The Continuing Evolution of the Research Doctorate

Bernstein, Bianca L.; Evans, Barbara K.; Fyffe, J; Halai, Nelofer; Hall, Fred L.; Jensen, Hans Jørgen; Marsh, Helene; Ortega, Suzanne T.

doi:10.1007/978-94-6209-569-4_2

Cited by 32 publications

(22 citation statements)

References 14 publications

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“…The structure and content of doctoral programs in engineering have faced a considerable evolution in the last decade [1][2][3]. There is an increasing concern around the quality and efficiency of the training process, which has led to progress on monitoring mechanisms and a move from training based exclusively on the traditional student-supervisor relationship to "structured doctoral" training, featuring a combination of formal courses, often in the first year, with the usual research and thesis development phases.…”

Section: Introductionmentioning

confidence: 99%

“…Of relevance is the recognition of the importance of soft and transferable skills in doctoral education [2] such as interpersonal relationship capabilities and skills that can be transferred between jobs and functions. This includes, among others, writing and communication, networking and teamwork, time management, leadership, resource management, negotiation, problem solving, listening, planning, entrepreneurial spirit, mastering ethics awareness, etc.…”

Section: Introductionmentioning

confidence: 99%

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Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference

et al. 2020

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This article presents a 10-year experience of soft and transferable skills acquisition through the involvement of PhD students in the organization of an international conference. Soft and transferable skills acquisition is currently perceived as a core component of doctoral studies. Examples include writing and communication, teamwork, time management, leadership, resource management, negotiation, problem solving, listening, planning, entrepreneurial spirit, mastering ethics awareness, etc. The need for such skills is due to the leading role that doctoral students are expected to play in society. As such, various organizations have issued recommendations for doctoral programs to include a formal component of soft skills training. In this article, an effective way of introducing soft and transferable skills acquisition in doctoral engineering education is introduced. Namely, a form of collaborative project-based learning is designed as a compulsory course. This includes a set of base lectures, a long period of parallel working groups focusing on the various aspects of organizing an international conference, running the actual conference, and performing a post-conference assessment. Results and lessons learned demonstrate the validity and effectiveness of the proposed approach.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference

et al. 2020

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“…In most of the universities in Europe, North America, and New Zealand, the viva voce (oral exam or oral test) is a compulsory process for evaluating the thesis written by postgraduate research students [1]. This examination can be optional in other countries such as Australia, Brazil, India, Malaysia, and South Africa, depending on the rules of a university [1], [2]. The viva voce is a session in which examiners assess a student's research work through a question-and-answer session [3], [4], [5].…”

Section: Introductionmentioning

confidence: 99%

“…For instance, fear of failure is one of the common anxieties to virtually all candidates, as noted by an international participant: "Everyone on my shoulders, there is too much to lose, my family, my mother, father, everyone, they all depend on me to do this" [7]. Students might also be clueless as to how to answer the questions [1]. In other words, anxiety and stress are considered the main concerns of postgraduate students in regard to a viva voce session.…”

Section: Introductionmentioning

confidence: 99%

Viva Voce Coaching Using a Virtual Viva Simulator for Postgraduate Students

Qasim

Abdulkareem

Abdulhamed

et al. 2020

Int. J. Interact. Mob. Technol.

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Most postgraduate students intend to complete their study successfully. Yet, they might face fear of failure or fear of facing examiners during thevivasession.A viva session has been noted to be mysterious, unpredictable, and potentially frightening to somestudents, particularly to students whose English is their second language.Some of these students might consider themselves to have low ability in expressing their words thus lacking in confidence to facean oral assessment.These students, however, can prepare well for a viva session by rereading their thesis, arranging for a mockviva, and practicing debating their work with a senior student. This paper attempts to present a new way of viva preparation by means of a virtual viva simulator (V2Sim). This V2Sim is based on a virtual reality approach that usesan avatar as an examiner. This study aims to design and developa V2Sim to providearepeatablecoaching for a viva session at no cost. The implementation ofthe V2Sim involved three phases: identification of research problem, design and development, and evaluation. The study aspires to examine the experience of postgraduate students using the new technique. For this purpose, a combination of interviews and an experimental method were adopted to evaluate the V2Sim coachingamong 30 PhD students. Interpretive outcomes from this study suggest that the V2Sim coachingis a novel tool for assessing learning outcomes for a viva voce session and for improving students’ skills. Based on these findings, implications for the adoption of V2Sim coachingas an assessment method are discussed, among which the improvement of the experience of viva-voce session in the future.

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“…Doktora programları öğrencileri akademik veya araştırma kariyerine hazırlamanın yanında daha birçok sektöre (iş, sanayi, hizmet sektörü ve kamu) kaynak oluşturmaktadır. Ayrıca, öğrenciler bu programlar sayesinde uluslararası ortamlara uyum sağlayacak nitelikleri kazanır (Bernstein, Evans, Fyffe, Halai, Hall, Jensen, Marsh ve Ortega, 2014). Lisansüstü Eğitim ve Öğretim Yönetmeliğinde ise doktora programının amacı öğrenciye bağımsız araştırma yapma, bilimsel problemleri, verileri geniş ve derin bir bakış açısı ile irdeleyerek yorum yapma, analiz etme ve yeni sentezlere ulaşmak için gerekli becerileri kazandırma olarak ifade edilmektedir (Madde 15).…”

Section: Introductionunclassified

Phd Students’ Metaphoric Perceptions on Doctorate Education and Instructors

Li̇mon¹,

Durnalı

2018

Sakarya University Journal of Education

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The aim of this study is to determine Phd students' perceptions on 'doctorate education' and 'instructors' by means of metaphors. The study group consists of 63 students actively attending their doctorate education at various departments of some universities in Turkey. This group was chosen using criterion sampling method which is one of the purposive sampling methods. The current study was designed as a phenomenological study one of qualitative research methods. The data was analyzed through content analysis. To collect the data a semi structured form which was developed by the researchers was utilized. The results showed that participants totally produced 56 metaphors and 52 of them were different. When the metaphors were grouped based on the reasons put forward; 29 of the metaphors reflected positive perceptions, 25 of them reflected negative perceptions and two of them reflected neutral perceptions. Participants produced 58 metaphors for instructors and 43 of them were different. When these metaphors were grouped based on the reasons put forward, 38 of them reflected positive perceptions, 12 of them negative perceptions and one of them neutral perceptions. As for 7 metaphors, they reflected positive and negative perceptions simultaneously.

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The Continuing Evolution of the Research Doctorate

Cited by 32 publications

References 14 publications

Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference

Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference

Viva Voce Coaching Using a Virtual Viva Simulator for Postgraduate Students

Phd Students’ Metaphoric Perceptions on Doctorate Education and Instructors

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