Doctoral Programs Research Articles

CW+R Curriculum in the Era of Education 4.0: Trials on the Doctoral Program for Primary School Teacher Education Sunan Kalijaga State Islamic University Yogyakarta

The research objectives describe the CW+R curriculum profile, explore the relationship between the CW+R curriculum and education 4.0, find the impact of model implementation in building a true scientist mentality, predict the completion of doctoral program students. The method used in this research is R&D with steps: describing the existing curriculum, finding the philosophical basis of the curriculum, designing the model concept, compiling the model mechanism, validating the model, and testing the model. Model results in the good category p = 0.06323 (standard p> 0.05), RMSEA = 0.058 (standard RMSEA < 0.08). The contribution of the model philosophy is 0.99; very strong philosophical foundation, concept 0.83; the concept of the model is also very strong, operationalization 0.40; less strong because the model is still in the trial stage for one semester. the relationship between the operationalization of the model with education 4.0 is 0.06; still very weak therefore there needs to be empowerment to educators about education 4.0. mentality of a true scientist: problem solving ability 3.481, scientific method 4.115, couriosity 3.615 with a maximum score of 5,000. Scientific method has a very high score, which is an optimism that the model is able to build a true scientist mentality. Timely completion of the study tends to be achieved with this CW+R curriculum.

Undergraduate Economics Program Enhancements to Increase Doctoral Program Participation by Under-Represented Students

The economics profession as with STEM (Science, Technology, Engineering, and Mathematics) disciplines has recognized that it faces a “pipeline” problem of low numbers of under-represented minorities (URM) completing PhDs. The ancillary described in this article addresses the economics pipeline problem by using strategies modeled after University of Maryland Baltimore County’s (UMBC’s) STEM focused Meyerhoff Scholars program. These strategies include identifying URM students in early stages of their undergraduate careers with the ability and motivation to pursue graduate work, providing information about career opportunities for those completing PhDs, guidance on course selection and on undergraduate research opportunities. UMBC’s Predoctoral Fellows in Economics Program prepares students for successful admission into well-regarded PhD programs by enhancing their likelihood of successful applications to predoctoral programs in economics. URM undergraduates who maintain strong grades in mathematics, statistics, and economics and who engage in productive undergraduate research experiences and produce high-quality research output should find exciting predoctoral, doctoral and career opportunities.

Building capacity and status through transnational joint doctoral programs: a case study in China

PurposeThrough a case study of a recently established but rapidly growing research-intensive university in China, this study explores how transnational joint doctoral programs are strategically instrumentalized to overcome policy restrictions on postgraduate degree accreditation. It utilizes the cumulative (dis)advantage theory as the analytical lens. This study investigates the innovative, bottom-up initiation of transnational higher education tailored to the development goals of the university and this region, thus providing an alternative perspective for the dominant top-down discourse on transnational higher education research in China.Design/methodology/approachThis study employs a qualitative case study design that incorporates semi-structured interviews and document analysis to investigate the examined university’s joint doctoral programs.FindingsThe study examines how, through its transnational joint doctoral programs, the case university actively accumulated the advantages of recruiting excellent research students, cultivating the public’s confidence and deepening international collaboration. These advantages created a virtuous circle, which further reinforced each other and accelerated the university’s development. The disadvantages include power disparities between the case university and its partners, students’ study discontinuity because of temporal and spatial division and the challenges of co-supervision. Accordingly, the university implemented counterstrategies such as adopting a differentiated stance with varying partners, offering flexible administrative and management supports and aligning differently with various supervisors’ collaboration styles.Originality/valueThis study presents innovative institutional strategies in the Greater Bay Area of China to pursue rapid development and internationalization through transnational higher education programs. It also strives to illuminate the significant role of transnational higher education in facilitating experimental governance with Chinese characteristics.

