Desirable qualities of modern doctorate advisors in the USA: a view through the lenses of candidates, graduates, and academic advisors

Taylor, Rosemarye T.; Vitale, Thomas; Tapoler, Colton J.; Whaley, Kari

doi:10.1080/03075079.2018.1438104

Cited by 24 publications

(40 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although our data also showed that there were advisors who made themselves more available to their doctoral students during the pandemic, the student was placed in a relatively powerless position and had to rely on their supervisors' willingness to make accommodations. Altogether, these student-supervisor relationships fell well short of the types of relationships desired by both students and supervisors (Taylor et al, 2018). The pandemic changed many stakeholders' priorities, and some doctoral students experienced more challenges as a result.…”

Section: Discussionmentioning

confidence: 94%

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Donohue

Lee

Simpson

et al. 2021

IJDS

View full text Add to dashboard Cite

Aim/Purpose: The purpose of this study was to document the impacts of the COVID-19 pandemic for doctoral students who were proposing, conducting, or writing up their doctoral thesis, dissertation, or other culminating project. Background: For doctoral students, the process of designing, implementing, and writing a culminating project is a key part of the learning experience. These projects typically require students to direct their own learning and to manage setbacks, obstacles, and challenges as they arise. During the COVID-19 pandemic, doctoral students around the globe had to undertake this key learning experience in the context of a global crisis. Methodology: During August and September 2020, 235 doctoral students from around the world completed an online questionnaire consisting of demographic questions and three open-ended questions about their experience during the COVID-19 pandemic. Analysis involved several cycles of In Vivo Coding of the data, which yielded codes, categories, and eventually themes. At each stage, the researchers collaborated to generate the codes, and the categories and themes arose through several rounds of discussion. Contribution: Our study adds to the small body of knowledge on doctoral students’ experiences from around the world during the COVID-19 pandemic by identifying categories of experience through qualitative, open-ended survey questions. The study highlights doctoral students’ challenges and how these were either exacerbated or mitigated by pandemic-induced changes. Findings: Our survey respondents described impacts on their culminating projects’ progress in five major categories: research design, access to resources, workload, mental health, and finances. Recommendations for Practitioners: The five categories of impacts emerging from our participants’ responses may be useful for faculty and administrators of doctoral programs to consider in reviewing their programs’ responses to the pandemic and making future plans for providing academic continuity in crisis situations as well as re-evaluating the priorities and structures of doctoral program to better support students overall moving forward. Recommendation for Researchers: Further research is needed to better understand how the pandemic impacted individual students’ research and writing processes, including adaptive strategies. Impact on Society: Institutions need to be aware of systemic strain on doctoral students under the best of conditions and be especially aware of the impacts of a crisis and plan contingencies to assist students with a focus on the areas of finances, resource access, workload, research design, and mental health. Future Research: Future research should seek out additional perspectives of male doctoral students. Additionally, data capturing perspectives from students at other points in time are needed as the pandemic continued to unfold after this study’s data collection period.

show abstract

Section: Discussionmentioning

confidence: 94%

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Donohue

Lee

Simpson

et al. 2021

IJDS

View full text Add to dashboard Cite

show abstract

“…The nature of doctoral education varies markedly by discipline (Delamont, Atkinson, and Parry 2000), and requirements for degree completion and doctoral committee constitution are institution specific. That said, prior research has focused on general features of adviser-advisee relationships (Benmore 2016; Lee 2008; Taylor et al 2018; Zhao, Golde, and McCormick 2007), emphasizing their central role in academic socialization (Delamont et al 2000; Leahey 2006). A large body of work (e.g., Bargar and Mayo-Chamberlain 1983; Cardozo 2006; Delamont, Atkinson, and Parry 2004) is prescriptive (and at times autobiographical), including a special edition of the American Sociologist dedicated to informal professionalization in sociology (Shulman and Silver 2005).…”

Section: Previous Researchmentioning

confidence: 99%

The Duality of Students and Faculty: Illustrating the Sociological Utility of Doctoral Committee Data

Lewis

Packer

2020

Socius

View full text Add to dashboard Cite

In the context of growing interest in social networks and the sociology of graduate education, the authors examine a relational feature of postbaccalaureate study that has received particularly little attention: the doctoral committee. Data on committee memberships speak to multiple theoretical issues and are presumably maintained by most doctorate-granting institutions, yet this information is seldom aggregated or analyzed. Here, the authors draw on records from the University of California, San Diego to illustrate the utility of doctoral committee data for four areas of sociological inquiry: interdisciplinary knowledge production, departmental community, inequality in the workplace division of labor, and variation in student outcomes. For each, the authors present core findings, discuss their implications, and suggest directions for future research.

show abstract

“…that have positive effects on doctoral student experience and degree completion [Grant, Hackney, Edgar 2014;Ali, Watson, Dhingra 2016;Taylor et al 2018;Fillery-Travis, Robinson 2018].…”

Section: Supervision and Monitoring Progress Of Doctoral Studentsmentioning

confidence: 99%

Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

Геннадьевна¹,

Андреевич²

2019

View full text Add to dashboard Cite

In the era of knowledge-based economy, improving the quality and efficiency of doctoral programs is a key aspect of ensuring economic growth and national competitiveness in the global arena. Doctoral education in Russia today is redefining its goals and organizational models in light of global challenges as well as the revised Federal Law On Education in the Russian Federation and the new Regulations on Awarding Academic Degrees. This transitional period, complicated with low completion rates and institutional problems, contributes to the urgency of devising improvement practices for doctoral education. Interviews with doctoral students and doctoral program administrators are used to analyze Russian universities' practices designed to enhance doctoral studies. Those practices are grouped in accordance with the traditionally identified aspects of doctoral education that are directly related to its success: admissions, graduate curriculum, supervision, monitoring progress, financial support, institutional climate, practices and procedures. The article also discusses the opportunities for disseminating best practices to improve doctoral education as well as the restrictions that must be taken into account.

show abstract

Desirable qualities of modern doctorate advisors in the USA: a view through the lenses of candidates, graduates, and academic advisors

Cited by 24 publications

References 7 publications

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

The Duality of Students and Faculty: Illustrating the Sociological Utility of Doctoral Committee Data

Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

Contact Info

Product

Resources

About