Postgraduate Research Programme Research Articles

Integrating scholarly writing development into postgraduate research programmes: An exploration of enablers and constraints

In many South African universities, full research students receive little support during the research conceptualisation stage of the research journey, other than that provided by their supervisors, who tend to have limited time to engage with their students. Furthermore, during the proposal phase, scant attention is paid to the role of writing in research conceptualisation and scholarly development. In an attempt to address this neglect, the authors of this article worked collaboratively with academic staff from two schools within the Faculty of Commerce, Law, and Management at the University of the Witwatersrand to pilot academic literacies-informed projects aimed at integrating writing in the first year of existing postgraduate research programmes. This article provides insight into factors that constrain and enable such an integration endeavour. Data was collected through focus group discussions with the project teams from the participating schools. Drawing on Margaret Archer’s structure, culture, and agency as the analytical framework, five themes emerged from the data: leadership and oversight, supervision and postgraduate pedagogy, supervisor awareness and support, the postgraduate research education curriculum, and student engagement and commitment. The authors discuss these themes in terms of their enabling and constraining dimensions, and conclude with observations that could inform similar initiatives in other postgraduate research programmes.

Assessment of Higher Education Programmes for Enhancing the Postgraduate Community

This article assesses the higher education research capacity building programmes designed to enhance the postgraduate community and scholarly publishing. Post-graduate studies are potential components for promoting knowledge, increasing institutional outputs. Post-graduate studies are likely to create research profile for students who seek future academic appointments. In spite of that higher institutions in low-income countries face serious challenges in building research capacity. This is compounded by local institutional competition for rankings and ratings. To some extent, investments in research usually take a long time before leading to demonstrable results. Yet again postgraduate students across disciplines feel pressure to publish their scholarship and remain unsure partly due to a lack of explicit training. Once more part of academic written output remains unpublished resulting to grey literature. Publishing requires a cocktail of skills in practical activities, and a broad awareness of theoretical/academic developments and trends. A large number of agencies evolved to offer programmes with the aim to expand research capacity in certain kinds of institutions. Institutions hold opposing mechanisms for supporting and sustaining research capacity among postgraduate students. A desk study approach is considered to collect data. Desktop study reviewed the key strategies, models for building postgraduate research capacity and programmes designed for increasing postgraduate scholarly publishing among the South African universities. The research reveals that the Cooke’s framework potentially offers a mechanism to contribute to the realisation of the research capacity building goals. A set of recommendations are offered for programme improvement.

International doctoral students’ academic socialisation in China: A social network analysis

ABSTRACT This paper reports on a study that examined the process of two international doctoral students’ academic socialisation in Chinese universities. Drawing on the concept of academic socialisation and social network analysis, we analysed multiple types of data, including study-abroad social network questionnaires, concentric circles interviews, reflective journals, and observational field notes over six months. The analysis of findings revealed that doctoral supervisors acted as the most influential agents in guiding the participants’ academic socialisation. The participants also enacted agency to engage in a self-directed socialisation process during which they strategically appropriated resources to cope with various challenges. By unpacking the multi-layered relationships in the participants’ networks, this study provides insights into the dynamic and intricate processes of international research students’ academic socialisation. Implications are briefly addressed to support international students’ experiences in postgraduate research programmes for successful academic socialisation.

“Switching to the Online MA TESOL Program”: Experiences and Decision-Making Processes of International Learners

The COVID-19 pandemic changed the curricula and mode of instruction for many postgraduate taught and research programs. Before the pandemic, many MA TESOL programs included on-campus tutorials as requirements, as the curricula were designed based on on-campus activities. However, as the United Kingdom restricted face-to-face teaching due to social distancing, most of the courses were switched to online learning platforms during the pandemic. Although most courses returned to on-campus teaching during the 2021/2022 academic year, a group of East Asian international students decided to continue their MA TESOL program online as an alternative option. The purpose of this study is to understand the experiences and decision-making processes about this group of MA TESOL students and their decisions to finish their degrees via the online completion option. In line with social cognitive career and motivation theory, the results indicated that flexibility, career development through online learning options, and concerns about job security were the main three themes that arose within this group of students. The outcomes provide suggestions to university leaders and program directors in regard to developing additional online courses and programs to meet the needs of adult and postgraduate students who cannot attend on-campus courses, particularly MA TESOL learners.

The contribution of different types of work-integrated learning to graduate employability

ABSTRACT Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of three different types of WIL (work-based/non-workplace/global) on perceptions of employability and skill outcomes across undergraduate and postgraduate (coursework and research) programmes and disciplines. Findings support the widely evidenced link between work-based WIL and perceived improvements in skills (foundation/adaptive/collaborative) yet show greater gains from WIL not based in the workplace, particularly for collaborative skills and among postgraduates. Further, global WIL appears to provide an important opportunity for developing highly sought-after adaptive skills in new graduates. In contrast, work-based WIL was particularly effective in enhancing graduates’ perceptions of overall preparedness for employment, although varying by discipline. Findings therefore demonstrate the value of embedding and scaffolding various forms of WIL throughout study programmes to support perceived employability.

НАУКОВІ ДОСЛІДЖЕННЯ В ГАЛУЗІ ОСВІТИ ЯК УМОВА ЗАБЕЗПЕЧЕННЯ ЯКОСТІ НАВЧАННЯ В УНІВЕРСИТЕТАХ СВІТУ

The article is devoted to the analysis of scientific researches of the best universities in the world providing training in the field of education and their impact on the quality of education. The analysis is based on the results of the QS World University Rankings in Education, which identified the top ten universities in the world in 2019, which train specialists in education. In the article the general directions and topics of scientific researches, as well as specific ones, specific to each university are highlighted. The author reveals the peculiarities of the research work of the best universities in the world in the field of education and its relationship with the quality of education. Particular attention is paid to the criteria of quality (success) of the activities of universities, and research in particular. The article emphasizes that analyzing the educational research of the best universities in the world as a condition of ensuring the quality of education can be very useful for the development of education (and not just pedagogical) in Ukraine. It is noted that a high level of educational research will help Ukrainian education to achieve modern quality of study, to provide it on a research basis and to become practically oriented. The author defines the key characteristics of successful research universities, including the following: • availability of basic and applied research in contemporary areas and topics; • carrying out research work focused on the practical results of the research; • a wide range of disciplines included in the educational program in any specialty; • a high proportion of postgraduate research programs; • high level of external income of the university, which is ensured by the implementation of research results; • international recognition of research findings and prospects for their further development. According to the QS World University Rankings, the top ten universities in the world that provide training in education are: 1. University College London, (UCL), (United Kingdom); 2. Harvard University, (USA); 3. Stanford University (USA); 4. University of Oxford, (United Kingdom); 5. University of Cambridge, (United Kingdom); 6. University of Hong Kong, (Hong Kong); 7. University of Toronto, (Canada); 8. Berkeley University, California, (USA); 9. Columbia University, New York, (USA); 10.University of California (Los Angeles), USA By looking at research topics, you can distinguish topics that are most commonly found in universities. In this case, we are referring to non-standard general topics of pedagogical research such as: educational policy, organization and improvement of training, development of standards of teaching, didactics of learning, etc. They are present in the scientific research of the best universities, but the most important place is occupied by the research topics that characterize the current stage of development of education in the world, with all its features, influences and main trends. For example, almost all the best universities in the world are researching on human rights and equity in education. A striking example of such research can be the scientific theme of the Pedagogical Institute of Hong Kong University "Justice and Social Justice in Education". Another important theme that unites the best universities is the topic of developing critical thinking and developing critical media literacy skills for students and students. An example of such research is the Teachers' Training Program for Critical Media Literacy Skills in Students at the Teachers at the University of California, Los Angeles, USA.

University Postgraduate Research Programmes: Digitization (ICT), Innovations and Applications

Without advanced educational research, development will not occur and only technologically educated people can command the skills necessary for sustainable growth and development. However, the current generations of university postgraduate students are ushering in a new paradigm for research. Here, collaboration is made much easier, sharing of research knowledge is instant and the resultant synergies yield huge advances in research productivity and innovation. Therefore, this paper argues that ICT integration and digitization process will help university postgraduate (research) programmes to remain the same while at the same time is influencing it, determining and changing it. And giving that technological change is continuous and frequently disruptive, educational (research) policy planning should be dynamic and integrated within the framework of ecosystem innovation hub.

Challenges experienced by postgraduate nursing students at a South African university.

BackgroundThe increase in nurses enrolling in postgraduate programmes as well as the need to improve their completion requires academics to establish environments conducive for postgraduate studies. The challenges experienced during postgraduate studies have to be identified to establish conducive environments.ObjectiveThe objective of this study was to explore and describe the challenges experienced by postgraduate nursing students enrolled in postgraduate coursework and research programmes at a South African university.MethodsAn exploratory, descriptive and qualitative design was used. The study was contextual in nature. Purposive sampling was used. Fifteen honours, master’s and doctoral students participated in the study. Data were analysed through qualitative content analysis and measures to ensure trustworthiness, and ethical implementation of the study were implemented.ResultsThree themes with categories were identified, namely personal challenges (i.e. finances, employment, family and accommodation), academic and institutional challenges (i.e. workload and time constraints, contact sessions, subject information and assessment) and research-related challenges (i.e. information literacy, supervisory relationship and supervisory structure and process).ConclusionInstitutional support addressing personal, academic and research-related challenges should be provided to enhance student experiences and completion.

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Aim/Purpose: Understanding the educational needs of postgraduate research candidates (PGRs) is essential to facilitate development, support attainment, and maintain graduate quality. Background: The production and effective defence of the research thesis are the summative assessment tools used in postgraduate research education. Examiners’ reports provide a rich source of feedback and indicate the gap between the candidate’s level of performance and that expected for the award. This provides a lens through which to view the unmet training needs of PGR cohorts. Methodology: Following a review of all examiner reports for PGR assessments held over a 12 month period, we explored the quantitative and qualitative dimension data in context in order to identify common training needs for our PGR students. Utilising this theoretical framework and standard thematic analysis, we identified recurring themes and were able to determine key areas for future focus. Contribution: This study utilises independent comment from postgraduate research candidate thesis and oral examination assessment to identify unmet core research training needs. Findings: We recognised seven key areas identified by the examiners for improvement: i) quality of scientific writing, ii) general presentation of thesis, iii) statistics /data analysis, iv) understanding / critical appraisal, v) experimental design, vi) English language and vii) supervision. Academic literacy and numeracy stood out as key areas for future training focus. The results highlight areas for future focus in educational provision and targeted training for PGRs undertaking biomedical and life sciences research within our faculty. Recommendations for Practitioners: Evaluation of postgraduate research programmes should include feedback from a variety of sources and not rely solely on employability and completion rates as measures of success. The examination committees are an important source of feedback on the individual and the programme with regard to attainment of core research skills. Recommendation for Researchers: Regular and wide reaching evaluation of postgraduate research programmes and support available is required to ensure the sector can meet the changing needs of our PGR cohorts. Impact on Society: Doctoral graduates are entering increasingly diverse employment fields. Ensuring the quality of graduates and supporting their journey through candidature ensures the greatest value for society once in the work place. Future Research: This study highlights unmet training needs of PGRs as identified by an inde-pendent expert. The impact of engagement with training and the importance of prior experience are not explored in this study, nor is the student perspective on the process. These will reveal additional dimensions to the evaluation process.

Contribution to the recent history of medicine of Sombor and Tuzla: The effect of a medical school on publishing

Paper compares numbers of publications published in indexed journals by authors from two cities, Tuzla and Sombor, approximately the same size during half of XX century, in order to determine how a newly opened medical school influences scientific research. Today, in Sombor only Faculty of Pedagogy exists (a part of Novi Sad University). From 1977-1979. number of publications from both cities was very low (only 2-4). Thirty years later, from 2009-2014. number of papers from Tuzla increased many fold (65-98 papers/year), while from Sombor remained low (0-4 papers/year) over the same period. Factors contributing to this phenomenon include: university environment, participation of most medical doctors in postgraduate research programs, exchange programs with other medical schools, both local and abroad, and significant financial support for medical students and research grants. Sombor enjoys no such financial support, and various temporary stimuli have failed to influence research and publishing significantly. Sombor doctors continue to present their observations and data at various meetings, but do not submit manuscripts to medical journals. Furthermore, the Sombor hospital administration does not support participation of physicians in graduate programs or doctoral studies. The rising number of published papers in Tuzla indicates that a larger medical center or hospital may not only inspire original research but may also guide busy physicians through process of publishing their manuscripts in medical journals. In this paper, details of postgraduate education at Medical School Tuzla are elaborated, and the idea of opening medical school in Sombor, first mentioned in the 1960s, is reiterated.

Primer programa universitario de diplomado virtual y maestría en informática biomédica en el Perú

Training in Biomedical Informatics is essential to meet the challenges of a globalized world. However, the development of postgraduate training and research programs in this area are scarce in Latin America. Through QUIPU: Andean Center for Training and research in Iformatics for Global Health, has developed the first Certificate and Master’s Program on Biomedical Informatics in the Andean Region. The aim of this article is to describe the experience of the program. To date, 51 students from Peru, Chile, Ecuador, Colombia and Venezuela have participated; they come from health ministries, hospitals, universities, research centers, professional associations and private companies. Seventeen courses were offered with the participation of faculty from Argentina, Chile, Colombia, USA, Mexico and Peru. This program is already institutionalized at the School of Public Health and Administration from the Universidad Peruana Cayetano Heredia.

Postgraduate research supervision at a distance: a review of challenges and strategies

This article reviews the literature on supervisory elements in distance postgraduate research programmes leading to a master's or doctoral degree. The authors first identify and review the main supervisory challenges from the perspectives of both supervisor and supervisee. This paves the path to investigate and categorise the strategies that have been put into practice in order to address these challenges. This is a first attempt to provide a structured categorisation of the strategies and solutions tailored to address these challenges. Through linking the challenges to strategies, the authors will emphasise the elements of a successful distance postgraduate research supervision experience with a set of guidelines on how to improve the overall learning in this process. The aim of this paper is to conclude by summarising the lessons learned from distance postgraduate research supervision practices and to identify the areas in need of further research.

Pharmaceutical study of Lauha Bhasma

In the present research paper, the work done on pharmaceutical study of Lauha Bhasma conducted in the Department of Rasa Shastra under the postgraduate research programme is being presented. The pharmaceutical processing of Lauha Bhasma was performed by following samanya shodhana, vishesha shodhana and marana of Lauha. Under the process of marana, three specific pharmaceutical techniques were followed, viz. bhanupaka, sthalipaka and putapaka. During the putapaka process, an electric muffle furnace (EMF) was used. The temperature of puta was studied in two batches, viz. in Batch I, a temperature of 800°C was maintained whereas in Batch II, a temperature of 600°C was maintained. The purpose behind selecting two temperatures was to validate the process of marana of Lauha and to determine an ideal temperature for the preparation of Lauha Bhasma in EMF. It is found that after 20 puta at a temperature of 600°C, the Lauha Bhasma was prepared properly. The entire characteristic of Lauha Bhasma, like “pakwa jambu phala varna,” varitar, etc. was attained at 600°. At a temperature of 800°C, the process could not be carried out smoothly. The pellets turned very hard and brassy yellow in color. The desired color was attained only after decreasing the temperature in further puta.

