Doctoral Degree Programs Research Articles

Doctoral education in the UK (Brunel University experience)

The past decade has seen a number of fundamental changes that have affected the Russian higher education and doctoral education in particular. Currently, there is a large number of problems related to the content and structure of doctoral degree programs. The analysis and study of the UK experience in organizing doctoral education programs can be used to solve some of these problems. Brunel University is one of the most prominent UK universities with strong academic traditions aimed at training highly qualified researchers. The article describes the main types and contents of doctoral degree programs, supervision principles, educational and research activities of a PhD student and the procedures for the viva process at Brunel University. Through analyzing the Brunel University experience, the authors summarize the factors that contribute to the leading position of the university in the UK and EHEA and provide close links between industry, doctoral education and research.

Content analysis of master's degree and doctorate theses where social skills training is approached

Social skills play an important role in interpersonal social skills. This study investigates social skills training concept in general sense in articles, master and doctorate degree programs. Literature review was made in the research between the years 2010-2017. In this literature review process the concepts of publication type, subject area, publication year, research design, data collection tool, sample group, province and department concepts were discussed for social skills training. Study group meta-analysis technique was used in this research. Thirty-eight articles and the theses existing in 22 master’s degree and 21 doctorate program in Turkish Council of Higher Education National Thesis Centre and Google Scholar were analysed.

ANALYSIS OF DOCTORAL PROGRAMS IN LEADERSHIP: STRENGTHS AND WEAKNESSES

The objective of this study was to analyze strengths and weaknesses of doctoral degree programs in leadership offered by Thai universities. This study was a documentary analysis, which aimed at investigating and comparing doctoral degree programs in leadership offered by Thai universities. Google search engine was employed as a tool for conducting this study. The search was conducted during the first two weeks of April 2019, which limited only the vigorous doctoral programs in leadership. Numerous keywords such as doctoral degree program in leadership, degree in leadership, and leadership program in Thai universities were used for searching for information about doctoral degree programs in leadership. Surprisingly, according to findings, there were three active programs in leadership available for those who want to study doctoral degree in leadership. Among these three institutes, Rangsit University had provided sufficient information about the program much more than Mahidol University and Surindra Rajabhat University. However, these programs had both strengths and weaknesses in which candidates need to carefully review before making a final decision to apply for one of these programs.

The Price of Graduate and Professional School: How Much Students Pay

Like tuition and fees for undergraduate students, prices for graduate and professional study have risen rapidly over time. But average published prices tell us little about how much students actually pay. Despite high sticker prices, many students enrolled in research doctoral degree programs pay no tuition and fees because institutional grant aid, fellowships and tuition waivers cover these charges. Master’s degree students and those in professional practice degree programs are much less likely to receive this assistance. In 2011–12, one-third of full-time graduate and professional degree students received grant aid from their institutions. This included 71 percent of research doctoral students, compared with 38 percent of master’s and 42 percent of professional degree students. After an overview of how graduate school prices have changed over time, this brief provides detailed information on published and net prices for students continuing their education beyond a bachelor’s degree.

Toward Understanding Factors Salient to Doctoral Students’ Persistence: The Development and Preliminary Validation of the Doctoral Academic-Family Integration Inventory

