Doctoral Research University Research Articles

The roles of universities in virtual intellectual migration via evolving technologies and STEM

AbstractThe author postulates elucidatory central objectives and questions regarding the aforementioned paper title per integrative areas, with special foci on comprehensive doctoral research universities—that concentrate on research, teaching, and public engagement. The following queries are pondered and directed toward innovative technologies and science largely evident within the recent decades, contributing to virtual intellectual migration. (1) What historical and contemporary background conditions and discernments link the salience of this presentation? (2) What are the constructs of international technology and science diplomacy and intellectual migration? (3) What are roles of science and technology diplomacy as observed through formal and informal government and philanthropic initiatives via universities? (4) How are domestic and international universities preparing graduate students and professionals in novel technological manners that develop and engage virtual intellectual migration? (5) Through multifaceted processes, how might the blending of evolutionary technologies be altered and further incorporated within universities (and other organizations) to enhance virtual intellectual migration with an ultimate goal of promoting educational and diplomatic cooperations? This article responds to the queries and concludes by articulating the importance of virtual intellectual migration as can be observed by two foremost statesmen and diplomats—United Nations Secretary‐General Kofi Annan and American Senator J. William Fulbright. They were stalwarts of humankind.

Nexuses Among Peace, Diplomacy and Evolving Technology via Intellectual Migration

This article concentrates upon nexuses among peace, diplomacy, and evolving technology via intellectual migration with foci on doctoral research universities. The following salient queries are posited and responses therein: 1) What historical and contemporary pragmatic conditions link the importance of the topics? 2) What are the constructs and illustrations of science diplomacy (as integral to diplomacy) and intellectual migration? 3) What are roles of science diplomacy as observed through formal and informal government and philanthropic initiatives? 4) How are domestic and international universities preparing graduate students and professionals in novel technological manners, to engage in science diplomacy? 5) Via multiple processes and recommendations, how might science diplomacy and evolving technologies be altered and integrated to enhance intellectual migration with an ultimate goal of promoting peace and diplomatic cooperation?

Doctoral students’ perceptions of student-led discussion forums in online classes

The purpose of this study was to examine graduate students’ perceptions regarding student-led discussion forums in online classes. Qualitative data were collected from 2014 to 2021 from 65 doctoral students enrolled in a cohort model, fully online doctoral program focused on administration and leadership in education at a doctoral research university in Texas. A total of eight cohorts were represented. Results indicated that the majority of students (91%) liked student-led discussions and would consider implementing them if given an opportunity to teach graduate-level online courses. Five distinct themes emerged through participants’ qualitative responses: in-depth learning, diversity of thoughts, student engagement, teaching skills, and time-consuming. Based on the findings, implications for practice are highlighted which can benefit faculty teaching graduate-level online courses.

Burning Out Faculty at Doctoral Research Universities.

The present study examined the importance of time allocation, pressure and support variables together as determinants of faculty burnout. Using a large sample of university faculty (N = 1439), we were able to show that time allocation variables and perceived pressure contribute to faculty burnout. As expected, decreased social support, family, sleep and leisure time were related to higher levels of burnout. Grantsmanship and service activities appeared as the most critical factors associated with faculty burnout. Faculty burnout is an important topic, and the insights provided here help offer some directions for future research as well as the development of effective institutional policies. Copyright © 2015 John Wiley & Sons, Ltd.

Should I Stay or Should I Go? Client Factors Affecting Relationship Commitment in the Consultative Relationship

This study explores several factors that exist in the client–consultant relationship and their impact on relationship commitment. The participants were 228 college students from two doctoral research universities. Participants were randomly assigned to one of eight scenario-based questionnaires that measured the effect of three manipulated variables on ability to trust, comparison level of the alternative, dependence, and trust in a relationship commitment. The findings suggest that consultants can proactively manage relationships with their clients by considering their clients’ inherent ability to trust as well as how client decision making is affected by the relationship between alternative choices and their dependence on the consultant.