PERSPECTIVES OF EARLY CAREER SUPERVISORS ON NAVIGATING THE SOCIO-EMOTIONAL NEEDS OF THEIR DOCTORAL CANDIDATES

All supervisors of doctoral research aim at guiding their students towards success on their doctoral journeys. Desired characteristics of successfully guiding doctoral studies have been widely reported in relevant literature and gave rise to various models of exemplary supervisory practice. One area within the supervisory relationship that has received limited attention is the emotional aspect of supervisors’ role, their dispositional qualities of mind and character which are key factors in establishing an intellectual and emotional working rapport with candidates. This exploratory qualitative study sought to gain a deepened understanding of how supervisors address the socio-emotional needs of their students. A combination of online and in-person semistructured interviews with ten doctoral study supervisors, and thematic analysis of data, revealed that supervisors fully acknowledge the notion that interpersonal and emotional issues are key factors in the supervisory process. However, the way they see, and experience emotional factors differ. While some regard the supervisory process as an intellectual academic relationship, others regard supervision more as mentoring, allowing more space for selfexpression and emotions. The study’s findings carry implications for enhancing the training and support offered to doctoral supervisors and students enrolled in doctoral programmes, as well as identifying potential areas for improvement.

Organization of PhD studies at the Faculty of Public Health of the Slovak Medical University in the context of practice.

The Slovak Medical University (SMU) holds a unique position in the health education system in Slovakia. It has a direct connection to the health sector, allowing health education to reflect the actual needs in this field. Because of increasing importance of public health in the last decades, more attention must be given to disease prevention and the promotion of healthy lifestyles. We aim to highlight the main characteristics of health higher education at one of the specialized health universities in Slovakia, with a particular focus on public health and its practical impacts. We analysed the available legal regulations for postgraduate studies in Slovakia and the officially valid documents of the Faculty of Public Health (FPH) and the Slovak Medical University in accordance with the accredited study programme in Public Health. Archived data from the Department of Science, Research, and Doctoral Studies of the Faculty over the past 10 years were used for the analysis of postgraduate studies (2013-2023). PhD studies in Slovakia are conducted in accordance with Act No. 131/2002 Coll. on Higher Education Institutions and on amendments to certain acts. There are two forms of PhD study in Slovakia: full-time and external. The evaluation of study results is based on the credit system. The doctoral study programme proceeds according to an individual study plan under the guidance of the advisor. The PhD study concludes with the defence of the dissertation, which serves as the final thesis. A total of 97 students have graduated at FPH SMU in Public Health in the last 10 years. The majority of graduates were females (68% vs. 32% males) and studied in the external form of study (80.4% vs. 19.6% in the full-time programme). The most frequent research topics at FPH SMU in the last 10 years included Epidemiology and Prevention of Non-communicable (21.7%) and Infectious Diseases (11.3%), Health Management and Policy (17.5%), Environmental Health (15.5%), as well as Occupational Health (13.4%). High-quality and innovative postgraduate education in public health plays a crucial role in this field, preparing experts for the public health services. From a quality perspective, it is substantial to share experiences with various study programmes across the European region, as well as with other universities. Graduates of the Faculty of Public Health are highly sought-after professionals with diverse career opportunities not only in Slovakia but also within the European Union, other countries, and various important international institutions.

Survey of Korean Medicine Doctors Applying to Participate in the School Doctor Program of Korean Medicine

Objectives: This study aimed to identify the current status, satisfaction, obstacles, and improvement points of the School Doctor Program of Korean Medicine, while providing supporting data for its enhancement.Methods: A self-reporting online survey was conducted among doctors of the Seoul Korean Medicine Association who applied to participate in the 2023 School Doctor Program of Korean Medicine. The questionnaire assessed various aspects including program status, satisfaction, evaluation, advantages, obstacles, promotion plans for the 2023 program, and intention to participate in the 2024 program. The survey was conducted from March 5th to 12th, 2024.Results: A total of 60 doctors participated in the survey, with 57 respondents included in the analysis. Among them, 45 Korean medical doctors had actively engaged in the school doctor program. Main reasons for non-participation included lack of request from assigned schools or scheduling conflicts between the desired program time and the conditions of Korean medicine doctors. Participants who conducted the program reported its effectiveness in fostering positive perceptions of Korean medicine. Despite obstacles, the majority expressed willingness to participate in the 2024 program. To promote the program, there is a need for a structured system to facilitate school cooperation and promote the School Doctor Program of Korean Medicine.Conclusions: Promoting the School Doctor Program of Korean Medicine requires collaboration from schools, provision of standardized manuals and programs, and support from the Korean Medicine Association. Strengthening systems for school cooperation and program promotion is essential for its advancement.