Aim/Purpose: Despite the literature documenting the importance of family in persistence, doctoral students’ Academic-Family integration has been relatively ignored. Thus, in this study, the construct of doctoral academic-family integration is defined, followed by the creation and validation an instrument. Background: The challenge of integrating the doctoral degree program and family is a central concern for doctoral students and higher education personnel. Setting up boundaries to achieve a satisfactory balance between academic and family life is an issue that affects a doctoral student’s decision to persist. Methodology: An expert panel and principal component analysis (PCA) was used to analyze data from a sample of doctoral students to examine the validity of the Doctoral Academic-Family Integration Inventory (DAFII). Cronbach alpha coefficients were calculated to examine reliability. Contribution: While higher education institutions have made strides in work-family integration theory, research, and policy for their faculty and staff, the academic-family (AF) topic has not emerged as readily in policies and initiatives for doctoral students (Lester, 2013). The topic of AF balance of doctoral students, both in distance and residential programs, is understudied despite the fact that family is a consistent factor identified in doctoral persistence and attrition. Findings: An expert panel and PCA was used to analyze data, resulting in a 22 item valid Doctoral Academic-Family Integration Inventory with three components – Academic-Family Balance, Academic-Family Boundary Setting, and Academic-Family Interference. Cronbach alpha coefficients results demonstrate that the inventory has good reliability. Recommendations for Practitioners: Having the DAFII will likely prove to be of substantial utility to faculty and administrators in doctoral programs. The scale may be used as a formative assessment for doctoral students entering a program to provide information about academic-family boundaries and to address weaknesses in academic-family balance that could result in attrition. Recommendation for Researchers: This research provides a psychometrically sound instrument that can be used to advance the research on academic-family integration, a term that has not been previously defined and a topic that has been sorely understudied despite the fact that family is central to doctoral persistence. Researchers now have an instrument to examine this construct. Given the limited research on academic-family integration, the DAFII also provides a tool to extend research on persistence. Impact on Society: Understanding academic-family integration is vital as many doctoral students begin developing patterns for integration in their program that they carry into the workforce. Future Research: Further validation of the instrument can be pursued with doctoral students as well as graduate students in STEM and non-STEM fields, given the limited population sample used in this study. Future research is needed to examine how academic-family integration may vary within same-sex relationships and based on the doctoral student’s gender identity.

Part I: Doctoral Education in Athletic Training. The Post-Professional Education Committee Doctoral Education Workgroup Report

Context:The academic environment for athletic training is changing following the degree recommendations for professional education programs.Objective:To provide historical context by presenting definitions and information on doctoral degree programs in other health professions.Background:The National Athletic Trainers' Association called for a detailed analysis on doctoral education, and a workgroup was appointed by the Post-Professional Education Committee to fulfill this charge.Synthesis:Expert panel consensus. Data were extracted from a search of 38 databases in the University of Washington library, limiting results to full-text articles published in English between the years 2006 and 2016. Various supporting sources, including professional organizations, accrediting-body Web sites, and the US Department of Labor database, were used for regulatory and professional practice data. Two historical references were used to clarify definitions and provide context.Results:Many health professions began with apprenticeship or certificate models, professional growth led to progressive degree designations such that the majority have now adopted a professional doctorate educational model wherein the professional degree is the terminal degree for professional advancement. Some health professions use residency training as the graduate education equivalent for advanced-practice education, whereas others do not. Only nursing continues to offer professional education at the baccalaureate level.Recommendation(s):There is a growing need for research to further understand best practices in doctoral education and the educational routes athletic trainers pursue. Collection and analysis of new data and examination of past and present doctoral education programs will facilitate recommendations for the future of doctoral education in athletic training.Conclusion(s):Various postprofessional educational models exist among health professions, with different impacts on professional roles, clinical opportunities, student interest, research productivity, and faculty recruitment and retention. The recently created doctor of athletic training programs may be considered a hybrid model providing advanced training in both clinical and research skills.

Mentoring among Latina/o Scholars: Enacting Spiritual Activism to Navigate Academia

This qualitative study examined how a national program, established by Latina/o faculty, engaged in socialization efforts to foster persistence in doctoral degree programs. The study used spiritual...

Training the future trainer – The “double-barrel” postgraduate training model: A pathway to the development of sustainable obstetrics and gynecological specialists in the West African subregion

