Are we doing enough for today's graduate student?

Offstein, Evan H.; Larson, Miriam; McNeill, Andrea L.; Mwale, Hasten Mjoni

doi:10.1108/09513540410563103

Cited by 69 publications

(108 citation statements)

References 11 publications

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“…These manifold and overlapping responsibilities can impact female students' emotional well-being and the likelihood of completing their program of study (Hyun et al, 2006). Due to the various roles women have to assume in their daily life, balancing personal and professional development becomes a serious challenge, which in turn leaves them to experience inter-role conflict between their personal and academic roles (Johnson, Batia & Haun, 2008;Offstein, Larson, McNeill & Mjoni, 2004;Raddon, 2002). This interaction/interplay between the various roles and lack of time and energy often lead to stress, which may lead to physical and psychological health problems (Johnson, Batia & Haun, 2008).…”

Section: Challenges In the Doctoral Journeymentioning

confidence: 99%

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Bireda

2015

Open Praxis

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This study aimed to investigate some challenges female doctoral students experience in their doctoral journey. The study used a qualitative design and structured interviews. The theoretical framework that guided the study was that of Urie Bronfenbrenner's ecosystemic theory. A purposely selected sample of five female doctoral students from the University of South Africa Ethiopia campus participated in the study. The results identified three major areas of concern such as: academic, psychosocial and home/work related. Specifically, female doctoral students reported concerns surrounding quality of supervision support, inadequate academic skill, nature or system of education, stress, motivation, isolation, balancing personal and professional life, relationship problems, home and work related concerns. Hence, universities must provide opportunities and resourceful strategies to meet the challenges posed by women scholars in the doctoral journey.Keywords: doctoral study; ODL; women; challenges Doctoral students have a certain level of desire to complete their studies, but on their journey to do so, they encounter challenges that may hinder their progress. The challenges doctoral students face may vary depending on their gender. Women may face greater obstacles and may approach the challenges of doctoral studies differently than men (Leonard, 2001;Raddon, 2002). Moreover, compared to men, women are less likely to pursue the most advanced levels of education; are less likely to seek degrees in high status fields such as the physical sciences, engineering and economics; and are more likely to exit their programmes before degree completion (Leonard, 2001). In spite of the great progress toward gender equity made in recent decades in many countries, women continue to be underrepresented at the senior levels in most disciplines (Leonard, 2001). The lower representation of women faculty in many departments may create an unwelcoming atmosphere for some students and greater conflict in determining their role as women in and outside academia (Raddon, 2002). As a student counselor in the University of South Africa (UNISA) Ethiopia centre, I became aware of some of the challenges doctoral students encounter in the course of their study. My curiosity developed as a few of the female doctoral students I counseled briefly discussed their unique challenges and presented me with myths and misconceptions about their experience. Thus, this research tries to investigate some of the challenges female doctoral students face during their studies. Doctoral programmes at UNISA require students to write an original thesis and the first year of registration is dedicated to proposal development. Upon approval of a proposal the student engages in the thesis phase with the help of his/her assigned supervisor. Challenges in the Doctoral JourneyIn general doctoral students face a number of challenges in the course of their study. For instance, Bitzer (2007) outlines some challenges that doctoral students experience, such as uncomfortable ev...

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Section: Challenges In the Doctoral Journeymentioning

confidence: 99%

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Bireda

2015

Open Praxis

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“…As suggested by Golde (2000), "paradoxically, the most academically capable, most academically successful, most stringently evaluated, and most carefully selected students in the entire higher education system-doctoral students-are the least likely to complete their chosen academic goals" (p. 199). Nonetheless, it is important to note that student attrition extends beyond academic issues (Brus, 2006;Offstein, Larson, McNeill, & Mwale, 2004) and is influenced by multiple factors (Gardner, 2009). According to Gardner (2009) student attrition is "multifaceted" since "…there is no one reason why students leave" (p. 97).…”

Section: Introductionmentioning

confidence: 99%

Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student

Martínez

Ordu

Sala

et al. 2013

IJDS

120

136

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The purpose of this study was to explore the doctoral student experience in relation to their school-work-lives. Through a grounded theory research design we sought to explore the following research question: How, and to what extent, do full-time doctoral students strive to obtain school-work-life balance? Data were collected through semi-structured interviews and participant observations with five full-time doctoral education students who held one or more graduate assistantships on campus. From the data, we constructed four themes. Full-time doctoral students strived to achieve a school-work-life balance by (a) purposefully managing their time, priorities, and roles and responsibilities; (b) seeking well-being by managing stress levels, maintaining their mental and physical health, and creating personal time; (c) finding support from various individuals and their institution; and (d) making tradeoffs. Additionally, we found that single students with no children faced more challenges in efforts to obtain a school-work-life balance in comparison to their peers with families. Based on our findings, programs can facilitate degree attainment for students by continuing to provide financial support, flexibility in school and work schedules, and support services tailored to specifically address doctoral student needs. Lastly, our participants' stories may resonate with other doctoral students, and thus, may help them think about ways to attempt to balance their work and personal lives.

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“…35 From an institutional perspective, private rather than university-based chiropractic teaching institutions are at a distinct disadvantage, as most do not issue PhDs; in order to even participate, links with universities must be initiated. From an individual perspective, lack of supervision, isolation in work environment, and monetary factors are significant barriers to completion.…”

Section: Resultsmentioning

confidence: 99%

Research mentoring: Suggestions and encouragement from a reflection exercise

Young¹

2014

Journal of Chiropractic Education

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Supervisors direct people, but mentors are valued and trusted advisors. Recently, the author took a course in supervising postgraduate research, which included surveying the literature as well as discussions with colleagues who have various levels of experience in research supervision. Through this exercise, some basic ideas for best practices in research mentoring became clear, particularly for those in professions without a strong history of research and therefore lacking in trained research supervisors. The concept of mentoring, rather than just supervision, gained focus. Three main categories can be identified within the realm of research mentorship: choose your candidate wisely, be diligent, and be nurturing. The purpose of this commentary is to identify methods of supervision of graduate research degree (masters/doctorate level) candidates that may enhance the process, as well as improve the chances of completion, and to encourage academics to learn the techniques of high-quality supervision with a goal of becoming mentors. Additionally, it is hoped that this commentary may encourage students and colleagues without advanced degrees to consider pursuing them; this, in turn would likely lead to more opportunities for supervision, as well as help to create links with other academic and clinical institutions.

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Are we doing enough for today's graduate student?

Cited by 69 publications

References 11 publications

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Challenges to the doctoral journey: a case of female doctoral students from Ethiopia

Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student

Research mentoring: Suggestions and encouragement from a reflection exercise

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