Assessing the benefits of an online prematriculation anatomy workshop on knowledge acquisition and anatomy competency in a Doctor of Physical Therapy program.

Preparing students for the transition to graduate-level education with greater learning demands in a condensed time frame is a challenging process for health professions educators and incoming students. Prematriculation programs offer a solution for exposing students to the foundational sciences in preparation for the academic rigor of a doctoral program. This retrospective study assessed whether incoming students enrolled across 3 yr of a 2-day online anatomy workshop, offered in July and August before the start of their first semester resulted in improved anatomy knowledge. Whether this acquired knowledge translated to improved anatomy outcomes in the first semester of a Doctor of Physical Therapy program was also assessed, while also accounting for variables of gender, ethnicity, and grade-point average. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores compared to the baseline prequiz (P < 0.001). Multivariate regression analyses demonstrated statistically significant relationships between the first-semester anatomy practical score and workshop participation (P = 0.04) as well as a predictive value of gender (P = 0.01). Evaluating a timing effect on the predictive value of the online anatomy workshop demonstrated statistically significant effects of the prematriculation workshop on both first-semester anatomy practicals for August (P = 0.03 for practical 1; P = 0.04 for practical 2) but not July workshop participants. Findings from this study support the utility of an online prematriculation anatomy workshop to prepare students for graduate-level anatomy learning expectations in a doctoral allied health program.NEW & NOTEWORTHY This paper presents the findings of a retrospective study examining the effectiveness of an online prematriculation anatomy workshop on knowledge acquisition and first-semester anatomy competency following the success of a previously offered peer-led onsite workshop. To our knowledge, this is the first report of an online prematriculation program that successfully introduces graduate-level learning expectations and access to anatomical resources leading to improved anatomy competency in an allied health professional program.

체제 전환과 통합 전환의 루마니아 교육

Due to changes in ideology and policy, the Romanian education system is divided into three distinct periods: the period from modern times to 1944, the socialist education system from 1944 to 1989, and the great transition period after 1989. While the first period was characterized by the expansion of the public education system and progress in improving curriculum and teacher education programs, the second period was characterized by the nationalization of all educational institutions, extreme centralization through a unified basic curriculum and textbooks, excessive politicization, and an emphasis on abstract teaching methods. The period of socio-political and economic change in Romania after 1989 led to the reform of the education system, with pressures on the market economy and the restoration of democratic principles, pressures imposed by the Bologna Process. During the transition period, there were many changes in the curriculum, public and private educational institutions, retraining and mobility of teaching staff, and infrastructure. The responses of the Romanian education system to new variables and opportunities were partly immediate and partly gradual, depending on the interlocking circumstances and interests. The reform process, including new challenges and social risks during the transition period, was difficult, slow, and complex, influenced by economic, political, and social conditions. However, Romanian education during the integration transition period symbolized by the Bolona Process and EU membership became a stepping stone for successful reform. In this process of integrated transformation, Romanian education continues contemporary ongoing educational reforms by embracing a unified three-level degree program (Bachelor’s, Master’s, Doctoral programs), ECTS (European Credit Transfer and Accumulation System) &amp; EQF (The European Qualifications Framework), as well as providing internationalization and mobility programs in higher education.

DOCTORAL PROGRAM IN MEDICAL SCIENCES ASSOCIATED WITH A SPECIALTY. A HISTORY CLOSELY LINKED TO THE CHILEAN ACADEMY OF MEDICINE

The Doctoral Program in Medical Sciences (DPMC) associated with a specialty of the Faculty of Medicine of Universidad de Chile is an academic development project that aims to train specialists with a PhD degree, who are inserted in clinical centers and have the ability to respond questions of medical interest with a translational basis, putting the generation of knowledge at the service of patients. Universidad de Chile hopes that the graduates of this program will be the basis of the academic turnover of future generations. The DPMC was created in 2000, to date (2023), 85 students have entered, 46 have graduated, 8 have withdrawn and there are 31 current students. Sixty-five per cent of the graduates work as academics at the Faculty of Medicine of Universidad de Chile, with outstanding activity as specialists, teachers and researchers, incorporated into the different Advanced Clinical Research Centers (CICAs) that the faculty has created in different hospitals. Fifty-four per cent of them have been or are principal investigators of competitive projects: FONDECYT, FONDEF, FONIS, with one or more projects awarded, depending on the time since their degree, with an average of 55 publications/year for the defined group. After 23 years of uninterrupted operation, the DPMC is a consolidated, unique, accredited, successful program, financed by Universidad de Chile, sustainable, a pillar of the academic development of the Faculty of Medicine, which as it grows will allow the CICA network to be strengthened and will contribute to the creation of knowledge at the service of the patients and the country.

