Varieties of research experience: Doctoral student perceptions of preparedness for future success

Mello, Abby L.; Fleisher, Matthew S.; Woehr, David J.

doi:10.1016/j.ijme.2015.01.007

Cited by 15 publications

(15 citation statements)

References 34 publications

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“…The training that the doctoral students undertake during their studies has an effect on the reputation of the university, the level of functionality of the student as a researcher and the overall development of the field (Mello, Fleisher, and Woehr 2015). However, previous research has identified several issues associated with doctoral training.…”

Section: What Are the Challenges For Doctoral Students?mentioning

confidence: 99%

Exploring doctoral students’ expectations of work-based skills training

Candy

Rodrigo

Turnbull

2019

HESWBL

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Purpose Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. The purpose of this paper is to explore student expectations of doctoral training within a UK Higher Education context. Design/methodology/approach The data for the study were gathered via two focus groups conducted among doctoral students from different faculties in a post-92 UK University. Participants were selected using a snowball sampling approach. Findings The findings suggest that the expectations of doctoral students are contingent upon their year of study, study mode, perceived fit between training goals and available training, peer recommendations, word-of-mouth (WoM) and the scholarly support they received from their supervisors. Practical implications The study suggests a better understanding of students’ segmentation can help Higher Education Institutions deliver training that meets the expectations of doctoral students in a way that result in zero or a positive disconfirmation. Originality/value This paper develops and deepens the understanding of the doctoral students’ expectations of work-based skills training and highlights the need for universities to adapt their doctoral training according to the expectations of different student segments.

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Section: What Are the Challenges For Doctoral Students?mentioning

confidence: 99%

Exploring doctoral students’ expectations of work-based skills training

Candy

Rodrigo

Turnbull

2019

HESWBL

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“…This diversity of students with different expectations, needs, concerns and interests has led to a reflection on the goals, effectiveness and preparation that doctoral programs effectively give, as well as lead to rethinking supervision practices (Lee, 2009;Lee & Green, 2009;Halse & Malfroy, 2010;Smyth, 2010 andLee & McKenzie, 2011;Lafont, 2014;Baptista, 2015;Mello, Fleisher & Woehr, 2015).…”

Section: Challenges Of the Third Cycle In Times Of Changementioning

confidence: 99%

“…It should also be pointed out that the type of competences that students must have before starting their doctorate (Lee, 2009;Baptista & Huet, 2012) and the acquisition of skills and levels of cognitive development of students upon completion of their PhD, may be unequal for different doctoral programs and different supervisory processes (King & Kitchener, 2004;Olehnovica, Bolgzda & Kravale-Paulina, 2015, Mello et al, 2015.…”

Section: Phd a Time Of Change (And Growth): Supervisors Versus Doctormentioning

confidence: 99%

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Ribau¹,

Alves²

2017

European Proceedings of Social and Behavioural Sciences

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Since the implementation of the Bologna process and the Lisbon strategy, there has been an increase of the interest in higher education and in doctoral education in Europe. This political process aims to create not only a European area of higher education, but also research European area. Doctoral education is considered to be one of the keys to innovation and to the development of societies. The implementation of the proposals that emerged from the meetings of the ministers responsible for higher education (MMHE) and the European association universities (EUA), brought a new look to the third cycle (Dublin descriptor, 2004; Bergen framework of qualifications, 2005), and to the Doctoral education and supervision (ten principles of Salzburg, 2005). Within this context elements such as doctorate completion time, student's profile, skills and competence acquired in that period and mobility between institution assumed a greater importance (London Communiqué, 2007;Leuven Communiqué, 2009).In Portugal, it was only during the last decade that researchers began to publish papers whose object study is doctoral education, the quality of supervision of doctoral research, supervisor and student profile and relationship. In this context, these research article pretend to characterize and analyse how the two aspects of doctoral education, monitoring and evaluation, are institutionally implemented in the third cycle at NOVA Lisbon University (UNL) and what implications may have on the success rate and completion time. The regulations of the third cycle in the nine schools that constitute the UNL and public annual reports will be analyses enabling to highlight some data.

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“…Doctoral training is largely about learning to perpetuate the discipline and to produce research (Mello, Fleisher, & Woehr, 2015). "What economists do is what they are trained to do in their graduate programs" (Hansen, 1991(Hansen, : 1054.…”

Section: Proposals For Changementioning

confidence: 99%

Moral muteness of faculty in management education

Chung

2016

The International Journal of Management Education

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Varieties of research experience: Doctoral student perceptions of preparedness for future success

Cited by 15 publications

References 34 publications

Exploring doctoral students’ expectations of work-based skills training

Exploring doctoral students’ expectations of work-based skills training

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Moral muteness of faculty in management education

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