Experiences Of Graduate Students Research Articles

Motherhood experiences of nurses receiving postgraduate education: A phenomenological research study

ObjectiveTrying to juggle multiple roles and responsibilities as a student, nurse, and mother can be challenging due to pressures from overlapping time management. This study was conducted to explore the experiences of graduate students who work as nurses and are mothers. MethodsThe qualitative phenomenological data for this study were gathered from nurses at a training and research hospital between August and November 2022, utilizing face-to-face interviews. The study cohort comprised twelve nurses aged 28 to 48, all actively engaged in postgraduate education. Data were collected using a descriptive information form and semi-structured interviews. Thematic analysis was executed through inductive coding, facilitated by the Max Qualitative Data Analysis (MAXQDA) Analytics Pro2022 software. ResultsFour central themes were developed: “Experiences During the Breastfeeding Process,” “Positive Effects,” “Encountered Challenges,” and “Expectations.” ConclusionsThe findings underscored that nurses who are mothers and pursuing postgraduate education encounter difficulties throughout their academic pursuits, notably attributed to working conditions and professional cultural values.

The graduate student experience at the Robarts Centre

The graduate student experience at the Robarts Centre

Bystander intervention for problematic alcohol use among graduate and international students: opportunities and challenges

Objectives Bystander intervention (BI) is a prevention approach commonly used for interpersonal violence, but is less studied for problematic alcohol use (PAU). Domestic graduate and international students’ life experiences bring a unique context for the potential application of BI to PAU. Methods and Measures We conducted a mixed methods study that consisted of a needs assessment and focus groups at a southeastern university in the U.S. The aims of this study were to understand (1) differences in PAU BI opportunities for domestic graduate versus international students, (2) reasons for differences in PAU BI use, and (3) barriers/facilitators in use of PAU BI. Results Overall, participants had few opportunities to use BI. Domestic graduate students had slightly more opportunities compared to international students. Most prominent reasons for lack of opportunities included not wanting to drive, the cost of drinking, and holding a graduate student identity (e.g. not interested in heavy drinking). Trusting others to be responsible for themselves was a common barrier noted for not using BI for PAU. Conclusion PAU BI programs should contextualize experiences of domestic graduate and international students to provide appropriate skill development that considers unique barriers and facilitators to intervention use.

Healthcare Laboratories: a venture to ramp up health of rural India

Learning outcomes The learning objectives have been prepared following Bloom’s taxonomy (Bloom et al., 1956). After completing the case study, the students will be able to identify and recall the prerequisites necessary for establishing a pathology laboratory. (knowledge); analyze the micro- and macroenvironmental factors considered by Mr Sabihul Haque in the development of the strategic plan for Healthcare Laboratories (HCL) (knowledge and application); explain the key components of the Porter’s value chain and their significance in the operation of HCL (comprehension and evaluation); use the TOWS analysis to map the internal strengths, weaknesses, opportunities and threats of HCL (application and synthesis); and analyze the challenges faced by protagonist in managing HCL and generate suggestions for addressing the challenges (analysis and synthesis). Case overview/synopsis HCL, an enterprise established in 2018 in Sahdeo Khap, Gaya, Bihar, India, aims to provide high-quality pathological diagnostic services in semi-urban and rural areas. This health-care initiative is pioneering, offering pathology services to make high-quality, low-cost diagnostic services accessible in rural India. In rural settings, numerous health-care hurdles make it challenging for individuals to access the care they need. Since its inception, HCL has expanded its reach to connect more areas, facilitating diagnostic services for people in remote regions. The establishment of laboratories in semi-urban areas aims to reduce patient travel time, costs and health risks by bringing services directly to their doorstep. Haque, the chief executive officer of the lab, grappled with multiple challenges, including selecting an appropriate location for the lab, recruiting and retaining skilled workforce, managing logistics supply, collaborating with local health-care providers, dispelling the stigma among the population that superior services are only available in cities and enhancing health literacy in rural communities. Following numerous meetings with Ms Ummati Naiyyer, head of operations, they worked collaboratively to address these challenges, developing a blueprint and future plan to operate services in rural areas. This case study provides insights into the obstacles faced by HCL striving for success in rural areas. It elucidates the beneficial application of the Porter’s value chain, along with an analysis of macro- and microenvironmental factors. Unique challenges such as societal stigma and mistrust are specifically emphasized. Students engaging with this case study will enhance their problem-solving skills through brainstorming and providing recommendations, contributing to potential solutions for HCL’s difficulties. Complexity academic level The teaching notes for the HCL case is designed to enhance the learning experience of undergraduate and graduate students within the context of the course. This case study serves as a valuable teaching tool, allowing students to apply theoretical knowledge to real-world scenarios in the health-care industry. The notes provide a framework for instructors to facilitate discussions, encourage critical thinking and promote a deeper understanding of key concepts related to establishing diagnostic laboratories in rural areas. Supplementary materials Teaching notes are available for educators only. Subject code CSS3: Entrepreneurship.

