Experiences Of Graduate Students Research Articles

(Supervised) Practice Makes Progress: Student Meaning Making And Development Through Internship Experiences

ABSTRACT Informed by Kolb’s experiential learning theory and Baxter Magolda’s holistic theory of student development, this qualitative study explores the experiences of graduate students in a supervised internship. From an analysis of written assignments completed during the internship experience, our findings reveal abundant meaning-making opportunities for graduate students to gain valuable insights about their personal and professional development, navigating transitions, and application of educational content to real-world settings.

Departmental case study of physics doctoral students’ perspectives of written qualifying exams

Little research in physics education focuses on graduate student experiences related to structural elements of their programs. This departmental case study examines the impact and perceptions of written qualifying exams (QEs) from a student perspective, following recent research which questions the role and utility of such exams. We conducted semistructured interviews with two physics doctoral students at a large research university before and after taking their QEs, capturing their expectations, preparedness levels, and apprehensions regarding the exam. We also conducted a survey of the rest of their student cohort one month before and one month after their exams to understand further variation in the students’ perspectives. The students’ experiences reflected substantial frustration with the nature and transparency of the QE process, as well as substantial negative emotional and mental impacts of the exams. The students’ experiences with the QEs are consistent with psychological responses to traumatic events. The responses further indicate that building trust and establishing transparency around the QE process, as well as creating emotionally and academically safe spaces that allow students to fail on exams and in coursework without the threat of punitive action, are important trauma-informed pedagogical strategies that faculty can use to support students through this process and help them build resilience. While we do not suggest that the current QE process in this department follows best practices for assessment, the students and faculty in this department do agree on the need for some kind of assessment indicating research readiness early in the graduate program; this provides a common perspective from which departmental change can begin. Published by the American Physical Society 2024

Learning Extension Through Firsthand Experiences of Graduate Students in an Amish Community

Learning Extension Through Firsthand Experiences of Graduate Students in an Amish Community

Graduate public health student learning experiences, social connectedness, and mental health during COVID-19: pedagogical implications for public health academic departments.

The COVID-19 pandemic impacted college student learning both globally and nationally. Current literature points to decreases in social connectedness, adverse mental health outcomes, and decreased overall learning outcomes; however, there are limited findings from higher education institutions within the Bay Area, California. There are also limited studies that examine the COVID-19 impact among public health graduate students, especially to understand how the pandemic renewed their interest in the field. The purpose of this study was to investigate the effects of COVID-19 on graduate student learning experiences, social connectedness and mental health within the Master of Public Health program at San José State University in San Jose, California. We employed a convergent mixed-methods design using a survey that quantitatively assessed student learning experiences through a retrospective pre-and post-design, and a semi-structured interview guide that qualitatively assessed student learning experiences and its relationship with mental health and social connectedness using a phenomenological design. Data were collected between September 2022 and June 2023 and analysis was performed using descriptive statistics and thematic analysis. A total of 22 students completed the survey and four participated in follow-up semi-structured interviews. Of the 22, 12(54%) were among the 18-29-year age group, 9(41%) identified as Asian, 21(95%) identified as female, and 9(41%) identified as a first-generation college student. When comparing survey responses, the median change in learning experiences pre and during-pandemic were statistically significant across several areas such as student ability to stay organized (p < 0.0001), participate actively in class (p < 0.001), retain course material (p < 0.0001), collaborate with peers (p < 0.0001), and maintain a sense of connection with their cohort (p = 0.0001) and broader campus community (p < 0.0001). Semi-structured interviews further revealed the following six themes: (1) Consistent faculty support; (2) Sense of community; (3) Reduced social connectedness; (4) Impact on mental health; (5) Deeper public health understanding; and (6) Facilitators and barriers. Educational practitioners are encouraged to offer hybrid academic programs and establish resource infrastructures that provide students with social and mental wellness support when transitioning to different learning modalities.

