Student‐led research training within the PhD: “PhD experience” conferences

Mercer, Theresa G.; Kythreotis, Andrew P.; Lambert, Carol; Hughes, Gill

doi:10.1108/17597511111212736

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…They observe that, "Establishing spaces for communication could be as important as any more formal means of researcher development". Mercer et al (2011) report on the development benefits of researcher led events. They found benefits in skills development for doctoral researchers organising conferences, ranging from managing and problem-solving to working within interdisciplinary and crossinstitutional contexts.…”

Section: Domain C: Research Governance and Organisationmentioning

confidence: 99%

The practice of the development of researchers: the “state-of-the-art”

Bromley

Warnock

2021

SGPE

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Purpose In this review paper, the authors are particularly interested in the growth in the scholarly investigation of the efficacy of developmental interventions for doctoral and early career researchers. This paper aims to provide a “State of the Art” overview of the emerging fields of research and suggest areas that command more research. Design/methodology/approach A foundation of key disseminations relating to the new discipline has become established, and it is the outputs of these that the authors look to first in their review. However, much of the work is reported in the proceedings of two specific conferences, known to the authors and does not appear in database searches, which results in a concentration of research in two specific countries, namely, the UK and Australia. Relatively little is found from database searches, however approached, but the authors also report on this work. Findings There is a general gap in the depth of the body of work in all areas of literature relating to research on the practice of developing researchers. We have identified specific areas as the most limited in terms of the body of published research including research governance; work life balance; engagement influence and impact training and creativity and innovation training. Research limitations/implications There is much work as yet unpublished and the practice of rigorous study and publication is not yet generally embedded in this research discipline. Practical implications Without the depth of rigorous and robust findings of research to provide us with evidence of good practice, the emergent discipline will struggle to have integrity in its practice. Continued growth in research in this emergent discipline is essential. Originality/value To the best of the authors’ knowledge, this is the first review of its kind looking at the published research in respect of the development of researchers.

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Section: Domain C: Research Governance and Organisationmentioning

confidence: 99%

The practice of the development of researchers: the “state-of-the-art”

Bromley

Warnock

2021

SGPE

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“…(1) A well-resourced research and learning infrastructure with strong multidisciplinary and interdisciplinary linkages to international researchers and practitioners (Goldman et al, 2009;Ellinger and Cseh, 2007;Jarvis, 2006;Stacey, 2003); (2) Innovative approaches to doctoral learning (see, for example, Armsby, 2012;Zuber-Skerritt, 2007;Sarros et al, 2005;Usher, 2002); and (3) Rigorous research training, grounded in both theory and practice (Mercer et al, 2011).…”

Section: Learning Environment Of the Cdt-bepsmentioning

confidence: 99%

“…More critically, challenging situations that are presented enable the student to form new strategies which can be implemented within academic practice, thus improving the student's knowledge base and widening understanding of the research learning process. This experiential learning model was adopted by the research team because it supports students in the construction of individual research proposals, understanding empirical research papers and structuring an overall research project (see Mercer et al, 2011;Johnson and Spicer, 2006). Zuber-Skerritt (2007) summarizes the main activities of professional doctorate research and the thought processes of knowledge creation (KC) via a KC cycle model.…”

Section: Integrated Cdt-beps Framework Of the Professional Doctoratementioning

confidence: 99%

“…In contrast, critical theory requires that knowledge and grounded theory are developed through problem-solving inquiry and conducted critically and collaboratively in a supportive, non-hierarchical environment (see, for example, Mercer et al, 2011;Zuber-Skerritt, 2007;Johnson and Spicer, 2006;Marquardt, 2000;Polanyi, 1958).…”

Section: Integrated Cdt-beps Framework Of the Professional Doctoratementioning

confidence: 99%

See 1 more Smart Citation

Professional Doctoral Scholarship in Ghana

Owusu‐Manu¹,

Edwards²,

Afrane³

et al. 2015

Industry and Higher Education

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The constantly evolving paradigm of 21st century educational offerings and the growing demand for ‘professional practice’ research degrees have raised concerns about the relevance of the traditional ‘theoretical’ PhD award. To meet this growing demand, and address these concerns, alternative routes to achieving the doctoral award have been developed (such as EngD and DBA). However, many higher education institutions in developing countries have not responded to the new demand. Against this contextual background, this paper reports on a case study of the recently established Centre for Doctoral Training in Business, Enterprise and Professional Studies (CDT-BEPS) at Kwame Nkrumah University of Science and Technology (KNUST), Ghana. The CDT-BEPS embraces five development stages of professional doctoral training and learning skills sets: business; research; creativity; transferability; and evidential learning. The framework for developing the CDT-BEPS was validated using feedback from an international panel of experts encompassing academics, researchers, students and practitioners. It is argued that the research findings may be useful for other HEIs in developing countries currently exploring alternative routes for doctoral training. It is noted that further research is required to establish strategic collaborative and operational frameworks to support the CDT-BEPS and its long-term sustainability.

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“…The research approach adopted within the PhD experience conference builds upon the previous feedback, gained from other researcher led events (Mercer et al, 2011). To enable this whole project to work, a mixed method approach (Giddings 2006, Bonk et al, 2008, Britian et al, 2008, & Creswell & Clark 2010 was used.…”

Section: Research Approachmentioning

confidence: 99%