Doctoral Students Research Articles

Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof

Over a decade ago Ishiyama, Miles, and Balarezo (2010) published their work on the pedagogical training opportunities for political science doctoral students in the United States. The authors surveyed PhD-granting political science departments and found that pedagogical training for doctoral students was scant. Despite its age, the work remains influential and cited by scholars concerned with the state of teaching-training in the discipline. In this paper I uncover that little progress has been made in training opportunities for political science graduate students. Interviews with faculty in 66 PhD-granting departments reveal that less than a fifth of departments require students to complete credit-bearing courses and a plurality require no pedagogical training. Several departments have outsourced pedagogical training and do not maintain data on student completion. As such, many graduate students remain inadequately prepared for careers in higher education. I conclude by echoing colleagues who call for increased attention on pedagogical training, and for a benefit structure rewarding high quality teaching.

Cross-cultural experiences: Voices of the Chinese doctoral students at a Spanish university

The aim of the study was to investigate the experiences of Chinese doctoral students at a Spanish university, aiming to enhance understanding of transcultural experiences. Challenges perceived during their cultural transition throughout their doctoral studies were explored, along with the strategies they employed to overcome these obstacles. Following a qualitative approach, eight participants were interviewed in depth on critical incidents experienced in academic and sociocultural settings. Effective communication emerged as the main challenge. Most critical incidents in the relationship with supervisors were associated with mismatched expectations and misunderstandings regarding learning objectives and activities. Limitations in writing in English and unfamiliarity with the sociocultural environment of the host university were perceived as hindering the achievement of academic goals and the adaptation to the local culture. Interaction with other doctoral students, self-determination, critical reflexivity, and autonomy were coping strategies that facilitated cross-cultural adaptation. The results confirm the legitimate socio-educational needs of Chinese students and their broad cultural and pedagogical agency. Results are useful for institutional support programs and to help doctoral students and supervisors establish adaptive cross-cultural relationships. Moreover, the study shows the resourcefulness of Chinese students in dealing with the challenges of cross-cultural transition and emphasizes the role that higher education institutions must play in serving international students.

Lev Gutman—A Pioneer in Theoretical Mesoscale Meteorology

Abstract On 5 March 2023, Professor Lev Gutman would have been 100 years old. This article describes Professor Gutman’s legacy in the field of dynamic mesoscale meteorology and numerical weather prediction. Gutman developed his career as a mathematician and meteorologist in the Soviet Union, where he built a school of specialists in mesoscale meteorology from the 1950s through the 1970s. He primarily worked on analytical methods to solve complex nonlinear problems, such as the structure of sea breezes, mountain–valley circulations, and thermal convection over heated terrain. Gutman pioneered the development of theories of cumulus clouds, tornadoes, and other atmospheric phenomena. In the 1960s, he carried out numerous research investigations on these topics with his doctoral students and collaborators at the High-Altitude Geophysical Institute in Nalchik in the northern Caucasus and later at the Siberian Scientific Center near Novosibirsk. Gutman compiled the results from these studies into a monograph titled “Introduction to the Nonlinear Theory of Mesoscale Meteorological Processes,” which was published in Russian in 1969 and later translated into English, Chinese, and Japanese. This monograph became a major textbook for specialists in mesoscale meteorology, remaining relevant to this day. After Professor Gutman immigrated to Israel in 1978, his collaborations expanded to include Israeli and western scientists from Europe and the United States. Gutman did not receive the recognition he deserved due to the political realities of the time. His book and his seminal analytical solutions should still be useful for early career scientists in mesoscale meteorology and atmospheric dynamics.

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).

Potential of students' independent work for improving the quality of knowledge in physics in the context of reduced classroom hours

