Personal commitment, support and progress in doctoral studies

Martinsuo, Miia; Turkulainen, Virpi

doi:10.1080/03075070903469598

Cited by 109 publications

(109 citation statements)

References 30 publications

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“…Studijų me tu doktorantas rengiamas savarankiškam moks liniam darbui -gebėjimui taikyti moksli nio ty rimo metodus, atlikti mokslinius tyrimus bei savarankiškai spręsti mokslines proble mas, kadangi trečiosios studijų pakopos studentams mokslinė tiriamoji veikla yra pagrindinė ir privaloma (Mikulskienė ir Mažrimienė, 2012). Tačiau doktorantūros stu dijose doktorantai atlieka ir daugiau akademinio darbo veiklų (profesinių vaidmenų), pavyzdžiui, dėstytojo, visuomeninių paslaugų teikėjo, administracinių veiklų atlikėjo, kas sudaro prielaidas ir galimybes doktorantui formuoti tam tikro profesinio vaidmens iden titetą, kuris pagal mokslo doktorantūros drop-out levels of doctoral students cause serious problems in the academic world (Martinsuo and Turkulainen, 2011;West, Gokalp, Edlyn, Fischer and Gupton, 2011). Doctoral students' drop-out levels can reach up to 50 per cent in certain disciplines (McAlpine and Norton, 2006).…”

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified

“…Th is research sample was 18.4 per cent of the Lithuanian doctoral students' population. Even though the response rate might look low, it is close to 20 per cent which is the average response rate in online surveys (Koplowitz, Hadlock ir Levine, 2004;Martinsuo and Turkulainen, 2011). Th is research sample satisfi es representative sample requirements for research carried out in social sciences (Kardelis, 2002).…”

Section: Tyrimo Metodikamentioning

confidence: 99%

“…Th e challenge of professional identity that doctoral students face is complex and requires special attention. However, doctoral education lacks focus on the development of professional identity (Austin, 2002;McAlpine and Norton, 2006;Martinsuo and Turkulainen, 2011;Rasanen and Korpiaho, 2011). As a result, it might be diffi cult for doctoral students to realise and understand what they want and may do aft er graduation.…”

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning

confidence: 99%

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Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Kovalčikienė¹,

Bukšnytė-Marmienė²

2014

CDRC

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Straipsnyje pristatoma profesinio identiteto daugialypiškumo problematika Lietuvos dok torantų karjeros vizijoje. Analizuojama doktorantų identifi kacija su skirtingais profesiniais vaidmenimis: mokslininko, dėstytojo ir visuomeninių paslaugų teikėjo/praktiko. Pri statomi Lietuvos doktorantų apklausos rezultatai. Tyrimo imtis -494 doktorantai iš 22 aukštojo mokslo institucijų Lietuvoje. Re zultatų analizė atskleidė, kad labiausiai dok torantams yra išreikštas praktiko profe sinio vaidmens identitetas. Be to, socio-de mografi nės doktorantų charakteristikos turi reikšmę doktorantų identifi kacijai su skirtin gais profesiniais vaidmenimis. PAGRINDINIŲ TERMINŲ APIBRĖŽIMAI• Doktorantas -trečiosios studijų pakopos studentas, tyrėjas (Mokslo doktorantūros nuostatai, 2010). Doktorantas yra socialinis vaidmuo, iš kurio paprastai reikalaujama atlikti daug profesinių vaidmenų (mokslininko, dėstytojo, visuomeninių paslaugų teikėjo ir kitų), nors doktorantūros paskirtis susijusi su siekiu doktorantui įgyti vieno konkretaus vaidmens -mokslininko -identitetą. PERSPECTIVES OF PROFESSIONAL IDENTITY MANIFESTATION IN THE CAREER VISION OF LITHUANIAN DOCTORAL STUDENTS ABSTRACTTh is article presents diversity-related issues of professional identity in the career vision of Lithuanian doctoral students. It also analyses how doctoral students relate themselves to various professional roles: scholar, teacher and public service provider/practitioner. Results of the Lithuanian doctoral students' survey are presented. Research sample -494 doc toral students from 22 Lithua nian higher education institutions. Th e results have shown that the most expressed doctoral students' professional role identity is that of a practitioner. Besides, doctoral students' identifi cation with professional roles is infl uenced by socio-demographic doctoral students' charac teristics. DEFINITIONS OF KEY TERMS• Doctoral student -a third cycle student and a researcher (Mokslo doktorantūros nuostatai, 2010). A doctoral student is a social role where one has to perform a number of professional roles (scholar, teacher, provider of public services and others) even though the purpose of doctoral studies is associated with a doctoral student's aim to develop the identity of one particular role, i.e. scholar.

