Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students

Mason, Amanda; Hickman, Jarmila

doi:10.1080/14703297.2017.1392889

Cited by 37 publications

(26 citation statements)

References 27 publications

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“…Perhaps, due to the even playing field, mentoring has been found to be a mutually beneficial process for both mentees and mentors. While the mentoring relationship offers interpersonal support and academic advice to mentees, it also provides professional development, experience and connectedness for mentors (Geesa et al, 2018;Mason and Hickman, 2019;Skrzypek et al, 2019). Non-faculty mentors can impart upon mentees not only academic and professional knowledge but also important social knowledge, such as how to acclimate to the culture of the doctoral program (Christie, 2014).…”

Section: Doctoral Program Supportsmentioning

confidence: 99%

Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

McConnell

Geesa

2021

IJMCE

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PurposeThe purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.Design/methodology/approachData from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.FindingsFour themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.Research limitations/implicationsParticipation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.Originality/valueThis study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.

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Section: Doctoral Program Supportsmentioning

confidence: 99%

Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

McConnell

Geesa

2021

IJMCE

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“…Recent years have witnessed a burgeoning scholarship investigating doctoral candidature experiences (Mason & Hickman, 2019). There are studies on topics like Ph.D. candidates' mental health problems (Mackie & Bates, 2019;Schmidt & Hansson, 2018;Stubb, Pyhältö, & Lonka, 2011) studies on the supervisory relationship (Wang & Li, 2011;Mantai & Dowling, 2015), studies on people with learning disabilities (Durell, 2016), and satisfaction among students (Barnes & Randall, 2012).…”

Section: Sifting Through the Literature And Setting The Contextmentioning

confidence: 99%

“…However, some scholars are of the view that the same criteria of rigor could be applied to qualitative inquiry (Winter, 2000;Morse, Barrett, Mayan, Olsen & Spiers, 2002;Golafshani, 2003) however, while other dispute this take and ask for different set of rules (Lincoln & Guba, 1985;Sandelowski, 1986;Koch & Harrington, 1998;Tracy, 2010). While some renounce the (Mason & Hickman, 2019). There are studies on topics like PhD candidates' mental health problems (Mackie & Bates, 2019;Schmidt & Hansson, 2018;Stubb et al, 2011) studies on the supervisory relationship (Wang & Li, 2011;Mantai & Dowling, 2015), studies on people with learning disabilities (Durell, 2016), and satisfaction among students (Barnes & Randall, 2012).…”

Section: Issues Of Trustworthinessmentioning

confidence: 99%

Account of a female Pakistani Ph.D. scholar: An Autoethnographic exploration

Saleem¹

2021

BER

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There is a paucity of scholarship about what to anticipate in the course of a Ph.D. program, the emotional toll, and embodied experience of a Ph.D. candidate — research that unveils the innards of Ph.D. experiences, predominantly female academics and is more upfront about it is much lacking. A “reflexive narrative approach” combined with a feminist outlook, using memory as a data source has been used to station an understanding of experience into a broader array of literature. By this, the author explores the meaning of her doctoral journey. The author details and describes her experience, thoughts, and struggles with the self and others during this journey. Through this process, the author gains tenor, reckoning, and a better sense of direction for the future.

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“…Considering that most doctoral candidates are well into adulthood, they are often balancing their role as doctoral researcher with other personal and family commitments (Martinez et al., 2013; Mirick & Wladkowski, 2018), while the growing number of students who move to another country for their doctoral training means that they may be also negotiating language and cultural differences (A. Mason & Hickman, 2019; Son & Park, 2014).…”

Section: Introductionmentioning

confidence: 99%

Institutional and supervisory support for the Thesis by Publication

Mason

Morris

Merga

2020

Australian Journal of Education

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The Thesis by Publication is garnering increasing interest across nations and disciplines. However, more needs to be learned about institutional and supervisory support for this thesis mode to ensure that doctoral candidates pursuing this approach enjoy the best possible outcomes. This paper draws on data from 246 recent successful doctoral candidates who took part in the 2018–2019 PhD candidates’ motivations, experiences, and opinions of the thesis by/with publications study. Findings suggest that perceived institutional support may be more common than supervisory support, and initial institutional support may be eclipsed by ongoing support. Findings suggest that more can be done to support students intending to embark on Thesis by Publication at induction, and that high quality supervisory support can be perceived as integral to candidate success in most cases. However, high dependence on supervisory support paired with comparatively limited institutional support can place workload pressure and increased accountability on supervisors, and may raise ethical implications that require close consideration.

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Students supporting students on the PhD journey: An evaluation of a mentoring scheme for international doctoral students

Cited by 37 publications

References 27 publications

Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

Account of a female Pakistani Ph.D. scholar: An Autoethnographic exploration

Institutional and supervisory support for the Thesis by Publication

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