Addressing challenges and finding solutions: navigating the informal curriculum of publication training within higher education

ABSTRACT The peer-review process used in most academic journals is critical for curating evidence-based knowledge. Although many graduate programmes expect students to engage in the research process, these programmes often do not mandate formal training for the publication process. With few studies examining the graduate student experience in the publication process, the current study sought to help address this gap. Specifically, we used a reflexive thematic analysis approach to look at 18, hour-long, semi-structured interviews with Education graduate students at the master’s and doctoral level. Using a revised version of Kolb’s experiential learning theory to contextualise the results, we highlight three main areas related to participants’ experiences engaging in the publication process: a) experiences and motivations, b) challenges, and c) pathways to publishing. Based on these findings, we offer implications for higher education to support graduate students’ readiness to engage in the publication process as future scholars.

Exploring Graduate Students’ Experiences in a College of Agriculture

The past two decades have seen an overall increase in the number of students pursuing a graduate degree in the United States. Gaining a more nuanced understanding of how graduate students navigate the academic, personal, and professional challenges of post baccalaureate education will help programs better support them and ensure student success. With validation theory serving as the theoretical framework, the purpose of this study was to explore the graduate student experience within a college of agriculture at a southwestern university. This study focused on three aspects: resources students use, challenges they have experienced, and additional needs for support. Data for this phenomenological study were collected using focus groups with 24 students. Analysis of the data found students utilized a variety of resources including online content and peers. Another emergent theme recognized the significant role communication plays between faculty members and students. The final theme focused on solutions to support better communication and collaboration efforts. Several specific recommendations are provided to improve how validated graduate students feel in their academic pursuits. Future research should gather faculty perspectives to help shape professional development opportunities that would create enhanced graduate student mentoring.

White International Graduate Students and Whiteness

This emerging scholar’s piece explores the construct of whiteness and how it both shapes the experiences of white international graduate students in the United States as well as how they enact whiteness themselves. This dissertation study seeks not to recenter whiteness in scholarship, but to name and disrupt it in relation to a scarcely researched student population, namely white international graduate students. By way of a Post-Intentional Phenomenology grounded in Critical Whiteness Studies (CWS), the study interrogates prevalent power structures in international higher education grounded in whiteness in addition to exploring the role white international students play in it.

Understanding the experience of graduate students’ social knowledge construction in a learning community: Focusing on BK21 project participants

Understanding the experience of graduate students’ social knowledge construction in a learning community: Focusing on BK21 project participants

Community art therapy (CAT): learning from art therapy graduate students’ perceptions

ABSTRACT Background In recent years, therapeutic approaches in the field of art therapy have gone beyond clinical models to include community models that emphasize the potential of art to influence communities in distress and encourage art therapists to expand their therapeutic interventions and extend their professional boundaries. Aims: This qualitative study was designed to better understand the experiences of art therapy graduate students who implemented community art therapy (CAT) projects during their internship after taking courses on CAT. It examined how they experienced the transition from the familiar clinical model to the community model. Results Five main themes emerged from the analysis: the students' perceptions of the differences between CAT and the familiar clinical art therapy setting, the specific role of the community art therapist, the role of the art, a sense of belonging to the community, and the power of the group in CAT. Conclusions The artistic process in CAT contribute to the co-creation of community knowledge through metaphorical expressions of identity and belonging. The students experienced the role of the community art therapist as a continuous dialectic between intervener-joiner who makes an impact and is also affected by the process personally. Engaging in a shared examination of the training of CAT allowed the educators and the students to achieve a deeper understanding of the challenges and the transformation required. Implications for practice CAT should be taught as a separate topic in art therapy programs, and CAT professionals should be trained to support and supervise students and therapists. Plain-language summary In recent years, the field of art therapy has undergone significant changes from traditional clinical to community models that emphasise the potential of art to influence communities in distress and encourage art therapists to expand their therapeutic interventions, extend their professional boundaries, and at times become social activists. This study examined 11 art therapy students’ reports on their experiences as facilitators of a community art therapy (CAT) intervention in communities of their choice. The students wrote a one-page reflection on each community intervention and completed the Helpful Aspects of Therapy (HAT) questionnaire that explores helpful and hindering events in each intervention. Five themes emerged: the students` experiences of the differences between traditional art therapy and the CAT setting in terms of the specific role of the art therapist, the role of the art, a sense of belonging to the community, and the power of the group in CAT. The students indicated that the role of the community art therapist involves a continuous dialectic between participants and the facilitator, who can make an impact but is also affected by the process personally. Overall, CAT should be taught as a separate topic in art therapy programmes and CAT professionals should be trained to support and supervise the work of students and therapists.

