How shall we know them? Capturing the diversity of difference in Australian doctoral candidates and their experiences

Pearson, Margot; Cumming, James; Evans, Terry; Macauley, Peter; Ryland, Kevin

doi:10.1080/03075079.2011.594591

Cited by 58 publications

(28 citation statements)

References 14 publications

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“…Whilst most of these challenges are generic to many PhD candidates, there appears to be many more issues that are unique to candidates in Australia due to the implicit assumption of a stereotypical candidate as young, full-time, with few other commitments, commencing after an honors degree, and progressing to academia as an early career researcher after completing a doctorate (Pearson et al, 2011). Williams and Lee (1999) argue the British/Australian model of doctoral training tends to incorporate pedagogical practices of neglect and indifference, which is often traumatic for doctoral students as they are perceived as independent scholars.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The theme of personal may take greater consideration and change in attitudes, which acknowledges and understands diversity, not only from a policy stance but also from the real personal perspective. Owler (2010) and Pearson et al (2011) discuss this, arguing that PhD candidates bring varying goals, expectations, history, and responsibilities to their candidature which influences the student's experience.…”

Section: Personalmentioning

confidence: 99%

“…The candidature not only consists of learning to become a competent researcher within an academic forum but must equip the candidate with real confidence to deliver transferable academic and human resource skills throughout their career (Platow, 2012). The literature reviewed and the focus groups both demonstrated limitations to research opportunity that can be overcome with the inclusion of increased awareness regarding the need for a high-level communication and diversity skills (Pearson et al, 2011). …”

Section: Personalmentioning

confidence: 99%

“…Examples of such challenges are: PhD candidate's personal circumstances (Pearson, Cumming, Evans, Macauley, & Ryland, 2011), access to and use of resources (Warburton & Macauley, 2014), or supervisory efficiencies (Buttery, Richter, & Leal Filho, 2005). Perhaps, these challenges provide reasons why 40-50% of PhD candidates do not finish (Gardner, 2008), as many do not fully comprehend the scope of doctoral studies and are not fully aware of the challenges they will face in their programs (Loyd, Harding-DeKam, & Hamilton, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice

Bamgboje‐Ayodele

Almond

et al. 2016

IJDS

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This is a report on a qualitative investigation into the challenges and solutions for Information Systems PhD candidature in Australia by conducting a three-phase research process. Information Systems doctoral theses approved within the past 10 years in Australia were identified in three areas of research, using structured evidence-based search and review methods. This was followed by two focus groups. The first focus group provided a forum where participants engaged and contributed by sharing and reflecting on experiences during their candidature. The data generated was thematically analyzed. The second focus group provided a forum to compare, contrast, and combine findings from the first focus group and the theses review. This was then conceptually organized into a SWOT framework for discussion. The findings imply that there is a need, not only for an inclusive candidature research pathway now provided by most Australian universities, but also an integrated research and personal support pathway. The investigation resulted in defining a conceptual framework of value in Australia and internationally, which acknowledges and bridges the academic-practice gap, offering a considerable step for future PhD candidature investment.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Personalmentioning

confidence: 99%

Section: Personalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice

Bamgboje‐Ayodele

Almond

et al. 2016

IJDS

View full text Add to dashboard Cite

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“…The flexible individual orientation of doctoral studies shows the importance of continuous learning and individual knowledge, the doctoral studies are not just the matter of completing the degree. (Pearson, Cumming, Evans, Macauley, & Ryland, 2011). The direct economic advantage thinking which is directed at the doctors also indicates the restricted idea of the doctoral studies and at the same time narrows the different dimensions of the doctoral process.…”

Section: Discussionmentioning

confidence: 99%

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

Maunula

2015

WJE

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One task of the doctoral education is, globally as well as nationally, to produce and renew the highest expertise and knowledge in a high quality and efficient way. Even though in this global time the high-quality knowledge and skills are a competition factor which the success of the societies is expected to be able to lean on, also the doctoral students and their individual factors are significant. The accelerating global change is strongly reflected at the individual level: an attempt is made to respond to the changing expectations and to prepare individually and diversely. The individual doctoral students and the graduating doctors come from different everyday lives and contexts. The graduating doctors' expertise and skills are individually colored during the individual doctoral processes. Often the doctoral students' and the graduating doctors' individuality is ignored -even though individuality in other contexts is identified more clearly than before. In this article I examine the lifecourse experiences and stories of under-40-year-old female doctoral students with a family and form three different types of doctoral student on the basis of the material. The examination concentrates on the areas of the lifecourse; the family, doctoral studies and work as well as on the dynamic wholeness formed by them in the temporal continuum of the lifecourse. The objective is to make the generalized doctoral process more comprehensively intelligible.

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A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales

Lara

Badia

Lonka

2019

Palgrave Studies in Education Research Methods

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Studies on how students experience their PhD have been promoted as an indicator to improve doctoral programmes (assessment-oriented) and/or in order to understand how this collective develops in their careers (research-oriented studies). This last group has increased in the last years since researcher development has become a field of research in the context of higher education. In this respect, a database of studies measuring the PhD experience can be useful for researchers. Thus, we conducted a review of 53 empirical studies, focusing only on research that use questionnaires and scales in their data collection, published from 1991 to 2018. Results along these 27 years not only shows the core elements that have been considered traditionally when measuring the PhD experience, but also identifies some gaps and contributes in the clarification of this generic term. Directions for future research are offered.

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How shall we know them? Capturing the diversity of difference in Australian doctoral candidates and their experiences

Cited by 58 publications

References 14 publications

Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice

Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

A Picture of the Research Field of Doctoral Education from the Students’ Perspectives: Studies Using Questionnaires and Scales

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