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Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified

Section: Tyrimo Metodikamentioning

confidence: 99%

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning

confidence: 99%

See 1 more Smart Citation

Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Kovalčikienė¹,

Bukšnytė-Marmienė²

2014

CDRC

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“…Furthermore, Strauss and Volkwein (2004) found that commitment is a strong predictor of students' intent to persist, whilst Cabus (2015) established a significantly positive relationship between student commitment and reduced failure rates. Student commitment should therefore be viewed from the perspective of a student's commitment towards goals, time schedules and study plans (Martinsuo and Turkulainen 2011).…”

Section: Student Commitmentmentioning

confidence: 99%

Using servicescape to manage student commitment towards a higher education institution

Theron

Pelser

2017

SAJHE

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Although a variety of approaches can be used to manage student commitment, the role of physical elements, such as a facility or institution's virtual presence, appearance of infrastructure and signage, is often neglected in the literature. This gap in the literature is surprising considering the growing interest in the field of social sciences regarding the influence of physical elements (or tangibles) on commitment. It is against this background that this study investigated the possible effects of physical element attributes on student commitment. A number of antecedents of physical elements were identified by means of a literature review and their expected relationships with student commitment were proposed as hypotheses. These hypothesised relationships were assessed and a survey amongst 290 students from a multi-cultural South African university was conducted. The statistical program SPSS version 23 was used to analyse the data, and the hypothesised relationships were assessed by means of regression analyses. The findings of the study indicate that the physical element dimensions 'communicators' and 'virtual servicescape' most significantly influenced overall student commitment. Contrary to popular belief, the study revealed that social servicescape did not have a significant impact on student commitment.Furthermore, it appears that a specific set of physical element attributes should be applied when student commitment is managed. Finally, the study offers an in-depth discussion of the theoretical and managerial implications of these findings for relationship marketing strategies.

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“…Supervision as service constitutes the centerpiece of the present study, which aims to expand understanding of the under-researched dimension of higher education that examines students as consumers [29], [30]. Traditionally, responsiveness to student needs has been pursued through supply-driven education based on pedagogues' prior understanding of student needs and the extensive insight into pedagogic development nationally cumulated in Finland.…”

mentioning

confidence: 99%

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

Lappalainen

2017

Int. J. Eng. Ped.

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Abstract-Policy-level interventions aim to expedite institutional change in universities but the related decisions rarely materialize as sustained grassrootslevel implementations genuinely transforming teaching or learning practices. As a solution, educational authorities have called for scientific evidence as base for university reforms. This article showcases an empirical development endeavor from Aalto University that, while responding to doctoral students' learning needs and institutional demands for higher publication productivity, paves the way for a more extensive bottom-up institutional reform of doctoral education. The data-driven analysis of a sample of 381 doctoral candidates in engineering directs the pedagogic focus in a doctoral writing course away from grammar and language proficiency towards writing support that accentuates usability and communicative value. The primary aim is to conceptualize a writing intervention that is based on authentic researcher needs. The secondary aim is to substantiate allocation of language teachers' working hours to research by demonstrating how audience needs analyses can benefit teacher renewal, the quality of education, and institutional performance as measured through key institutional metrics.

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Personal commitment, support and progress in doctoral studies

Cited by 109 publications

References 30 publications

Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Using servicescape to manage student commitment towards a higher education institution

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

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