The Overlapping Truth: Exploring the Lived Experiences of Graduate Students in Research Writing

As the apex of the educational system, graduate education is one of the most effective means of developing capacities related to research that will improve educational theory and practice in the many different aspects of the educational process and of life in general. Utilizing a qualitative research design, this study used the phenomenological approach to explore the meaning of the experiences in research writing among graduate students. The data were collected from the participants using the focus group discussion with three groups of 6 members each. These participants are students officially enrolled in a research writing course. The researcher used an unstructured in-depth interview in gathering data and observing the iterative process until the researcher reached the saturation point, that is, no new insights can be developed from the participants. The data explication was done using Lichtman’s (2013) three Cs: coding, categorizing, and forming concepts. The study revealed that research writing requires one’s experiences and continuous practice with self-concept and motivation. The participants believe on the importance of the past including the knowledge gained in their previous experiences, considering the untaught skills, and their wrong perceptions about research. The influence of teachers is also seen to be significant in their experiences including teachers’ motivation, approaches, and quality instruction. Self-concept also plays an important role in the experiences of the participants, including their attitude, interest, self-direction, and confidence, and being able to overcome conflict.

Graduates Are Failing in the Examination: An Ethical Investigation on the Experiences of Board Licensure Examination for Professional Teachers (BLEPT) Takers

This qualitative study aimed to explore the experiences of graduate students from Bohol Island State University, focusing on those who graduated with Bachelor of Technology and Livelihood Education degree. The research utilized semi-structured interviews with 10 participants who graduated between 2018 and 2022 and did not pass the Board Licensure Examination for Professional Teachers (BLEPT). Employing snowball sampling due to the challenge of reaching recent non-passers, the study delved into the narratives of individuals facing licensure challenges. Thematic analysis of interview data revealed patterns within participants’ experiences. The open narrative approach provided a platform for participants to articulate their unique stories, facilitating a rich understanding of the complex phenomena surrounding board examination outcomes. Ethical considerations were prioritized, ensuring informed consent, confidentiality, and a registered psychologist’s validation of the interview guide. The findings revealed the following themes as reasons for failing the board examination; absence of concentration on key topics, study habits, socio-economic factors, psychological factors, inadequate institutional support, lack of academic preparation contributing to examination difficulties. The study emphasizes the need for collaborative efforts among educational institutions and stakeholders to address these challenges comprehensively, fostering an environment conducive to graduates’ success in professional licensure examinations.

Graduate student experiences of engineering education research in Canada

ABSTRACT In Canada, formal structures for advancing engineering education research (EER), including graduate programmes, funding, and career pathways, are uncommon. However, an active informal EER community exists. Using the Identity Trajectory Framework, we designed an exploratory basic interpretive qualitative study to learn how 21 graduate students experienced EER in Canada. EER’s dualist internal identity and lack of external identity, credibility, and structural support create a feedback loop of uncertainties for graduate students trying to navigate EER. This inhibits the healthy development of EER as an academic discipline, and thereby, the healthy development of EER graduate students. If we want to successfully support graduate students in developing their identity as EER researchers, we need institutional structures. Understanding how graduate students experience EER in Canada is important to understand how to build capacity here and in other locales where the field is newly developing.