Analyzing In-Depth Study of Southeast Asian Graduate Students: A Qualitative Approach

Studying abroad can be a transformative experience, but it often presents significant challenges. Southeast Asian international graduate students, in particular, face considerable academic and cultural hurdles when transitioning to U.S. higher education. These stressors, including language barriers, financial difficulties, and academic adjustments, can negatively impact their mental health and academic performance. This study aims to illuminate these challenges and identify effective support strategies. It is essential to recognize the diverse experiences of Southeast Asian American (SEAA) students, who are included in this study. The SEAA community is rich in culture and heritage, contributing significantly to the U.S. landscape. This research seeks to understand the unique challenges faced by SEAAs and to foster a more inclusive academic environment. This study has identified key academic and cultural stressors by examining the experiences of Southeast Asian international graduate students. These findings highlight the urgent need for targeted support services to enhance student well-being and academic success. It is crucial to shift from a deficit-oriented perspective to one that centers on the voices and experiences of SEAA students. By listening to their stories, higher education institutions can develop effective strategies to support their academic journeys and create a more inclusive campus community.

Does Grounded Theory Have a Place in Graduate Research?

&lt;i&gt;The purpose of this paper is to examine the practical use of the social constructivist grounded theory methodology in graduate studies and provide clarity on how this methodology can be used within graduate studies in a way that does not distort or change the social constructivist grounded theory assumptions and 21st century grounded theory principles. The framework for social constructivist grounded theory provided by Charmaz (2014) outlines a thorough research process graduate students can use with fidelity if given the opportunity. However, using social constructivist grounded theory is considered “the road less traveled” by most graduate students and their advisors. Professors can support students when using constructivist grounded theory in a way that does not distort the methodology if they are well versed in it. While this research process takes a different approach than most traditional thesis and dissertation studies, it can still be a meaningful and rich experience for graduate students.&lt;/i&gt;

Navigators in Training: First-Generation Graduate Students in College Student Affairs

ABSTRACT This qualitative case study explored the experiences of first-generation graduate students (FGGS) enrolled in a college student affairs (CSA) master’s program at a comprehensive university. Findings demonstrated how students identified as, learned from, acted as, and aspired to be cultural navigators. Participants drew upon their own experiences and institutional knowledge to help students and champion institutional change. Implications suggest that as change agents, FGGS promote equitable student success. CSA programs should provide opportunities that empower FGGS to recognize their identity-based strengths and drive institutional transformation. Institutions should recognize, value, and support FGGS and other cultural navigators as they promote student success.

Replaying the Tape of Academia: Fourteen Alternative Practices for the Physical Sciences

AbstractThe evolution of modern academic practices, analogous to the evolution of biological systems, reflects the influence of both contingency and determinism. From a theoretical perspective, how then could academic practices differ from those that were inherited? Would any alternative outcomes be more just, equitable, diverse, or inclusive? Here we present 14 alternative academic practices that might be attained upon replaying the tape of academia and evaluate their benefits and drawbacks. Oriented primarily around the physical sciences within the United States, these alternative practices reconsider common activities within the broad categories of the graduate student experience, faculty careers, evaluation methods, peer review and publication, and conference norms. Consideration of these alternative practices can guide within‐system change and large‐scale restructuring of academia to address the myriad challenges facing researchers and students. Conversely, alternative practices may introduce new issues or exacerbate existing problems. These alternative practices are meant to be imaginative, not prescriptive, and we hope their underlying ideas spur reflection and conversation on the existing practices embedded within academic culture. Readers are encouraged to complete a brief survey regarding their impressions of the alternative practices, available at the following link: rebrand.ly/AlternativePractices2024.