An obstetrician and gynecologist is a physician specialist who provides medical and surgical care to women and has particular expertise in pregnancy, childbirth, and disorders of the reproductive system. Obstetrics and gynecological practice is usually generalist, although four distinct primary subspecialties have been recognized globally – reproductive medicine (reproductive endocrinology and infertility), uro‑gynecology (female pelvic medicine and reconstructive surgery), maternal and fetal medicine, and gynecological oncology. The past two decades have witnessed an evolution in the pattern of training of resident doctors in obstetrics and gynecology, the world over. The West African subregion harbors countries ravaged by poverty and poor health system, with resultant poor reproductive health indices to the extent that calls to question the relevance of the present pattern of Obs/Gyn specialist training toward addressing the reproductive healthcare needs of the subregion. The objective of the study is to evaluate the evolution of postgraduate medical training in some developed countries and Nigeria; highlight the pattern of Obs/Gyn postgraduate training in the United Kingdome, the United States, West African, and Nigeria; and recommend a dual training model that is expected to produce sustainable obstetrics and gynecological specialist in West African subregion. Material and Methods used was a Review involving Internet and literature search. Postgraduate medical training in Nigeria and other Anglophone West Africa countries commenced as a hybrid of UK, USA, and Canadian postgraduate training models. The postgraduate Ob/Gyn educational training program in the United Kingdom has three components – basic, intermediate, and advanced – related to 7 years duration – ST (Specialist Training) 1 to 2 (basic), ST3–ST5 (Intermediate), and ST6–ST7 (advance). They are determined in context and structure by the Royal College of Obstetricians and Gynaecologists and approved by the Postgraduate Medical Education and Training Board. There are three‑part assessment to the exam: Part 1 MRCOG, Part 2 MRCOG, and Part 3 MRCOG – which on completion leads to the award of a Certificate of Completion of Training or a Certificate of Eligibility for Specialist Registration. The obstetrics and gynecological postgraduate residency training program of West Africa College of Surgeons has a minimum duration of 3 years (after passing the primary exams for the award of membership certificate (Part I), and additional minimum of 2 years for the award of fellowship certificate of West Africa College of Surgeons. The training program in Obs/Gyn of the National Postgraduate Medical College adopts a similar pattern to that of West African College. After passing the primary exams, the resident trainee is expected to carry out a 2.5 years training as a junior resident, and an additional 2 years senior residency training to become eligible for the award of the fellowship certificate (FMCOG). American MD/PhD programs are specifically designed for those who want to become research physicians (physician‑investigators or physician‑scientists). The program runs a “2‑3‑2” or “2‑4‑2” track, consisting of 2 years of basic medical science courses; 3–4 years of PhD research and completion of thesis; and a further 2 years of clinical residencies. The proposed “double‑barrel” (dual) postgraduate training model requires that the doctor commencing residency training in Obs/Gyn simultaneously enrolls to commence the master’s degree program in any of the subspecialties of Obs/Gyn. By the completion of Part I section of residency training program, the trainee will have also completed the master’s degree in the subspecialty of choice, and by the completion of the full training program for award of fellowship, he/she will also be completing the doctorate degree program in the subspecialty. The dual postgraduate training model will produce robust research‑strengthened Obs/Gyn subspecialist clinicians; add value to the present fellowship certificate and thereby conform to the qualification demand of National University Commission for academic lecturership; encourage the establishment of Obs/Gyn subspecialty centers with appropriately skilled personnel and stem the exit of wealthy nationals abroad to seek such expert healthcare; and encourage the wide spread deployment of Obs/Gyn clinicians with subspecialty skills to various parts of the West African subregion, thereby providing expert reproductive health services to both the rich and the poor alike in the subregion. Keywords: Double‑barrel postgraduate training model; sustainable obstetrics and gynecological specialist; training the future trainer; West African subregion

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

Over-reliance on GRE scores for admission may be substantially limiting the number of well-qualified women and students from traditionally marginalized racial or ethnic groups accepted to physics graduate programs.

Significance of the doctorate in scientific medical education

According to European and German law, the medical education of physicians must take place in ascientific degree program at auniversity or under the supervision of auniversity. To keep up the ideal of ascientific degree program, various organizations and associations, such as the German Research Foundation, the German Council of Science and Humanities and the German Medical Faculty Association, see the need for an even stronger anchoring of academic learning content in the course of study. Traditionally, ascientific project, which is carried out during the studies, provides the basis for the Doctor of Medicine (Dr. med.) after graduation, although the research projects as a basis for medical degrees are currently not obligatory parts of the curricula. The number of medical students performing such research projects is significantly decreasing, thus they are missing major skills for working in science. To counteract these developments, faculties of medicine are currently developing model curricula including deepened scientific education. Despite these efforts, the German Association of Faculties of Medicine argues that the performance of research projects leading to the doctoral degree is most suitable for obtaining expertise in scientific work. According to recommendations by the German Council of Science on the requirements for quality assurance of graduation doctoral degree programs have been introduced. This and further measures, like MD/PhD programs or research-based additional study programs serving the scientific qualification of medical students, are the subject of this article.

