Emerald | International Journal for Researcher Development | Table of Contents

Factors affecting international doctoral students' academic engagement, satisfaction with their studies, and dropping out

Fri, 09 Nov 2012 00:00:00 +0000

Abstract

Purpose – This article's purpose is to report the findings and implications of a study that explored factors promoting and hindering international doctoral students' academic engagement. Design/methodology/approach – An empirical study sought data through a questionnaire from international students registered for doctoral study at the University of Helsinki. Open-ended and Likert-scale survey data were qualitatively and quantitatively analysed. Findings – The students commented most frequently (41 per cent) on the scholarly community as a factor in promoting their studies. Departmental issues had the largest proportion of hindering factors overall (34 per cent). Promoting factors related to the supervision they received and private domain factors were positively related to students' satisfaction with their studies. Considering dropping out was significantly associated with hindering factors related to their supervision and to departmental issues. Also, peers and colleagues were not significantly associated with students' satisfaction with their studies or with their contemplating dropping out. Practical implications – The article addresses key issues that will be of interest and benefit to universities who wish to retain and attract overseas research students. In particular, it discusses the importance of wider scholarly communities in providing international doctoral students with a favourable study experience which may be enhanced by performing departmental tasks as an important part of enculturation within supportive scholarly communities. Originality/value – This paper offers a novel way of understanding early career researcher development, as illustrated by doctoral students' academic experiences. It also taps into the under- examined area of international doctoral students' study experiences.

Changes in doctoral education: Implications for supervisors in developing early career researchers

literatinetwork@emeraldinsight.com (Stanley Edward Taylor) — Fri, 09 Nov 2012 00:00:00 +0000

Abstract

Purpose – The purpose of this paper is to identify the implications of recent changes in doctoral education for supervisors who are developing early career researchers in terms of the need to develop their professionality. Design/methodology/approach – This conceptual paper seeks to establish an historical benchmark in terms of the Von Humboldt model of doctoral education and the associated master-apprentice model of supervision. It then sets out the key changes of the past three decades and summarises what is described as the post-Humboldian doctorate. These changes are then related to the knowledge and skills needed for successful supervisory practice and to the professionality of research supervisors. Findings – The paper demonstrates that the shift to the post-Humboldtian doctorate has radically expanded the knowledge, understanding, and skills required by supervisors to successfully develop early career researchers and that these can be arrayed on a continuum represented by indicative characteristics of “restricted” to “extended” professionality as applied to supervisors. Practical implications – The implications are that professional development programmes for supervisors developing early career researchers need to be reviewed in the light of how far they can support participants to make the full range of adjustments necessary to develop their own professionality as supervisors. Originality/value – The paper is the first to apply the notion of professionality – and its “restricted”-“extended” range – to the doctoral supervisory role.

Picking up the pieces: supervisors and doctoral “orphans”

literatinetwork@emeraldinsight.com (Gina Wisker, Gillian Robinson) — Fri, 09 Nov 2012 00:00:00 +0000

Abstract

Purpose – The purpose of this article is to present findings from the authors' research into how supervisors of doctoral students cope with change in supervisory relationships where a supervisor takes on a student previously supervised by another, or has to hand over a student to another supervisor's care, and to identify recommendations for applying these findings to supervisory practice. Design/methodology/approach – The research used interviews to gather and analyse perceptions and practices from experienced supervisors, and aimed to identify good practice to support supervisors in enabling transitions to enhance student success. This work is underpinned by work on conceptual threshold-crossing, students working at sufficiently critical, creative and conceptual levels to achieve doctorates; well-being and emotional resilience, particularly in doctoral studies. It makes links between knowledge construction, resilience and well-being, from the perspective of the supervisors, since it focuses on the experience of supervisors engaging with and supporting students. Findings – The research identifies supervisors' anxiety at, and ways of managing the difficulties of, either losing or acquiring students. It highlights effective strategies for taking on students midway into their research to enable successful supervision. Originality/value – This research offers new knowledge about supervisor perceptions of, experiences with and good practice suggestions for, supporting transitions for doctoral students who change supervisor.

Doctoral students' key learning experiences in the natural sciences

Fri, 09 Nov 2012 00:00:00 +0000

Abstract

Purpose – This article is intended to contribute towards furthering the understanding of researcher development as demonstrated by doctoral students' learning within scholarly communities. The article does this by reporting the findings of a study that explored the students' key learning experiences during their doctoral journey. Design/methodology/approach – The 19 participants were natural science doctoral students from a top-level research community in Finland. The data were collected through interviews that were qualitatively content analysed. Findings – The participants emphasised the significance of participation, development as a scholar, developing specific research competences as well as learning to balance between doctoral research and other institutional tasks. They situated the key learning experiences in collaborative academic contexts such as research activities, taking courses, and academic meetings. The participants generally perceived their experiences as positive and enhancing. Originality/value – Significant learning experiences identified by natural science doctoral students themselves are rarely studied. The results of the study reported in this article may be used by doctoral trainers, supervisors and students to create environments that foster students' learning and researcher development through their participation in scholarly communities.

Editorial

literatinetwork@emeraldinsight.com (Linda Evans) — Fri, 09 Nov 2012 00:00:00 +0000