Introduction. Currently, the higher education system is experiencing a reduction in classroom hours in favor of increased share of students' independent work. Therefore, the scientific and methodological problem of organizing extracurricular independent work of students in physics without losing the quality of education is relevant. Objective: within the framework of theoretical and experimental research, to develop and test methodological techniques for organizing independent educational activities of students for mastering general physics at a university while maintaining the specificity of physics as an experimental science, and to provide recommendations for correcting the educational process at the university. Methodology and methods. The study was conducted at FSBEI HE Vyatka State University (Russia). Three groups of second-year students took part in the pedagogical experiment (total sample was 180 people). Methods of experimental research were: written survey, element-by-element analysis of students' work, statistical processing of results (φ* – Fisher's angular transformation). Independent work of students in the experimental group was organized using specially designed and selected tasks aiming to master knowledge and key skills in teaching physics. It also aimed to compensate for classroom laboratory work; therefore it contained creative tasks that boost students' activities and help master symbolic physical thinking. Results. The experimental group showed statistically significant results in mastering subject knowledge and a number of experimental skills on a par with the group of students whose classroom workload was a third higher due to the laboratory practical training. At the same time, the experimental group showed the best results in mastering the skills of visual representation and description of phenomena (φ* = 5.187; p < 0.05) due to the orientation of the controlled independent work, including formation of symbolic physical thinking. Conclusion. The proposed methodological ideas for organizing independent activities of students focused on direct work with signs (pictures, texts, diagrams, models) contribute to maintaining the quality of students' knowledge in the conditions of reduced classroom load but do not solve a number of skills formation problems that develop when a full-scale physical experiment is conducted. The results of the study can be useful for doctoral students, postgraduate students, and university teachers.

Situating the Self Through Sketching: First Year Doctoral Students Finding Their Way

As part of a two-semester advanced research methodology course, five PhD students completed three sketches—beginning, middle, and end of course—to represent how they were thinking and feeling about themselves as doctoral students as they progressed through their first year. They also wrote reflections to complement the sketches and shared their sketches in class. At the end of the course, the students co-led a study with their two instructors to examine their learnings and understandings gained from sketching. The students wrote individual narratives about their experiences and the instructors wrote narratives about how sketching was part of their pedagogical thinking. The analysis revealed seven student themes, including positive outcomes and challenges associated with sketching. One positive outcome was that students felt empowered as the sketches gave them the opportunity to reflect back on their progress, both cognitively and emotionally, over their first year of doctoral studies. Sketching itself was a challenge for some, but all felt that it was a powerful experience. Sketching provided the instructors with insights they might not have gotten through words alone, enhancing their sense of teaching and learning, and gave them valuable information to support the students.

Doctoral students’ perceptions of the English language proficiency completion criteria in Iran: making a case for English for General Academic Purposes (EGAP)

PurposeThis study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.Design/methodology/approachQualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).FindingsStudents held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.Research limitations/implicationsThe findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.Originality/valueA multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.

Enhancing Psychological Well-Being: Self-Regulated Learning, Motivation, and Emotions Among Doctoral Students in South Africa

Enhancing Psychological Well-Being: Self-Regulated Learning, Motivation, and Emotions Among Doctoral Students in South Africa

Self-Efficacy in the Use of Consumer Credit: Factors Contributing to Its Improvement Among Undergraduate, Masters, and Doctoral Students

Self-Efficacy in the Use of Consumer Credit: Factors Contributing to Its Improvement Among Undergraduate, Masters, and Doctoral Students

Evaluating the Effectiveness of Assessment Methods in Moulay Ismail University: Insights from Postgraduate Students

The present study evaluates and measures the effectiveness of the assessment practices promoted in the LMD system (Licence, Master and Doctorate) implemented in Moroccan universities from the perspective of postgraduate students at the open-access institutions affiliated with Moulay Ismail University (UMI), namely the School of Arts and Humanities (FLSH), the School of Sciences (FS), the School of Law, Economics and Social Sciences (FSJES), and the Polydisciplinary School of Errachidia (FP). To achieve this objective, the study deployed a mixed-methods; two-phase case study design. In the initial quantitative phase, a questionnaire was administered to 742 postgraduate students to investigate their evaluation of the assessment practices promoted in the LMD system. Further, in the follow-up qualitative phase, interviews with 28 doctoral students were conducted to extend and explain the quantitative results. It has been found that continuous assessment is not used by most teachers and that the final exams are the only method used by professors to assess students' performance. Likewise, the study revealed that the compensation system negatively affects the quality of higher education training by allowing students to pass and study more difficult modules while they have not learned the necessary prerequisites from the basic modules. Equally significant, the study found that most students struggle with the end-of-study research module, blaming their supervisors who do not provide sufficient or appropriate supervision. In conclusion, this paper offers several pedagogical implications for stakeholders and teachers at the UMI to make assessment more effective.

