Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Fung, Annabella; Southcott, Jane; Siu, Felix

doi:10.28945/3790

Cited by 12 publications

(5 citation statements)

References 85 publications

(72 reference statements)

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“…Similar findings are reported by Rauf (2016) who emphasize that student quality had significant influence in completing postgraduate thesis in Sri Lanka as compared with other factors. The current results also concur with what is reported by Fung et al (2017) who declare that the quality of postgraduate students is linked with writing skills which may cause delays as supervisors demand high quality work and consistent high performance to meet the institutional standards.…”

Section: Personal Factorssupporting

confidence: 91%

Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees’ Experiences

2022

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This article is a product of a study that deployed a qualitative research approach to examine what motivates students in Tanzania to undertake postgraduate studies, and the causes of late completion of such studies. A total of 47 participants were involved in this study through focused group discussions and semi-structured interviews. The results revealed five distinct reasons why postgraduate students enter a doctoral or master’s degree course: employment prospects, better salary, career progression or change, personal development, and prestige or self-actualization. Moreover, it was found that the determinants of late completion were both institutional and personal. Institutional factors included a non-supportive learning and research environment, cumbersome thesis and examination process, heavy supervisors’ workload, supervisors’ lack of motivation, and low entry qualifications by candidates. On the other hand, personal factors were poor educational background, social and financial problems, lack of good communication skills, research incompetence, low commitment, and partial study leave. The study concludes that efforts to improve the quality of postgraduate training should address the potential systemic, institutional and individual barriers. In the light of this, it is recommended that the institutional conditions and policies should be re-examined to ensure that supervisors and those they supervise are effectively facilitated in fulfilling their roles and responsibilities, so that postgraduate research produces good and timely quality results.

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Section: Personal Factorssupporting

confidence: 91%

Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees’ Experiences

2022

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“…However, not all PhD students experience the academic setting in a similar way. There are many studies examining different non-traditional PhD student groups, such as first-generation students (Gardner & Holley, 2011;Holley & Gardner, 2012;Roksa et al, 2018), mature-aged students (Fung et al, 2017), international students (Cotterall, 2015), and part-time students (Teeuwsen et al, 2014;Deem & Brehony, 2000). We know from these studies that non-traditional doctoral students often face challenges during their studies.…”

Section: Literature Reviewmentioning

confidence: 99%

From Imposter Syndrome to Heroic Tales: Doctoral Students’ Backgrounds, Study Aims, and Experiences

Nori

Peura

Jauhiainen

2020

IJDS

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Aim/Purpose: The aim of this study is to provide a comprehensive picture of doctoral students’ dissertation journeys using Finland as a case country. More specifically, the article examines (1) the students’ backgrounds, (2) their study motives and experiences, and (3) whether or not these elements are related. Background: Despite the massification of higher education (HE), there is a shortage of detailed mixed-methods studies about PhD students’ backgrounds and their experiences of doctoral study. Existing research does not give a clear indication of the extent to which home background is reflected in PhD applications and whether or not that background is related to the subsequent experience of doctoral students. Methodology: This paper is based on both quantitative and qualitative data. We utilize a person-based register (N = 18,585) and a survey (n = 1,651). Our main methods are k-means cluster analysis, t-test, and directed content analysis. Our theoretical approach is Bourdieuian. We use the concept of doctoral capital when evaluating the backgrounds, resources, and success of PhD students through the dissertation process. Contribution: This study uses a mixed-methods approach and is the first to incorporate quantitative data about the entire doctoral student population in Finland. In addition, open-ended responses in the survey make the PhD students’ own experiences visible. By approaching our research subject through a mixed methods lens, we aim to create a comprehensive understanding about their dissertation journeys. With this study, we also contribute to the debate initiated by Falconer and Djokic (2019). They found that age, race, and socioeconomic status (SES) do not influence academic self-efficacy and academic self-handicapping behaviors in doctoral students. However, in this study, a link was found between the PhD students’ backgrounds (age and parents’ SES), and their study aims and experiences. Findings: Cluster analysis revealed three different groups of PhD students: Status Raisers, Educational Inheritors, and Long-term Plodders. PhD students in these groups have different resources, experiences, and chances to survive in the academic community. There are two main findings. First, the influence of the childhood family extends all the way to doctoral education, even in Finland, which is considered to have one of the most equal HE systems in the world. Some PhD students from low-educated families even experienced so-called imposter syndrome. They described experiences of inadequacy, incompetence, and inferiority in relation to doctoral studies and fellow students. Second, the influence of family background may diminish with age and life experiences. In our study, many mature doctoral students had become empowered and emancipated to such an extent that they relied more on their own abilities and skills than on their family backgrounds. Many felt that their own persistence and resilience have played an important role in their doctoral studies. There were also a few ‘heroic tales’ about hard work and survival in spite of all the hurdles and distresses. Recommendations for Practitioners: PhD students are a very heterogeneous group. Their motives and goals for applying for doctoral studies vary, and their backgrounds and life situations affect their studies. There are three critical points educational practitioners should pay special attention to (1) supervision and support (mentoring), (2) length of funding, and (3) granted research periods. Recommendation for Researchers: Because Finland and the other Nordic countries have a long tradition of equal educational opportunities, we need comparative studies on the same topic from countries with higher educational disparities. Impact on Society: Inequalities in educational opportunities and experiences originate at the very beginning of the educational path, and they usually cumulate over the years. For this reason, the achievement of educational equality should be promoted not only through education policy but also through family, regional, and social policy decisions. Future Research: The Bourdieuian concepts of cultural, social, and economic capitals are also relevant in doctoral education. PhD students’ family backgrounds are reflected in their motives, experiences, and interpretations in the academic community. Future research should explore how to best support and reinforce the self-confidence of doctoral students from lower SES backgrounds.

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“…Another useful discussion to facilitate with distance doctoral students regards the reality of their own "split" lives while working on a dissertation. Finding the balance between doctoral work and life is particularly challenging for mature students (Fung, Southcott, & Siu, 2017). Discussing this challenge encourages students to acknowledge the difficulty of creating time for everything in their lives.…”

Section: Time Managementmentioning

confidence: 99%

Strategies to Assist Distance Doctoral Students in Completing Their Dissertations

Lim

Covrig²,

Freed³

et al. 2019

IRRODL

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Completing doctoral dissertations is difficult work and may be harder for distance students physically separated from institutional and collegial supports. Inability to complete independent research contributes to doctoral student attrition. Factors impacting completion include institutional factors, student characteristics, and supervisory arrangements (Manathunga, 2005). This paper shares proactive strategies used by a Midwestern university in the United States to support distance doctoral students. Strategies and technology tools are described that (a) cultivate a shared culture of responsibility and commitment, (b) increase effective communication between researchers, and (c) grow departmental and institutional services and technologies for faculty and students. This paper suggests the use of a specific framework to help students develop a shared culture of responsibility. This framework encourages students to discuss their social network, as well as teaches students how to manage their split life by using a tool which evaluates a student's readiness for the dissertation process and maps out where dissertation skills and knowledge are developed throughout the program. Strategies for effective communication include availability, effective feedback, trust, and humor. Services and technologies provided to build capacity include the use of online and library resources, campus-wide use of research software, writing and research services, and department supports and processes to promote student research. These mechanisms for accountability, mentoring, training, and trust increase the likelihood of success.

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Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Cited by 12 publications

References 85 publications

Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees’ Experiences

Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees’ Experiences

From Imposter Syndrome to Heroic Tales: Doctoral Students’ Backgrounds, Study Aims, and Experiences

Strategies to Assist Distance Doctoral Students in Completing Their Dissertations

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