Mapping Science Communication in Higher Education in Portugal: A Systematic Evidence Analysis of PhD and Master’s Programs

Science communication training plays a crucial role in enabling scientists to effectively connect with the public, emphasizing essential skills such as building trust in scientific and technological advancements. Despite significant progress, some studies show a notable deficiency in higher education (HE) institutional structures and mechanisms dedicated to science communication training, addressing a diverse audience including researchers, teachers, and science monitors. This study delves into the key characteristics of current science communication postgraduate training programs within the HE landscape of Portugal. Our analysis is based on a comprehensive examination of the curricula of five science communication doctoral programs offered by four public universities in Portugal. The research involves a meticulous review of course documents and insights gathered from five directors through a detailed questionnaire. The primary objectives of this research are to discern the specific goals pursued by each course, uncover the content and development of competencies within their curricula, and explore the market opportunities envisioned by each offering. The results underscore that these programs equip students with the necessary competencies to effectively address challenges in science communication, notably enhancing public understanding of science. Significant findings suggest that Portugal’s current higher education scenario predominantly emphasizes cultivating postgraduate training activities in authentic settings, fostering collaborative partnerships with society. This article is a foundational resource for further exploration into the discipline-specific applications of science communication, aiming to elevate academic engagement with society.

Gendered cultural tightropes: bicultural Latinas navigating and negotiating familismo in American doctoral programmes

ABSTRACT Research underscores the ‘gender reversal’ in college enrolment and educational attainment that appears to favour women today. However, less is known about how Latinas navigate doctoral study demands and gendered cultural expectations within their ethnicity. We use Chicana/Latina Feminist Theory to explore how the ethnic cultural script of familismo intersects with the demands of doctoral study for bicultural Latina doctoral students of various generational and class levels. Drawing on 20 interviews with Latinas enrolled in American doctoral programmes, we find that they negotiate what we term gendered cultural tightropes as evinced by the importance of (1) Maintaining closeness amidst geographic separation; (2) Appraising parental consejos [nurturing advice] and; (3) Navigating familism within individualist values of the academy. We argue that these gendered cultural tightropes, imbued with the ideals of familismo, are placed upon them because of the social categories they inhabit and are independent of class and immigrant generational level.

Comps: Content analysis of doctoral comprehensive exam policies and procedures

AbstractThe doctoral comprehensive exam is a common benchmark in counselor education doctoral programs. The current study examined policies and procedures for comprehensive exams in CACREP‐accredited counselor education doctoral programs. Using conventional qualitative content analysis, researchers analyzed CACREP‐accredited doctoral program student handbooks to determine common practices for conducting comprehensive exams.

From the Lens of Scholarship Grantees: Objectives, Opportunities, and Challenges in a Language Doctorate Program

Pursuing a PhD Language program with the support of a scholarship grant has several positive implications for both the individual and society. The study aimed to gain insights into the experiences of the grantees and identify specific areas of support and improvement needed within the program. Through a combined quantitative and qualitative design, the study found that the grantees strongly agree on their level of agreement of the attainment of the PhD Language program objectives along becoming a globally competitive language faculty, developing the attitudes of commitment, dedication, culture of inspiration and service to others as language teachers, conducting researches on language and performing extension work in the field of language. Moreover, the language opportunities offered by the program to the grantees are: advancing in English language instruction, research, management and administration, getting permanency, promotion, and designation, expanding in language collaboration, and becoming a language learning provider. Finally, there are PhD language program-related challenges and scholarship related challenges that were experienced by the grantees. Therefore, the PhD Language Program is committed to its attainment of its objectives along instruction, research, and extension. The program has exposed the grantees on language learning opportunities that impacted their professional advancement through deepening their knowledge in their domain and enabling them to explore their limits as teachers, mentors, researchers, and administrators. Lastly, while scholarship grants through post-graduate programs are considered as privileges and opportunities, program and scholarship-related challenges strengthen and substantiate the credibility and professional growth of the grantees.