Experiences of International Graduate Students at Makerere University

The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

Historically Underrepresented Graduate Students’ Experiences at a U.S. Majority Serving Institution: A Narrative Analysis

Aim/Purpose: This study explored the experiences of a group of historically underrepresented graduate students at a research-intensive university to understand their perceived supports and barriers to academic persistence and success and how these related to their background, socioeconomic status, language, and cultural differences. Background: Attending graduate school can provide learning in specialized disciplines, creating opportunities for career advancement and gains in income. Under-represented students (i.e., underrepresented minorities, females in STEM, first-generation students, part-time, and international students) often encounter additional barriers in graduate school, such as a lower sense of belonging, imposter phenomenon, or microaggressions. However, they may find emotional support through family and friends and mentor support through faculty and advisors. Maslow’s Hierarchy of Needs was used to understand how these graduate student success factors acted as supports and barriers to motivate students to reach their optimal potential. Methodology: In this qualitative narrative study, interview transcripts from fourteen graduate students studying at an R1 university in the United States were restoried into narratives. For the typographic analyses, themes emerged from the individuals’ stories. Similarities in the data were organized into categories, and relationships were sought between the categories. For the rhetorical analyses, short storylines developed from these cases were used to derive opposition statements and syllogisms. Contribution: This study illuminates the graduate student experience through novel analytical methods and a well-regarded psychological theory – Maslow’s Hierarchy of Needs – tied to graduate student success factors. Although each person’s graduate experience is unique, the study findings lead to recommendations to enhance the graduate student experience for all students. Findings: Case analyses revealed nine major themes linked to students’ backgrounds, socioeconomic status, language, and cultural differences: (1) mentor support, (2) sense of belonging, (3) financial support, (4) peer support, (5) community, (6) imposter phenomenon, (7) microaggressions, (8) family obligations, and (9) access and opportunity for academic research and writing. Recommendations for Practitioners: Universities can better support graduate students by providing better professional development for faculty to serve as mentors, using a cohort-based model for better peer support, financial counseling for graduate students, better mental health services and access, more parental support considerations, and more opportunities for research experiences. Recommendation for Researchers: Researchers will gain a more nuanced understanding of individuals’ circumstances – particularly those students who have many complicating life circumstances (e.g., enrollment status, family, finances, citizenship) – by collecting and analyzing qualitative data. Mixed methods, using validated instruments, could also enhance our understanding of graduate education. Impact on Society: Universities that follow the recommendations in this study will enhance the experiences of graduate students, likely increase graduation rates, and contribute to a more educated and more diverse workforce. Future Research: For universities that have already implemented some of the suggested support structures (e.g., mentor professional development, cohort programs, and financial counseling), future research could investigate their utility to graduate students.

What matters to graduate students? Experiences at a statistical consulting center from pre‐ to post‐COVID‐19 pandemic

The COVID‐19 pandemic led to unprecedented changes in all levels of society, including the statistical consulting field. This paper focuses on the experiences of graduate student consultants and clients at our statistical consulting center (SCC) that operates all year independent of semesters. During the lockdown period, work continued without interruption and was conducted remotely, but there was a temporary reduction in utilization. Advice on statistical methods, help with data analysis and educational offerings are the main appeals to utilize SCC services. We describe our mentoring approach for graduate student research assistants (RAs) and how pandemic changes affected RAs and clients. Based on experiences during the pandemic, we offer practical suggestions for SCCs' approaches to research support, work characteristics and collaborations to improve the experiences of graduate students, both as consultants and clients. Most collaboration meetings are now virtual by request from clients. Telecommuting supports flexible personal schedules and needs. Online educational offerings provide easier access for participants and more opportunities for a wider range of topics and presenters. However, mentoring sessions for RAs are best conducted in‐person, and every effort should be made to encourage in‐person interactions and collaborations between staff members to advance the effectiveness of post‐pandemic SCCs.

Graduate student experiences and perspectives related to conducting thesis research within long-term ecological projects

Long-term ecological research (LTER) projects are considered valuable training grounds for graduate student researchers, yet student voices are largely absent from discussions of LTER merits in the literature. We aimed to identify benefits and challenges encountered by current and former graduate students in conducting graduate research within LTER projects. To explore graduate student experiences and perspectives, we conducted a survey comprising both closed-ended questions (i.e., multiple choice and Likert scale) and open-ended questions. From the responses, we identified emergent categories related to positive and negative experiences using sentiment analysis. We found agreement with purported benefits in areas including networking and access to established field sites and protocols. However, participants also identified data accessibility, authorship decisions, communication, and interpersonal conflicts as significant sources of challenges. We synthesized survey results with existing literature to provide actionable recommendations for principal investigators in four main areas (data, authorship, communication, and management) through an LTER lens. In addition to providing longitudinal data, LTER projects offer graduate students both physical and methodological infrastructure that can serve as the scaffold for new research questions to be developed. However, the likelihood of success of student research, as well as the success of the students themselves, can be improved when the needs of graduate students are prioritized.

