Navigating the Doctoral Journey

Mays, Tammy L.; Smith, Bernie Todd

doi:10.1080/15323260903250411

Cited by 11 publications

(13 citation statements)

References 12 publications

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“…However, this calls for that the doctoral students, at the beginning of their career, are given the right tools to remain healthy in their work environment. Doctoral studies are often characterized by constant peer pressure, frequent evaluations, low status, high workload, paper deadlines, financial difficulties, pressure to publish, active participation in the scholarly environment, including conferences (Kurtz-Costes, Helmke, & Ulku-Steiner, 2006; Maysa & Smith, 2009), lack of permanent employment, and an uncertain future (Huisman, de Weert, & Bartelse, 2002). Feelings of uncertainty and poor relationships with supervisors (Lovitts, 2001) are additional stressors, as are the numerous roles doctoral student are expected to take, e.g., as a student, employee, parent, or researcher (Martinez, Ordu, Della Sala, & McFarlane, 2013; Schmidt & Umans, 2014).…”

Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

174

163

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Purpose: Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and—just as importantly—for a balanced life of PhD students. Method: Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being. Results: Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed. Conclusions: The study proposes a more student-centred approach to meeting doctoral students’ needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics’ well-being and productivity.

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Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

174

163

View full text Add to dashboard Cite

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“…Another theme that participants brought forward, socialization into a researcher identity, is another area identified in the literature (Lovitts, 2005;Mays & Smith, 2009) to be crucial for students during their dissertation work. The notion of emerging researcher identity encompasses preparation (prior to the session), actual researcher identity, and the process of becoming, all of which are identified in the literature as occupying the liminal stage (Kiley, 2009).…”

Section: Emerging Researcher Identitymentioning

confidence: 99%

“…This identity shift is among the most challenging tasks for many doctoral students (Kiley, 2009). Mays and Smith (2009) offered the metaphor of a phoenix rising out of the ashes to describe the identity shift that occurs during the process of obtaining a doctoral degree. As with many transformations, this new identity is not easy to create.…”

Section: Socialization Into Academic and Professional Rolesmentioning

confidence: 99%

“…According to Mays and Smith (2009), one of the major challenges a doctoral student faces to complete a dissertation successfully is the integration of a new professional identity as a researcher. This identity shift is among the most challenging tasks for many doctoral students (Kiley, 2009).…”

Section: Socialization Into Academic and Professional Rolesmentioning

confidence: 99%

“…Community members provide support and feedback, as well as ensure accountability, while maintaining the flexibility to remain useful to the students as they progress through their doctoral studies. Promising practices in building this type of community in higher education involve: (1) collaboration among faculty and students, (2) guided socialization into academic and professional roles, and (3) mentoring (Council of Graduate Schools, 2010;Gardner, 2010;Gazzola, De Stefano, Audet, & Theriault, 2011;Mays & Smith, 2009). The researchers developed the research mentoring model (RMM) to support these practices in our counselor education graduate program.…”

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confidence: 99%

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Building a Community of Researchers Using the Research Mentoring Model

Nolte¹,

Bruce²,

Becker³

2015

JCPS

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The development of a community environment and strong mentoring relationships is integral in helping doctoral students complete their degrees. Of the stages comprising a student's academic career, effective conceptualization and writing of the dissertation proves the most challenging and may result in failure to complete a doctoral degree. The researchers developed and used their Research Mentoring Model (RMM) to help doctoral students identify research topics, move into a researcher identity, and develop a sense community. This hermeneutic phenomenological sought to understand the experience of the five first year doctoral students participants. All were enrolled in a CACREP accredited Counselor Education and Supervision program of a western university. Each student was the Focus Person during participated in a structured, 90-minute mentoring to explore the possible directions of dissertation research. The sessions were attended by faculty and advanced doctoral students who provide feedback and discuss possible research. The five first year students were then interviewed about their experiences with the RMM. The themes that emerged from the individual interviews included: experiencing a sense of community, developing a researcher identity, increasing confidence, self-efficacy and motivation, as well as finding support from peers and faculty. The Article concludes with limitations, reflections and directions for future research. Earning a doctoral degree is a complex process that involves the crossing of several thresholds leading to successful graduation (Kiley, 2010; McAlpine & Lucas, 2011;Protivnak & Foss, 2009). Across disciplines, the doctoral dissertation is historically the final requirement between a doctoral candidate and the completion of a doctoral degree (Aitchison, Catterall, Ross, & Burgin, 2011;Pillay & Kritzinger, 2007). Of the stages that comprise a student's academic career, the dissertation process often prove the most challenging and may result in degree noncompletion (Carter, 2011;Gardner, 2010;Kiley & Wisker, 2009) Despite the tolerable completion rates in Counselor Education, there remain serious consequences for institutions and their students who do not graduate. Energy, time, and financial resources seem wasted for students who discontinue their academic path. What can be done?Building a community of faculty and doctoral student researchers may minimize the attrition rate, support doctoral students to move into a research identity, and enhance motivation toward graduation (Griffiths, Thompson, & Hryniewicz, 2010). Thus, the purpose of this study was to investigate the creation of a research community and collateral activities meant to support doctoral students through the dissertation process.For the current research study, the community of researchers is defined as a group of university faculty, especially dissertation advisors, and doctoral students at various stages in their doctoral work. Community members provide support and feedback, as well as ensure accountability, whi...

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Challenges and Strategies in Social Work and Social Welfare PhD Education: Helping Candidates Jump Through the Dissertation Hoops

Berger

2015

Journal of Teaching in Social Work

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A major task of social work doctoral programs is preparing the next generation of researchers and educators in the profession. To develop competence in generating new knowledge relevant to social work practice and disseminating it to future practitioners, doctoral candidates need to master a broad and complicated set of theoretical, empirical, and pedagogical knowledge and skills. Acquiring the relevant information and capabilities is a demanding process. Specifically, developing a research proposal and completing a successful dissertation is a complex, multifaceted task. In the process of accomplishing this task, students encounter intellectual, logistic, and emotional challenges. The main resource for helping them shoulder these challenges is the advisor. Informed by many years of the author's service as a dissertation advisor, this article reviews the challenges and offers effective strategies that the advisor can use to help the students address them.

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Navigating the Doctoral Journey

Cited by 11 publications

References 12 publications

Doctoral students’ well-being: a literature review

Doctoral students’ well-being: a literature review

Building a Community of Researchers Using the Research Mentoring Model

Challenges and Strategies in Social Work and Social Welfare PhD Education: Helping Candidates Jump Through the Dissertation Hoops

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