Case study in using value stream mapping in online graduate education

Given the rise in demand for online, graduate degree programs there is a need to guide program planning and evaluation professionals within institutions of higher education to utilize continuous quality improvement (CQI) strategies. Using principles of design thinking and CQI, the purpose of this case study was to describe a CQI project that sought to develop a better understanding of adult students’ experience progressing through their plan of study in an online doctoral program. As part of the CQI project, value stream mapping (VSM) was used to gain visibility and perspective on the actions required by faculty and staff to guide students through their plan of study. The VSM process provided information that led to conversations that furthered the CQI efforts and led to changes in the adult education program that would benefit all students. Improvement processes that lead to better quality and more positive experiences for users are valuable. This case study demonstrates the processes, challenges, lessons, and future directions in the use of VSM to better understand online graduate programs designed for adult learners.

Implementation of Spiritual Services in Mental Problems Conducted by Profession Doctor Program Students Toward Patients at Ibnu Sina Hospital Makassar Year 2023

Objectives: Islamic Discipline of Medicine is one of the advantages in Medical faculty of Universitas Muslim Indonesia which is a special characteristic in our academic. The Islamic Discipline of Medicine is divided into three units. Unit 1 is the basic understanding of Islam, unit 2 is strengthening the professionalism of doctors with Islamic values, unit 3 is strengthening the professionalism of doctors by studying medical sciences from an Islamic perspective. This study, observed the application of unit 2, including Calm the patient, Teaching patients to increase dhikr (Morning and Evening Dhikr, Ask Allah for Forgiveness and other dhikr according to sunnah), and Motivate the patient to keep performing fardhu prayers. The importance of this being done is to create prospective Muslim doctors in accordance with the Vision and Mission of FK UMI so that they can become caliphs on Earth. Methods: This research is a descriptive study using logbook data from Profession Doctor Program Students. The sample technique used is a purpose sampling of medical students which already done their cycle in Interna department in Ibnu Sina Hospital Makassar. Results: From 32 students we found data that’s: 20 student’s makes calm to the patients, 9 students do sometimes, and 3 students didn't do it. About motivating patients to do dhikr: 15 students do it, 7 students sometimes do it, 10 students don't do it and the last motivating to keep performing fardhu prayers: 8 students do it, 9 students sometimes do it, 15 students do not do it. Conclusion: In three aspects of assessment, motivating patients to calm is the best performing compared to motivating patients to do dhikr and motivating patients to keep performing fardhu prayer while there hospitalized. This situation has two probabilities the first is students feel too lazy to motivate the patients or they are hesitant to perform that.International Journal of Human and Health Sciences Supplementary Issue 01: 2024 Page: S62

Supporting Doctoral Candidates through Completion and Final Examination

Completion and final examination comprise the final stages of a doctoral program and represent the culmination of the doctoral candidates’ years of research. In this entry, completion is defined as the writing and submission of a doctoral thesis, and final examination is defined as the viva voce. Over the years, the format and scope of doctoral degrees has expanded and a variety of formats are now offered. In addition to the traditional research-only doctoral degree, professional, practice-based, and new route programs also contain a taught element alongside research. However, the creation of a substantive thesis or practice-based alternative addressing a novel research question is common to all. In contrast, processes and formats of viva voces vary across the globe. These range from private, closed-door defenses to assessed or ritualistic public defense presentations. For both completion and final examination, there are many practical and psychological hurdles that need to be navigated in order for the candidate to attain their doctoral degree. This entry will highlight these aspects as well as provide evidence-based guidance for supervisors in supporting their doctoral candidates through these daunting final stages.

Geographic mobility of college students and the gender gap in academic aspirations

We study the decision to pursue an advanced degree from an internationally renowned academic institution, which greatly facilitates access to top jobs. Relying on unique data on applications to a highly selective program that provides graduate fellowships to Spanish students, we show that women in non-STEM fields apply to the fellowships at lower rates than males with the same GPA and in the same field of study. On the contrary, our estimates imply that females in STEM apply at equal, or higher, rates than comparable males in the same fields. We also find that female students are relatively less interested in doctoral programs and less willing to study abroad than males. To shed light on the mechanisms, we surveyed college students about their post-graduation plans. The lower geographic mobility of female students (in non-STEM fields) appears linked to females’ lower earnings expectations and a gender-asymmetric detrimental effect of involvement in romantic relationships.