The Scenario of Higher Education in India; challenge and elucidation

The role of the higher education in the national development is well established. A significant growth in this sector has been observed in the last six decades. The fact is Indian Higher Education System Network is largest in the world with maximum number of affiliated and constituent colleges or institutions. This has also contributed significantly in the economic growth of the India. When India introduced its first five year plan there were 28 Universities, 695 colleges and 1,74000 students in comparison of today’s more than 700 universities and 36,000 affiliated colleges enrolling nearly 30 million students which makes about 18 per cent Gross Enrollment Ratio (GER) in higher education in India, the scene is quite complex. With all these institutions, nearly 86 per cent of students are enrolled in bachelor’s degree programs with about 74 per cent enrolling in three-year B.A., B.Com. or B.Sc. degrees. One-sixth of all Indian students are enrolled in engineering/technology degrees. Education, medicine, agriculture, veterinary science and law all together accounts for less than 10 per cent of total enrollment. About 12 per cent students pursue post graduate studies whereas only 2 per cent are enrolled in doctoral degree and other diploma programs. Still the higher education system is passing through turbulent time and facing many challenges. The gross enrollment ratio of India is is very low in comparison with other countries eg. China more than 23%, UK 57% and US with 83%.

A FLIPPED CLASSROOM MODEL FOR A BIOSTATISTICS SHORT COURSE

Effective pedagogical strategies are needed to improve statistical literacy within health sciences education. This paper describes the design, implementation, and evaluation of a highly interactive two-week biostatistics short course using the flipped classroom model in the United States. The course was required for all students at the start of a doctoral degree program with the goal of standardizing student preparation, contextualizing biostatistics to healthcare, and identifying students needing additional help. We focused on basic concepts and methods, their application to healthcare, selection of statistical procedures, and results interpretation. Data indicate that students were actively engaged, perceived the course as useful, and experienced learning gains. After the course, students indicated that they better understood the relevance and applicability of biostatistics and were motivated to learn more. First published November 2017 at Statistics Education Research Journal Archives

Remembering Alton Parker Hornsby, Jr., 1940–2017

Remembering Alton Parker Hornsby, Jr., 1940–2017

Innovations in Biotechnology Graduate Education

Today's graduate students in biotechnology have a range of career options in the public and private sectors, including academia, industry, government and non‐profit organizations. It is not enough to be excellent researchers and university classroom teachers in today's job market; graduate students must develop a suite of transferrable professional skills that transcend STEM disciplines and academic norms.The trend toward interdisciplinary graduate education and public‐private research collaborations roughly 30 years prompted the formation of the UC Davis Biotechnology Program in 1986, and the subsequent launch of a formal doctoral degree program, the Designated Emphasis in Biotechnology (DEB) in 1997. Since that time the DEB has grown into the largest interdisciplinary degree program on campus, with a “steady‐state” of over 200 students from 29 different disciplines.Doctoral students see value in the DEB training model, which includes exposure to the “business of biotech”, including bioethics, intellectual property, regulatory affairs, project management and entrepreneurship. Through coursework, seminars, one‐on‐one career mentoring and industrial internships, DEB students gain a thorough understanding of non‐academic STEM career paths and an appreciation for the importance of interdisciplinary “team science” in developing new technologies.An overarching theme of DEB training is the development of strong communication and professional networking skills. DEB participants are presented with numerous opportunities to hone science communication skills for non‐specialist audiences (e.g. business plan competitions, K‐14 stem outreach, policy brief workshops, etc.), which is key for success in all STEM fields. This talk will elaborate on the mentoring tools and strategies we employ to help DEB doctoral students successfully transition from students to professional colleagues across a range of career paths.