The Impact of COVID-19 on Completion of PhD Programmes in Public and Private Universities: Experiences of Supervisors and Graduate Students in Kenya

This research aimed to establish the psychosocial, social and economic impact of COVID-19 on the supervision and writing of dissertations in Kenyan universities. The study adopted a mixed-method design incorporating quantitative as well as qualitative approaches. A total of 40 questionnaires were distributed, 30 to doctoral students and 10 to doctoral supervisors from both public and private universities. The questionnaires included both structured questions as well as unstructured questions. The questionnaire was used to ascertain the influence of the pandemic on many sectors, including education, more specifically, the doctoral dissertation writing and supervision process. This study was guided by the following research questions: What are the psychological impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? What are the social impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? What are the economic impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? The study found that the pandemic affected students’ completion rates as it affected both the students, supervisors and the universities. While this crisis had profoundly disruptive educational implications, it did not begin with predetermined outcomes. The nature of communities’ and nations’ collective and systemic responses to these disruptions determined the extent to which people were affected by them.

Paying Attention: Female ADHD Students Learning in Graduate School

Adults with ADHD maintain some success in higher education but underperform their non-ADHD peers despite having normal intelligence. This study explored the essence of the lived experiences of female graduate students with ADHD navigating their academic journeys in graduate school. Using a phenomenological approach through the lens of Merleau-Ponty's concepts of world, body, others, and time, with open-ended questions via Zoom interviews, nine female graduate students with ADHD participated in the study. Three themes emerged: A little bit extra, I always felt I was going to fail, and they don’t understand. Findings revealed unknown struggles about what it's like to be a female graduate student with ADHD, including that graduate school overloads their ability to cope, causing emotional distress, educational impairment, poor life quality, and fears of seeking support and understanding for their holistic wellbeing. Implications illustrate for higher education how adult learners with ADHD can complete graduate education.

Beyond Language and Culture: A Qualitative Exploration of Mental Health Barriers for Chinese International Students Seeking Therapy in the U.S.

This qualitative study explores the experiences and attitudes of Chinese international students in the U.S. towards psychotherapy, with an emphasis on identifying potential barriers and facilitators to their mental health treatment. Data were drawn from individual experiences of undergraduate and graduate Chinese international students who had engaged in therapy in the U.S. A grounded theory approach was employed to dissect these experiences and assess their attitudes towards psychotherapy. The grounded theory identified several themes from the students’ therapeutic experiences, such as: the inconsequential role of language barriers, the significant yet not prohibitive impact of cultural differences, the critical role of health insurance, the influence of therapists’ professional demeanor, and the correlation between mental health knowledge and attitudes towards therapy. Interestingly, the study also unveiled an emergent theme concerning professional boundaries within therapy. These findings suggest that while language and cultural differences might not be direct obstacles to therapy, factors such as therapists’ backgrounds and attitudes, insurance coverage, and accessibility can pose substantial challenges to Chinese international students seeking mental health treatment. Importantly, a heightened level of mental health knowledge was associated with more positive attitudes toward therapy. As a culmination of these findings, we formu- lated a triadic model emphasizing cultural understanding within the therapeutic setting, service accessibility, and mental health knowledge as key influences on the psychotherapy experiences of Chinese international students.

Review of Teresa Heinz Housel's Mental Health among Higher Education Faculty, Administrators, and Graduate Students: A Critical Perspective (Rowman & Littlefield, 2021).

What does it mean to be mentally ill in academia? This is the central question of Teresa Heinz Housel’s edited book which focuses on the experiences of academic staff, university administrators, and graduate students experiencing mental illness and mental health distress. Divided into three sections of four chapters each, including “Mental Health Distress and Mental Illness in Academic Culture,” “Intersections of Mental Health and Marginalised Academic Populations” and “Institutional Policies on Mental Health and Recommendations for Best Practice,” the book covers a variety of perspectives and experiences and draws on both qualitative and quantitative research methods. [...]