The Arcus Experience: Bridging the Data Science Gap for Nurse Researchers.

For years, nurse researchers have been called upon to engage with "big data" in the electronic health record (EHR) by leading studies focusing on nurse-centric patient outcomes and providing clinical analysis of potential outcome indicators. However, the current gap in nurses' data science education and training poses a significant barrier. We aimed to evaluate the viability of conducting nurse-led, big-data research projects within a custom-designed computational laboratory and examine the support required by a team of researchers with little to no big-data experience. Four nurse-led research teams developed a research question reliant on existing EHR data. Each team was given its own virtual computational laboratory populated with raw data. A data science education team provided instruction in coding languages-primarily structured query language and R-and data science techniques to organize and analyze the data. Three research teams have completed studies, resulting in one manuscript currently undergoing peer review and two manuscripts in progress. The final team is performing data analysis. Five barriers and five facilitators to big-data projects were identified. As the data science learning curve is steep, organizations need to help bridge the gap between what is currently taught in doctoral nursing programs and what is required of clinical nurse researchers to successfully engage in big-data methods. In addition, clinical nurse researchers require protected research time and a data science infrastructure that supports novice efforts with education, mentorship, and computational laboratory resources.

Between-ness

In this paper, a theoretical framework developed in a doctoral program of research concerned with connecting philosophies of between-ness with design practice is described. The theory of ‘spatial excess’ as defined by Elizabeth Grosz is shown to be particularly useful in reconceptualising design practice. Central to this is an understanding of spatial excess in relation to anti-deterministic space, the search for different spatial inhabitations, and ephemeral people-space relations; dimensions developed further in the doctoral program through two spatial practices that exist outside conventional architecture and design – site specific installation art and experimental making. These are outlined in the paper together with findings that suggest that practices of spatial excess might be most potent in sites that are conceptually and physically interior, and that these practices should happen in everyday contexts and environments where they can be initiated by their occupants.

Emotions and Networked Learning

Emotions in networked learning have been underresearched despite their importance. The present research is one of the first few attempts to better understand adult learners’ emotional experiences in a specific networked learning context—an online doctoral programme designed and organised based on networked learning principles. This paper takes the initial step of unpacking the intricate interplay between emotions and networked learning experiences, utilising a longitudinal, mixed methods research approach to demonstrate the diversity and complexity of emotions experienced in networked learning situations. Online doctoral students (n=48) completed a questionnaire four times during the first six months of their PhD program, with an interval of five to six weeks. This is the most critical period for students to develop multiple connections promoting networked learning both within and outside the programme. They connected to new people, ideas, and resources, becoming an integral part of learning networks. The questionnaire quantitatively measured the intensity of 36 different emotions felt by each student, respectively, about their networked learning experiences and general life experiences. Participants also qualitatively reflected on the most intense emotions and wrote “why” they felt such ways. Based on quantitative data, a principal component analysis extracted five meaningful clusters of emotions and repeated-measures ANOVAs further showed meaningful patterns and changes in those emotions. The qualitative data was analysed using a constant comparative method to identify dominant themes to provide deeper insights into student emotions. Findings suggest that emotions are in a constant state of flux, reflecting the multifaceted nature of networked learning experiences, through which learners juggle multiple responsibilities and connections across different times and spaces. Two distinct categories of emotions emerged: positive and negative. Despite the challenges and complexities of online doctoral studies, positive emotions remained resilient, underscoring networked learning as a source of inspiration—with the heightened 'Intrigued' component at specific learning milestones. Negative emotions are nuanced, with negative cognitive emotions, associated with networked learning experiences, intensifying initially and decreasing as students adapt; while negative gut reactions are more prevalent in general life. However, a notable release of negative cognitive emotions in general life suggests the interplay between emotions arising from networked learning and their influence on students' broader experiences. Surprisingly, the study challenges assumptions about isolation in online learning, revealing a consistent sense of social inclusion and support within the learning network. Overall, this study provides a comprehensive understanding of emotions in networked learning, offering valuable insights for supporting adult learners.