Institutional and Ethnic Variations in Postgraduate Enrollment and Completion

ABSTRACTUsing the Baccalaureate and Beyond Survey of 1992/93 longitudinal cohort survey, we investigated (a) whether and how much variations in the timing of enrollment, the type of undergraduate institution attended, and type of graduate program pursued contribute to observed racial and ethnic differentials in postbaccalaureate enrolment; and (b) whether the observed enrollment differentials carry over to degree attainment. Dynamic event history methods that account for both the timing of matriculation and the hazard of enrolling revealed that compared with Whites, underrepresented minorities enrolled earlier and were more likely to enroll in doctoral and advanced professional degree programs relative to nonenrollment. Our results revealed sizable differences in the cumulative probability of advanced-degree attainment according to the undergraduate institutional mission, with graduates from research institutions enjoying a decided advantage over liberal arts college graduates. The conclusion discusses limitations of the analysis, directions for further research, and implications for strengthening the minority pipeline to graduate school.

Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Women's Careers in Biomedical Sciences: Implications for the Economy, Scientific Discovery, and Women's Health.

While women have been well represented in medical school and biomedical doctoral degree programs, they do not comprise half of academic medicine faculty positions. Furthermore, there is a significant paucity of women in academic medicine leadership positions, as evidenced by the fact that only 16% of dean positions at United States Medical schools are filled by women. In this commentary, the authors review the state of women in academic medicine and argue that increased representation of women in the academic workforce will lead to economic gains, increased scientific discovery, and improvements to women's health.

Supervisors’ perceptions of library and information science doctoral degree programmes in Nigerian universities

The characteristics of postgraduate supervisors in library and information science in Nigerian universities and their perceptions of the timely completion of doctoral programmes were investigated, employing a questionnaire as data collection instrument. Thirty-eight supervisors from 11 university-based library schools that had already produced doctoral graduates were used for the study, and 23 respondents completed the questionnaire. The findings reveal that the supervisors are highly qualified and experienced in terms of their academic qualifications, employment status, experience in supervisory work, and their involvement in all types of research activities, including serving as external examiners both within and outside the country, and their involvement in managing journals, peer-review of journal articles, etc. The supervisors identified poor writing skills as the major obstacles to the timely completion of doctoral programmes. A t-test analysis and Spearman rho coefficient were used to determine factors that could possibly affect timely completion of doctoral programmes. The results show that gender and the experience of supervisors in term of the number of past and present supervisees had significant relationships with the timely completion of doctoral programmes.

The A+ of a practice doctorate

In light of the growing trend of developing practice doctoral degree programmes in social work, the author uses the first Doctor of Social Work (DSW) programme in Hong Kong, which is a unique programme in China, as a case study to examine the pedagogy and constraints of doctoral programmes in social work. The programme serves as an alternative to a typical PhD programme and is designed particularly for seasoned practitioners in the field who strive to achieve a balance between a research and practice orientation and between an academic and a pragmatic focus. This paper emphasises that, to stand out from the crowd, practice doctorates in Hong Kong should take part in practice-based research and publish in refereed journals.

Diversifying the Pipeline Into Doctoral Nursing Programs: Developing the Doctoral Advancement Readiness Self-Assessment.

This article presents the development and psychometric analysis of the Doctoral Readiness Self-Assessment for Doctoral Study. This survey was developed as the first step of a Web-based, on-line mentoring platform for nurses who are considering a doctoral degree program. By identifying and anticipating the predictors and barriers of success in doctoral nursing education, including practical (finances, time, geographical restriction) and personal factors (motivation, attitudes, perceived ability to navigate the application process), students are guided through a self-reflective process to determine readiness. Factor analysis revealed that interest, readiness, and support represent 3 distinct factors that may be used for additional analysis to predict future enrollment in doctoral nursing degree programs. The internal reliability analysis revealed that removing 3 items from the 15-item scale increased Cronbach's alpha from 0.75 to 0.80, and these factors explained 51.25% of variance. The self-assessment results can inform faculty's work as they mentor and guide students through the application, admission, and financial support processes for doctoral study.