Graduate Student Perceptions and Experiences of Professional Development Activities

Graduate higher education has done little to assess and understand graduate students’ needs and experiences beyond the classroom. Therefore, we conducted a phenomenological study using multiple data collection tools, including survey and focus groups from two different time periods to implement a multiphase needs assessment. The goal of the evaluation was to better understand graduate students’ overall needs and experiences related to professional development at a public Carnegie classified Doctoral Research University in the Rocky Mountain Region. Results revealed the following themes: perceptions of professional development in graduate school, finding balance is never ending, experiences of personal and professional barriers, and the importance of faculty and peer relationships. Discussion, implications, limitations, and a conclusion are provided.

Development of Deal- and Journal-level Metrics and Methods Assists Librarians to Evaluate Big Deals

A Review of:
 Blecic, D.D., Wiberley, Jr., S.E., Fiscella, J.B., Bahnmaier-Blaszczak, S., & Lowery, R. (2013). Deal or no deal?: Evaluating Big Deals and their journals. College & Research Libraries, 74(2), 178-193. 
 
 Objective – To assess the value of aggregated journal packages (Big Deals) and to select individual journal titles for continued subscription should a deal be cancelled.
 
 Design – Case study.
 
 Setting – Doctoral research university library in the United States of America.
 
 Subjects – Three anonymous Big Deals.
 
 Methods – The authors define metrics at two levels (deal and journal) to evaluate Big Deal packages. The metrics rely heavily on the COUNTER JR1 metric Successful Full-Text Article Request (SFTAR).
 
 Main Results – The authors found that while 30% of journals provide 80% of SFTARs, the cost of subscribing to these journals individually would not save significant sums of money. Additionally, they speculate that library users would increase the number of interlibrary loan requests to access the 20% of SFTARs that would be inaccessible if a Big Deal was cut, amounting to increased costs. 
 
 Conclusion – With no sign of publishers moving to change the price and conditions of Big Deals, these arrangements are becoming unsustainable for libraries. As this occurs, librarians require methods of assessing which deals to keep and which to cut, as well as evidence of to which individual journals they should subscribe. The authors of this paper set out one method of conducting these assessments that they have found to be useful at an academic library. They conclude by stating that even with SFTAR data, individuals must keep in mind the necessity of providing equitable access to all of a university community’s user groups.

Preservice Teachers’ Views of Instructor Presence in Online Courses

The researchers conducted this study to investigate undergraduate preservice teacher candidates’ perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern United States. The researchers used a mixed-methods design and analyzed quantitative data, collected via an online survey, using descriptive statistics and content analysis. The results of each analysis confirmed the other. The main findings were that timely responses, clear instructions, instructor availability, and course design are important concerns of the participants in this study.

Pharmacy School Provenance and Pharmacy Practice

Pharmacy School Provenance and Pharmacy Practice

Administrators' decisions about resource allocation

Do academic administrators make decisions about resource allocation differently depending on the discipline receiving the funding? Does an administrator's academic identity influence these decisions? This study explored those questions with a sample of 1,690 academic administrators at doctoral-research universities. Participants used fictional summaries of academic program reviews. The summaries had scenarios of increased-resources and shrinking-resources involving hard versus soft and pure versus applied disciplines. Administrators were forced to choose among them for funding decisions. Results showed that a hard-applied discipline, mechanical engineering, was evaluated as significantly more likely to receive additional resources and to be exempted from cuts than examples from other disciplinary groups: physics, English, and elementary education. Decisions varied significantly with participants' home disciplines, but not their longevity in academe or in administration.

Value-Added Technologies for Liaison and Outreach

New technologies are changing the way people communicate. Social networking and Web 2.0 resources have had a profound impact on teaching, learning, and research in wide-ranging and dynamic ways. This article describes technologies implemented by liaison librarians to enhance liaison relationships at a small academic library in a doctoral research university. Online networking technologies as well as simple devices such as a TV video monitor are explored. This article also discusses how liaison librarians might discern whether the technology-based services they provide are value-added and useful and not simply jumping on the Library 2.0 bandwagon. Librarians who are part of small organizations, who are limited for time and lack extensive technology resources, can implement these liaison services.

