. These testimonios are a raw reflection of the struggle as a female, academic scholar, and human being within a boxed academic society.

Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success

Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success

The labyrinth of marginality: a critique of theorising literary representation of marginality in indian english literature

In his work After Amnesia, G.N. Devy rightly points out a gap, a void created by our collective “cultural amnesia” in literary theory and criticism. Foregrounding this insight, the research on “Marginal Literature” has crucial ontological and epistemological questions ahead of itself. The question: “What is Marginal Literature?” becomes more pertinent and complex when assessed in the context of the plurality of Indian society and culture. The exercise of creating a structured and organised theoretical point of view that is comprehensive enough to address and acknowledge the diverse and multifaceted marginal experience as expressed by contemporary writers is a challenge for all scholars working to define, hypothesise, analyse the phenomenon of marginality in the form of a question, a vista, an enigma or a mere tributary in the canon of Indian Literature written and translated in English. As a doctoral candidate working in this area, in this paper, I intend to discuss the various theorists, thinkers, and perspectives that have informed and the lacunas that have restrained the discussion of marginality in my thesis.

Learning how to develop a research question throughout the PhD process: training challenges, objectives, and scaffolds drawn from doctoral programs for students and their supervisors

AbstractWith the higher education reform putting forward the professionalization of doctoral students, doctoral education has been strongly focused on generic transferable skills to ensure employability. However, doctoral training should not forget core skills of research and especially the ability to formulate research questions, which are the key to original research and difficult to develop at the same time. Learning how to develop a research question is traditionally seen as a one-to-one learning process and an informal daily transmission between a novice and a senior researcher. The objective of this paper is to offer a framework to design doctoral programs aimed at supporting the process of development of research questions for doctoral candidates guided by their supervisors. We base our proposal on two doctoral training programs designed with a pedagogical strategy based on dialogs with peers, whether they be students, supervisors, or trainers from a diversity of scientific backgrounds. The resulting framework combines three learning challenges faced by doctoral students and their supervisors when developing their research question, as well as training objectives corresponding to what they should learn and that are illustrated by the scaffolds we have used in our training programs. Finally, we discuss the conditions and originality of our pedagogical strategy based on the acquisition of argumentation skills, taking both the subjective dimensions of PhD work and the added value of interactions with a diversity and heterogeneity of peers into account.

Development of Competency Profile for Doctoral Candidates in Diagnostic Healthcare Fields: A Scoping Review

Background: Competency frameworks play a crucial role in guiding the education and training of doctoral candidates in diagnostic healthcare Fields. This scoping review aims to systematically map the existing literature on the development of competency frameworks and competency profiles tailored for doctoral-level education in diagnostic healthcare professions, particularly Pathology. Methodology: The Arksey and O’Malley framework was applied to undertake this scoping review. A comprehensive search strategy was developed using a combination of medical subject headings (MeSH) terms and keywords related to competency frameworks, clinical competence, professional competence, diagnostic healthcare profession, doctoral education, and synonyms. Electronic databases such as PubMed, Scopus and Web of Science were searched, along with targeted searches of grey literature sources like Google scholar. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency profile/framework for doctoral candidates in a Diagnostic healthcare profession. Data compilation was qualitative. Results: The total records identified from the databases were n=204,351. Out of these the records removed before screening were Duplicate records removed (n =137,300). Records marked as ineligible by automation tools (n =51030), Records removed for other reasons (n =12,521). Records screened were n=3500. Based on the exclusion criteria n=3253 records were excluded. Reports which could not be retrieved were n=122. Finally, n=135 reports were assessing for eligibility and out of these n=71 were excluded from Allied Health Sciences and n=64 were excluded because they focused primarily on competencies of Nursing students. Finally, n=21 studies were included in the scoping review and the findings were charted. Conclusion: We observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within medical professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimize uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.