Studies in Graduate and Postdoctoral Education: Volume 12 Issue 2

Reading routines: strategies of recall in graduate education

Gary Alan Fine, Hannah Wohl, Simone Ispa-Landa

This study aims to explore how graduate students in the social sciences develop reading and note-taking routines.

Supporting part-time students in doctoral programs: a technology-based situated learning model

Shaoan Zhang, Mark Carroll, Chengcheng Li, Emily Lin

This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral…

Don’t count them out: PhD skills development and careers in industry

Radomir Ray Mitic, Hironao Okahana

The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions.

Disciplinary differences in doctoral student engagement in generic skills learning

Yusuke Sakurai, Kirsi Pyhältö

This study aims to explore the disciplinary characteristics of doctoral students’ generic skills learning experience at a Finnish university.

Can you tell me more about your postdoctoral experience? A personal narrative review of the postdoctoral position in the social sciences

Anta Niang, Emmanuelle Khoury, Natacha Brunelle, Martin Goyette

This paper is the result of a collaboration and sharing of experiences of two postdoctoral researchers. The purpose of this paper is to put these experiences into perspective by…

Insights from a survey “comments” section: extending research on doctoral well-being

Anna Sverdlik, Lynn Mcalpine, Nathan Hall

The purpose of this study is to better understand the declines in doctoral students’ mental and physical health while pursuing their doctoral degrees, by revealing the major…

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

Tony Bromley, Lorna Warnock

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…