Navigating academic and everyday life challenges in the US: the role of social media for international graduate students

PurposeThis paper aims to explore the adaptive experiences of first-year international graduate students at a US university. It aims to understand the challenges they encounter, strategies they adopt with social media to navigate these challenges and tensions that emerge in their social media interactions.Design/methodology/approachThis study uses a qualitative multiple-case research design to collect data from 22 semistructured interviews with 11 participants. Additionally, 110 social media artifacts were collected, focusing on international students’ use of social media in everyday and academic contexts.FindingsThis paper offers empirical insights into social media’s role in helping international students address practical challenges and fulfill learning needs in academic studies, assistantships, cultural understanding and the constructions of ethnic and peer groups for emotional and social support. Additionally, it identifies tensions such as addiction, distractions, emotional distress and the creation of filter bubbles.Research limitations/implicationsGiven the qualitative approach of this paper, the generalizability of study findings is limited. Future studies can focus on different sites to explore context-related issues, students across different years or use a longitudinal research design to further explore international students’ experiences in relation to social media use and its role in their adaptation over time.Practical implicationsThis paper proposes implementing social media curricula in universities to educate students on media literacy and digital competence and create peer groups to support international students beyond classrooms.Originality/valueThis paper adds value to informal learning literature focusing on international students.

Teaching note—teaching and learning during the COVID-19 lockdown at the university of Windsor: Faculty, graduate teaching assistant and student experience

Teaching note—teaching and learning during the COVID-19 lockdown at the university of Windsor: Faculty, graduate teaching assistant and student experience

(Re)structuring and (Re)imagining the First Year Experience for Graduate Students of Color Using Community Cultural Wealth

Graduate students of color have been entering graduate schools at unprecedented rates, yet these programs and institutions are not ready to fully support their unique needs. Using Yosso’s Community Cultural Wealth framework, we showcase how graduate students of color utilize their cultural capital to succeed during their first year of graduate studies. We interviewed 10 graduate students from various graduate programs in Southern California and found that graduate students of color activated all six forms of cultural capital to persist through the challenges of their first year in graduate education. As graduate students of color used various forms of cultural capital to combat oppressive systems and structures during their first year, we call on graduate school programs and institutions to restructure and reimagine what support looks like for first-year graduate students of color by using an assets-based approach.

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.

The Development of Intercultural Competence Among International Graduate Students

Intercultural competence (IC) development has been highlighted in academia as an essential educational outcome for all constituents. Over the last few decades, extensive research has been conducted regarding both the components of IC and how it is developed. Yet research is scant on the experiences of international graduate students regarding their intercultural competence development, even though they make up more than half of the international students pursuing degrees at U.S. higher education institutions. Using constructivist qualitative research methods, this study sought to understand and describe the intercultural competence development of international graduate students. Utilizing the personal stories of 14 international graduate students from five faith-based institutions, the findings provide theoretical insights into Deardorff’s model of intercultural competence development as well as the role of faculty inclusivity in cultivating the intercultural competence of international graduate students. This research has practical implications for administrators and faculty at faith-based institutions whose missional values concern the formation of leaders who will impact people and processes throughout the world.

Experiences of Graduate Students of the First Cohort on Cost-Sharing Policies in Saudi Public Universities: Lessons Learned and Recommendations for Policy and Practice

The study aimed at investigating the experiences of graduate students who experience, for the first-time, cost-sharing policies in Saudi public universities. The study used the explanatory sequential mixed methods approach, involving a two-phase data collection. First, quantitative data were collected through a questionnaire administered to graduate students of education from 24 out of the 29 public universities, where 384 participants responded. Then, qualitative data were collected through semi-structured interviews conducted with 28 participants who voluntarily signed up for a follow-up interview. The main findings show that 66.4% of participants support the introduction of cost-sharing in public universities. However, there are no student financial aid mechanisms to guarantee equal opportunity for all candidates. Even though 90.4% of participants pay their due shares on time, students who faced financial hardships were not allowed to register for classes until they paid. Further, except for the contract signed during the admission process, there was no informative and accessible cost-sharing policy document to help potential candidates make the right decision before joining a program. Moreover, the cost-sharing programs are not flexible for working students. Participants’ perceptions on cost-sharing and financial aid mechanisms do not differ based on gender and education level but do strongly significantly differ based on cost-sharing policy support. Based on these findings, the researchers suggest five recommendations for policy and practice for the cost-sharing policy to be effective and equitable for all potential candidates.

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.