Studies in Graduate and Postdoctoral Education

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

Allyson Holbrook, Erika Spray, Rachel Burke, Kylie M. Shaw, Jayne Carruthers

Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to…

Living with the impact agenda – humanities academics negotiating and resisting the impact agenda as researchers and doctoral supervisors

Signe Skov, Søren Smedegaard Bengtsen

In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of…

The influence of supervisors and peers on PhD students’ sense of belonging and their success at Kenyan universities

Hyrine Mueni Matheka, Ellen P.W.A. Jansen, Cor J.M. Suhre, Adriaan W.H. Hofman

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their…

Graduate education and government policy in times of crisis: a case study of the United States during the COVID-19 pandemic

Karri Holley, Joretta Joseph

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the…

Building a community of practice through a doctoral research group

Marion Heron, Doris Dippold, Karen Gravett, Adeeba Ahmad, Samaher Aljabri, Razan Abuorabi Al-Adwan, Priyanki Ghosh, Raniah Kabooha, Mohammad Makram, Dina Mousawa, Ayesha Mudhaffer, Beyza Ucar Longford, Lingyu Wang, Junyi Zhou, Fengmei Zhu

The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many…

Tapping into early PhD aspirations to advance gender equity in computing: predicting PhD interest among upward transfer students

Jennifer M. Blaney, David F. Feldon, Kaylee Litson

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who…

From rhetoric to reality: shaping doctoral education in China for global higher education

Juan Zhang, Xi Gao, Xi Hong, Hamish Coates

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study…

Decolonising doctoral education in an era of pandemic

Catherine Manathunga

The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and…

The entangled becoming in humanities doctoral education

Hatice Nuriler, Søren S.E. Bengtsen

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of…

Addressing structural mentoring barriers in postdoctoral training: a qualitative study

W. Marcus Lambert, Nanda Nana, Suwaiba Afonja, Ahsan Saeed, Avelino C. Amado, Linnie M. Golightly

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study…

International students’ experiences in graduate programs during COVID-19 and recent sociopolitical climate in the USA

Pankhuri Aggarwal, Erica Szkody, Eleni Kapoulea, Katharine Daniel, Kirsten Bootes, Jennifer Boland, Jason Washburn, Amy Peterman

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives…