A Study on the Quality of Doctoral Education Based on the IPOD Framework: A Case of Agriculture-Related Disciplines

Luo, Yi; Liu, Zewen; Zhang, Jiale; Gu, Jianxiu

doi:10.1080/10611932.2018.1454153

Cited by 2 publications

(7 citation statements)

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“…This aligns with the USA and UK being among the top producers of doctoral graduates among Organization for Economic Cooperation and Development (OECD) countries (OECD, 2019). There was low representation of graduates from universities in Asia, yet there has been noted growth in doctoral enrolments in China specifically since the early 2000s (Luo et al, 2018). While there was lower representation of graduates from African institutions, it is unsurprising that the two studies included represented graduates from South African institutions, as there has been significant local investment in doctoral education in recent years, and South African higher education institutions attract doctoral students from various African countries (Molla and Cuthbert, 2016).…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Scalar information on subscale(s) measuring dimensions related to doctoral graduate attributes were reported in six studies. Subscales addressing teaching (Allgood et al, 2018;Shih et al, 2019) and research skills (Luo et al, 2018;Shih et al, 2019) were used in two studies each. Subscales of general scientific competencies (Grab-Kroll et al, 2019), and universal skills (Luo et al, 2018) were identified.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Subscales addressing teaching (Allgood et al, 2018;Shih et al, 2019) and research skills (Luo et al, 2018;Shih et al, 2019) were used in two studies each. Subscales of general scientific competencies (Grab-Kroll et al, 2019), and universal skills (Luo et al, 2018) were identified. Two other studies (Walker and Yoon, 2017;Bröchner and Sezer, 2020) provided nominal information on the scales utilized, with insufficient detail to identify what domains were covered.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Two other studies (Walker and Yoon, 2017;Bröchner and Sezer, 2020) provided nominal information on the scales utilized, with insufficient detail to identify what domains were covered. The scales were either adapted from other studies (Allgood et al, 2018;Shih et al, 2019;Bröchner and Sezer, 2020), or self-developed for the study (Walker and Yoon, 2017;Luo et al, 2018;Grab-Kroll et al, 2019). Shih et al (2019) was the only study to report on psychometric properties.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…As such, there is a need to identify what recent evidence there is of the attributes doctoral graduates possess after completing their doctorate degrees. The focus of the models above aligns with the typical focus of doctoral education evaluation: the doctoral process and student experiences during the doctorate (Luo et al, 2018). However, doctoral graduate attributes also need to be conceptualized as outcomes, rather than prospective qualities, in order to facilitate good, empirical quality assurance (Harley, 2020).…”

Section: Introductionmentioning

confidence: 99%

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A systematic review of doctoral graduate attributes: Domains and definitions

Senekal

Munnik²,

Frantz³

2022

Front. Educ.

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Doctoral graduate attributes are the qualities, skills, and competencies that graduates possess, having completed their doctorate degree. Graduate attributes, in general, lack conceptual clarity, making the investigation into and quality assurance processes attached to doctoral outcomes challenging. As many graduate attributes are “unseen” or implicit, the full range of attributes that doctoral graduate actually possess needs to be synthesized, so that they may be recognized and utilized by educational stakeholders. The aim of this study was to establish and describe what attributes graduates from doctoral degrees possess. A systematic review of peer-reviewed, primary literature published between January 2016 and June 2021 was conducted, identifying 1668 articles. PRISMA reporting was followed, and after screening and full text critical appraisal, 35 articles remained for summation through thematic synthesis. The doctoral graduate attribute domains identified included knowledge, research skills, communication skills, organizational skills, interpersonal skills, reputation, scholarship, higher order thinking skills, personal resourcefulness, and active citizenship. Many of the domains were conceptualized as transferable or interdisciplinary, highlighting the relevance of the attributes doctoral graduates possess. The review findings align with existing frameworks yet extend those that tend to focus on generic “seen” attributes, and include a range of “unseen”, intrinsic qualities as outcomes of the doctoral degree. The review contributes to the conceptual development of doctoral graduate attributes, by synthesizing actual outcomes, as opposed to prospective attributes or attributes-in-process. Doctoral graduate attributes should be conceptualized to integrate both generic attributes alongside intrinsic qualities that are important for employability. Increased awareness as to the scope of doctoral graduate attributes among stakeholders, such as doctoral supervisors, students, graduates and employers, may facilitate improved educational outcomes and employability. Future research into the contextual relevance of the domains identified and how they are developed may be beneficial. Future research could involve the development of context-relevant scales to empirically measure doctoral graduate attributes among alumni populations, as a quality assurance outcome indicator. Such findings could inform program reform, improving the relevance of doctoral education and the employability of doctoral graduates.

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Section: Study Characteristicsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A systematic review of doctoral graduate attributes: Domains and definitions

Senekal

Munnik²,

Frantz³

2022

Front. Educ.

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Evaluation index system of education quality for nursing professional degree postgraduate using the analytic hierarchy process

Wei

Liu

et al. 2021

Medicine

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Nursing is an inseparable job with the healthy life of human beings. High-level nursing talents have a greater influence on patients. It is the future trend for schools to train Nursing Professional Degree Postgraduate, and the evaluation of their education quality is the top priority.To construct the education quality evaluation index system of Nursing Professional Degree Postgraduate and to determine the weight of each indicator.Firstly, the indicators of the evaluation index system of education quality were identified from the literature review. Meanwhile, the Delphi questionnaire was designed and 13 experts evaluated and rated the indictors who were invited to conduct two rounds of the questionnaire. The weights associated with the factors were determined using the analytic hierarchy process and percentage methods, Finally, we developed the evaluation index system of education quality for a postgraduate nursing professional degree.The evaluation system consisted of 4 first-level indicators, 17 second-level indicators, and 71 third-level indicators. According to the weights computed by analytic hierarchy process, first-level indicators are ranked as "Input quality" (0.1273), "Process quality" (0.3111), "Output quality" (0.0846), "Development quality" (0.4770). Among the secondary indicators, experts pay the most attention to career development (0.3180). The top three indicators of third-level indicators are workplace (0.2385), matching degree between personal expectations and job opportunities (0.1272), and promotion opportunities (0.0795).The quality index system of nursing postgraduate education is scientific and reliable, and the weight distribution is reasonable. It is an effective tool for evaluating the quality of nursing graduate education.

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A Study on the Quality of Doctoral Education Based on the IPOD Framework: A Case of Agriculture-Related Disciplines

Cited by 2 publications

References 0 publications

A systematic review of doctoral graduate attributes: Domains and definitions

A systematic review of doctoral graduate attributes: Domains and definitions

Evaluation index system of education quality for nursing professional degree postgraduate using the analytic hierarchy process

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