Coaching doctoral students – a means to enhance progress and support self-organisation in doctoral education

Godskesen, Mirjam Irene; Kobayashi, Sofie

doi:10.1080/0158037x.2015.1055464

Cited by 23 publications

(12 citation statements)

References 23 publications

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“…Supporting students in their personal development via coaching or training is important and effective (Bettinger and Baker, 2014;Godskesen and Kobayashi, 2016;Kenny and Faunce, 2004). Although coaching and training are often seen as similar, they differ in their focus (Rauen, 2014) and can support professional development among students in different ways: while training is about learning new competencies and skills, coaching is seen as a much more non-directive and non-consulting approach (Grover and Furnham, 2016;Joo, 2005;Passmore and Fillery-Travis, 2011;Rauen, 2014).…”

Section: Discussionmentioning

confidence: 99%

Supporting students with coaching or training depending on their basic psychological needs

Diller

Muehlberger

Braumandl

et al. 2020

IJMCE

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PurposeThis study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.Design/methodology/approachReal-life coaching (N1 = 110) and training (N2 = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.FindingsThe results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.Research limitations/implicationsThe research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.Practical implicationsThe results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.Originality/valueSupporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

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Section: Discussionmentioning

confidence: 99%

Supporting students with coaching or training depending on their basic psychological needs

Diller

Muehlberger

Braumandl

et al. 2020

IJMCE

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“…Doctoral students' experiences have gained increased attention in research on doctoral education in the Nordic countries (e.g. Pyhältö, Vekkaila & Keskinen, 2015;Godskesen & Kobayashi, 2016;Kobayashi et al, 2017;Cornér, Löfström & Pyhältö, 2017). At the same time, it is known that supervision, both the quality and quantity of it, is a key regulator of the doctoral experience .…”

Section: Introductionmentioning

confidence: 99%

What Are Ethics in Doctoral Supervision, and How Do They Matter? Doctoral Students’ Perspective

Löfström

Pyhältö

2019

Scandinavian Journal of Educational Research

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The purpose of this study was to examine ethics in doctoral supervision, and to analyse whether ethical issues in doctoral supervision relate to doctoral experience, and if they do, how. It focused on doctoral students and explored the relationships between ethical issues in doctoral supervision and attrition intentions, research engagement, satisfaction with supervision and with doctoral studies, and burnout. The study provides a tool for analyzing ethical issues in doctoral supervision. The respondents were 236 doctoral students in behavioral sciences. Ethics in supervision predicted both positive outcome variables (engagement, satisfaction with doctoral studies and supervision) and negative ones (burnout, attrition intentions). Autonomy and beneficence were essential components for engagement, while fidelity, justice, and non-maleficence were vital for satisfaction.

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“…As Godskesen and Kobayashi (2015) explained, "doctoral students need supportive learning structures as well as encouragement and space to develop agentive competences in the academic environment" (p. 146). In this regard, EPT administration and faculty provide support to students through one-on-one mentoring relationships; semesterly student outreach; and studentled, faculty supported research groups.…”

Section: Scholarly Mentorshipmentioning

confidence: 99%

“…The dissertation chairs in the EPT program embrace this notion closely by encouraging students to select research topics they are passionate about and also that benefit their personal and/or professional communities and impact social change. Further, Godskesen and Kobayashi (2015) noted the value of coaching relationships with doctoral students. In this regard, EPT dissertation chairs communicate closely and regularly with students by holding virtual dissertation open houses and virtual and in-person meetings.…”

Section: Scholarly Mentorshipmentioning

confidence: 99%

Creating Agents of Change through Doctoral Learning

Statti¹,

Torres²

2021

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The proposed article seeks to provide a case study of a doctoral program aspiring to create change through student progress and provide an overview of how they have structured program curricula to promote academic and professional growth and empower students to become global leaders. Further, this proposed article is focused on providing a focus on the importance of learning technologies and how doctoral students develop the skill sets and expertise needed to employ technology into educational and organizational contexts to enhance academic outcomes, instructional approaches, and employee productivity. Particularly, information will be provided on the importance of providing students access to cutting edge technologies that are transforming the landscape of educational and organizational learning.

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Coaching doctoral students – a means to enhance progress and support self-organisation in doctoral education

Cited by 23 publications

References 23 publications

Supporting students with coaching or training depending on their basic psychological needs

Supporting students with coaching or training depending on their basic psychological needs

What Are Ethics in Doctoral Supervision, and How Do They Matter? Doctoral Students’ Perspective

Creating Agents of Change through Doctoral Learning

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