Morocco's Webinars Ignite Global Academic Resilience in Doctoral Research

General Background: The COVID-19 pandemic triggered significant disruptions in education worldwide, compelling a shift to online learning across various contexts, including in Morocco. Specific Background: In response to this challenge, the Faculty of Letters and Human Sciences at Mohammed V University in Rabat initiated the "Language, Culture, and Society" (LCS) webinar series. This program provided a virtual platform for doctoral students, aiming to sustain academic progress and emotional well-being during the crisis. Knowledge Gap: Despite the proliferation of online educational initiatives during the pandemic, there is limited research on how such programs specifically impact doctoral students' academic and psychological resilience. Aims: This article aims to explore the transformative role of the LCS webinar series in enhancing the academic journey and personal growth of doctoral students, particularly in alleviating challenges such as despair and reader's block. Results: The LCS webinars emerged as a crucial support mechanism, facilitating academic discourse, skill development, and psychological reinforcement. The program significantly contributed to restoring confidence, refining research trajectories, and fostering a culture of collaboration among an international online community. Novelty: This study provides a unique narrative reflection on the impact of a specific online educational program during a global crisis, emphasizing the dual academic and psychological support offered to doctoral students. Implications: The findings underscore the importance of online platforms in higher education, particularly in crisis contexts. The success of the LCS webinars suggests that similar initiatives could be replicated to support doctoral students globally, offering sustained academic and emotional support through accessible, high-quality online resources. Highlights: Webinar Impact: Enhanced academic progress and growth. Psychological Support: Overcame despair with emotional reinforcement. Global Collaboration: Fostered international scholarly connections. Keywords: COVID-19, online learning, doctoral students, webinars, academic resilience

UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE

Research into language teacher identity construction has proliferated in recent years. However, studies examining identity construction from an integral perspective of EFL teacher educators’ past, present, and future narratives seem sparse. To fill this lacuna, the present study was designed to explore five Indonesian EFL teacher educators’ identity construction from their past, present, and future narratives. This study’s data were generated through multiple life-historical interviews with the five participants. The thematic analysis showcased that language teacher identity is constructed as a continuum from the teachers’ past experiences as EFL learners, present experiences as lecturers and doctoral students, and future narratives as imagined teacher educators. The findings also revealed that the participating teachers constructed their language teacher identity through complex and context-dependent experiences in their past, present, and future narratives. Based on the study’s findings, we offer a novel approach to studying language teacher identity construction employing teachers’ three-dimensional narratives. This approach enables teachers to understand themselves and their relationships with social environments through the interconnectivity of their past, present, and future narratives.

The odyssey of scholarly publishing among scholars from developing countries

Scholarly publishing is considered one of the most frustrating endeavors among academicians. For learners, it symbolizes the culmination of studies, whereas for academicians, it signifies promotion and acknowledgment. This paper highlights and discusses some of the breakthroughs and hindrances scholars, especially doctorate students, undergo in their scholarly pursuits. It traverses the intricate journey of scholarly publishing, exploring the myriad frustrations students face along this intellectual path. The paper concludes by providing insights and recommendations that can contribute to a more equitable and sustainable academic publishing process.

Examining Structures and Practices of Affinity Group Development in Teacher Education: A Mixed Methods Sequential Explanatory Approach

For many educators, transitioning from teacher to scholar is a journey wrought with identity-laden challenges, as students must merge an already developed professional identity with an academic researcher identity. Thus, we examined how the structures and practices of cohorts enabled or constrained affinity identity development in teacher education doctoral students from 2008-2012. Through our mixed method design, the four professional, collaborative, institutional and social themes emerged as the most important aspects for our participants (n=16). Our 2011 cohort participants most readily identified as an established cohort, and upon closer examination, they, unlike the others, had structures and practices put forth in the beginning of their doctoral program that emphasized the four emerging themes. Our findings have a meaningful impact on the support that is received and scholarly development that occurs for doctoral students.

Effect of older adult health and age on psychology doctoral trainees’ expectations of clinical work with older adult clients

ABSTRACT This experimental, repeated-measures study investigated the effects of client health and client age on doctoral psychology students’ clinical expectations for their work with older adult clients. Doctoral clinical and counseling psychology trainees (N = 223) completed measures assessing clinical expectations for three older adult clients of varying health status (healthy, recent Alzheimer’s Disease (AD) diagnosis, heart disease) who all presented with depressive symptoms. Trainees were randomly assigned to the 71-year-old or 81-year-old condition. Trainees perceived a depressed client with a recent AD diagnosis as a less appropriate candidate for therapy, less motivated and less responsible for therapy, and less able to develop a therapeutic relationship. Additional health-based differences in prognosis, comfort, and competence were moderated by client age. Although age did have a small effect, the health of the older adult client had a stronger influence on trainees’ clinical expectations for work with older adults. Cognitive health concerns were perceived as a greater barrier to clinical work with older adults than were physical health concerns. Health biases for clinical work with older adults could impact the quality of mental healthcare provided.