Postgraduate design research: serving the society and the industry

Postgraduate design research has received more attention over the last two decades. Two of the major objectives of research in recent years are serving the society and the industry. Due to the time constraint and the physical resource provision and setting of research, most students’ research cannot serve the objectives inclusively. Instead, sometimes these two objectives are mutually exclusive. From 2007 to 2009, a case study on postgraduate design research was conducted. The methods included in-depth review on the details of the students’ study objectives and activities. Students were interviewed at different stages of their studies in order to understanding their progress, difficulties and achievements. This paper briefly reviews and advocates the importance and needs of serving both the society and the industry by postgraduate design research. Based on the case study in a postgraduate design research programme, the paper discusses how a balance of the two objectives can be obtained. The paper also identifies the difficulties, limitations, opportunities and possibilities for researchers and educators as reference for programme implementation and further investigation in order to bring a better quality of postgraduate design research.

Nikolai Pavlovich Napalkov

Nikolai Pavlovich Napalkov

Irina Victorovna Gannushkina

Irina Victorovna Gannushkina

Development of strategic international industry links to promote undergraduate vocational training and postgraduate research programmes

After centuries of protectionism in international trade, the course is inexorably set for trade amongst nations without borders. More and more countries are joining the World Trade Organization and companies are repositioning themselves for the conduct of their activities in an environment free from physical borders and national legislative restrictions. Commercial activity is as old as humanity itself and touches every aspect of human endeavour. The raison d’être for academic institutions, which provide skills training for the labour force of the community of nations, lies, to a large extent, in fulfilling the requirements of commercial activity. Any profound change in the manner in which commerce is conducted, logically, requires an equally profound change in the philosophy of developing the skills of the labour force. This paper therefore discusses the challenges which academic institutions face in restructuring their curricula to meet the demands of the globalized economy of the future. The paper describes the general principles necessary to develop the attributes of a globally employable graduate and reports, in particular, on activities already being undertaken by the Royal Melbourne Institute of Technology (RMIT), in association with industry partners within and outside Australia to meet these challenges. The prime mover of these activities is a programme called the RMIT International Industry Experience and Research Program (RIIERP), which was established in 1992 by the author.

Materials Engineering Education in Two New Engineering Degree Programs at the Centre for Photovoltaic Engineering

AbstractThe establishment, in 2000 and 2003, of new degree programs in Photovoltaics and Solar Energy Engineering and Renewable Energy Engineering at the Centre for Photovoltaic Engineering at the University of New South Wales, Sydney was in response to predictions, now being fulfilled, of dramatic global market and employment growth. They were developed by the well established photovoltaics research group at UNSW that has produced many important advances, including two commercially important solar cell technologies. Materials-related education in these programs are mainly focussed on the photovoltaic aspects, including study of the fundamental optical, electronic, phononic and excitonic properties of silicon, crystal structure, semiconductor properties, doping and contacts. Cell manufacturing is taught in detail, including by the use of an interactivevirtual production line. Practical projects, taking advantage of a large and active research group, are one of the most important and effective educational tools in both these programs. The Centre also administers postgraduate coursework and research programs.

The Leaking Pipeline: Women Postgraduate and Early Career Researchers in Australia

This paper explores the “leaking pipeline” in women's participation rates from Bachelor to postgraduate research programmes. In examining projects at two Australian universities to identify and implement strategies to improve women's participation in research higher degrees, it focuses on three points of “leakage”

Preparing the next generation of researchers

This paper examines the needs of new and future social work researchers in the light of the overall aims of this particular project. The author is an aspiring ‘new’ researcher and will examine her own personal experience, to date, of being part of a postgraduate research programme in order to clarify how we might best ensure that the next generation of researchers can contribute to the strategy which is being developed.The paper reviews the author's experience of research training to test its adequacy in preparing the next generation to meet the demands required and in consideration of current professional develop ments around social work and social care. The paper will also consider who will be the members of this next generation and how the future agenda for the profession might potentially contribute to the development of a sound professional knowledge base and also influence the wider social science debate.The conclusions of this paper will draw together a number of key issues that have been highlighted so far and give a perspective on these which links values, knowledge and skills in ways which might usefully promote further debate and constructive resolution.