Where Are We Going and Who Will We Teach?: Conjectures about Comparative Literature and the Humanities

This paper offers a dark and light macro and micro vision of graduate education in the Humanities in the United States with some anecdotal evidence specific to Literature. I'll intersperse my comments with some data and conclude with a few comments about the future of Literature. As Haun Saussy has so eloquently argued, Comparative Literature has won its battles. It has never been better received in the American (3). But where is the American university going? As an amateur in the field of higher education studies, let me propose a few answers. First, Literature in the U.S. seems to be thriving. The membership of the ACLA has doubled from approximately 600 to 1200 in the past two years. There are about 175 Literature programs and departments in the U.S. according to the September 2006 PMLA. Not all of these, however, are in the Carnegie Foundation's 96 Very High Research Universities, nor in the 103 High Research Universities and 84 Basic Doctoral Research Universities (see Carnegiefoundation. org or The Chronicle of Higher Education Almanac Issue 2006-07). Indeed, the National Research Council survey that is currently underway has just announced that there are forty-seven Literature programs in their doctoral survey. This compares reasonably to other doctoral programs in the Humanities: for instance, forty-three in French and Francophone, thirty-three in Germanic languages, sixty-two in Spanish and Portuguese, and one hundred twenty-five in English departments (Council of Graduate Schools Communicator). Given these numbers, Literature is doing quite well. However, the Humanities in general are struggling, partially because we in the profession are not doing as effective a job as we could in teaching our students when they are seeking academic employment to look beyond a narrow selection of Very High Research Universities, nor are we publicizing the value of the education we offer. This conclusion leads me into a somewhat darker discussion. At the Council of Graduate Schools meeting in Washington, D.C. in December 2006, the Comptroller General of the United States, David M. Walker, in a paper titled America's Fiscal Future: Implications for Higher Education and Global Competitiveness, gave a complex and almost terrifying picture of the American economy over the next forty years. In brief, if some major changes are not made in federal expenditures and tax codes in the U.S. in the next few years, America will go bankrupt. Let me note that the Comptroller General wrote and gave this speech before Al Gore's film and the United Nations report on global warming. But apart from floods and droughts, the effect a national bankruptcy would have on higher education is obvious. If the head of the gao does manage to persuade Congress to balance the budget and not pay a projected 40 percent of the nation's gross domestic product (gDP) in interest on loans (as we will be doing by 2040 if we continue current policies), we still are not out of difficulty. Part of the challenge America faces is that international competition in higher education is becoming much more intense, as I'll mention in a bit more detail in a few minutes. On the lighter side of the future of education, we also heard another paper at the Council of Graduate Schools conference outlining the 150-year history of higher education and the last sixty years of world-wide mass education. The transition that an ever increasingly educated world population is making and will continue to make is almost miraculous, as many of you know who have seen the abrupt changes in educational systems in places like China and India. Add to this that countries like Australia are developing very fine higher educational systems, and that they are competing intensely for international students, students who formerly would have come to the United States. I could spend additional time here talking about the changes in the European education system as a result of the Bologna Treaty, a treaty that basically outlines a plan to harmonize the higher education system in Europe so that students can transfer with ease back and forth between different European countries and universities. …

Strategic collaboration: Building a major league technology infrastructure on a small college budget

AbstractThis chapter describes how a small college with limited resources can provide a competitive multipurpose information technology infrastructure that is at the same level as found at major doctoral research universities.

The Politics of Feminist Locations: A Materialist Analysis of Women's Studies

Assessments of the discipline of Women's Studies must account for the location of those who claim to speak in its name. Most who work within the discipline are located in institutions with heavy teaching loads, high needs students, administrative mandates that limit the content or scope of their programs, and without the resources—particularly time for research and reflection—that would allow them to contribute to a conversation on assessment. Not surprisingly, then, most commentary on the discipline of Women's Studies comes from those located in what Carnegie classifies as Doctoral Research Universities—Extensive. We offer our own experiences of Women's Studies at a small, secular, liberal arts college as an example that complicates previous assessments based on limited perspectives borne of particular locations. Issues include institutionalization, pedagogical practices, and disciplinary objects and labels. process of assessing the discipline requires the input of many voices in addition to what has heretofore been published, including our own. Therefore, we conclude with a call for contributions to a forum in the summer 2005 issue of NWSA Journal titled The Politics of Feminist Locations.

Reclaiming the public university in Wisconsin

This commentary discusses the shift to austerity in the University of Wisconsin System, in the context of Wisconsin’s urban, public doctoral research university in the city of Milwaukee. Critical discourses based on “the Wisconsin Idea” insist upon the necessity for both academic freedom and public support to higher education.