Nurse faculty shortage problem and a grant solution to the problem

Introduction: The projected growth of the nurse workforce will drive the need for more nurse faculty in the U.S., with an estimated needed increase of 24% (16,000 new faculty) to meet workforce demands between 2016 and 2026. However, nursing schools have struggled to keep pace with growing enrollment demands and faculty retirements.Methods: To meet the needs of the nursing workforce and to address the nursing shortage by educating qualified faculty, the University of Cincinnati College of Nursing (UC CON) has applied for and received funding through the federal government’s Health Resources & Services Administration (HRSA) Nurse Faculty Loan Program (NFLP) grant.Results: Since 2012, the UC CON has utilized the NFLP to provide nearly $4.4 million in loans to students. The UC CON has supported 115 individual graduate-level nursing students with NFLP funds. As of 6/07/24, 73 UC CON degrees have been awarded. Several prior recipients are working as nurse faculty, some at rural and community colleges where the nurse faculty shortage is most acute. Some of the students who received NFLP funds and graduated are working in medically underserved and/or rural areas across the U.S.Conclusions: A new grant submission was funded in June 2024 to fund more doctoral students and Master of Science in Nursing Education Students. The UC CON provides additional components (e.g., nurse educator development, professional development, and job search support) to strengthen recipients’ preparation and marketability for nurse faculty roles in all regions, including rural and underserved areas.

A trio-autoethnographic analysis of the experiences and wellbeing of part-time doctoral students with full-time academic roles

ABSTRACT This study highlights the needs and potentialities of an often-overlooked group: Part-Time Doctoral Students who are Full-Time Academics at their institutions (PTSFTAs). Such students are rarely considered in the research literature, yet they face a unique set of tensions as their roles and identities evolve. This study contributes fresh understanding of PTSFTAs’ experiences and wellbeing through a thematic analysis of a series of five open conversations reflecting on the supervisory process. Three PTSFTAs who studied and work at the same institution engaged in a series of trio-autoethnographic dialogues. These dialogues were structured around five doctoral supervision concepts. Tensions are identified that have the potential to affect PTSFTA wellbeing and identity. The study concludes that a student-centred doctoral supervision process can enable PTSFAs to develop multifaceted personal and professional identities and rich personal epistemologies.

Duoethnography and English for research publication purposes: Promises and challenges

In this paper, we explain how to conduct and apply duoethnography innovatively, given its lack of prescribed methodological steps. We discuss the theoretical underpinnings of duoethnography, its central tenets, its methodological constraints, and its challenges and limitations. More specifically, we explain how this promising innovative methodology can be adopted in the fast-growing field of English for Research Publication Purposes (ERPP) within Applied Linguistics to examine and investigate rhetorical, socio-political, and contextual aspects of the production and dissemination of knowledge and writing for scholarly publication practices. This paper aims to provide important pedagogical and scholarly implications for researchers in Applied Linguistics in general and ERPP in particular, especially novice scholars and doctoral students that are interested in reflective and reflexive methodologies and orientations.

Where Data Science and the Disciplines Meet: Innovations in Linking Doctoral Students With Masters-Level Data Science Education

Where Data Science and the Disciplines Meet: Innovations in Linking Doctoral Students With Masters-Level Data Science Education

Building inclusive research cultures in nursing - getting ready for the Research Excellence Framework 2029.

The research environment is a complex ecosystem but is vital for nurturing excellence, vitality and sustainability. The Research Excellence Framework (REF) applies to research in the four nations of the UK. The framework and principles for the next REF have been published, with submissions due in 2028 and the results to be published in 2029. The three elements of the REF have changed and new weightings applied, with 'People, Culture and Environment' forming 25% of the whole. To inform research leaders, investigators, clinical nurse researchers, and doctoral and postdoctoral students about how to prepare dynamic research strategies that prioritise inclusivity in talent management and succession. This article considers inclusivity in research cultures, what has been learned from the previous REF and what more needs to be done collectively across the sector and specifically in nursing. The discussion draws on the author's personal knowledge and experience as a research leader, senior manager and university governor. It is intended to be challenging and practically oriented. The article sets out provocations to shape an agenda for promoting inclusive research cultures to ensure organisational readiness for REF 2029. The article provides pragmatic suggestions for moving forward at pace with making the culture in nursing research more open, transparent and fair.