An analysis of reported motivational orientation in students undertaking doctoral studies in the biomedical sciences

Abstract

BackgroundAs the source of a sizeable percentage of research output and the future arbiters of science policy, practice and direction, doctoral (Ph.D.) students represent a key demographic in the biomedical research community. Despite this, doctoral learning in the biomedical sciences has, to date, received little research attention.MethodsIn the present study we aimed to qualitatively describe the motivational orientations present in semi-structured interview transcripts from a cohort of seventeen biomedical Ph.D. students drawn from two research intensive Australian Group of Eight universities.ResultsApplying elements of self-determination theory, external and introjected control loci (both strongly associated with alienation, disengagement and poor learning outcomes) were identified as common motivational determinants in this cohort.ConclusionsThe importance of these findings to doctoral learning is discussed in light of previous research undertaken in higher education settings in the United States and the European Union. With motivation accepted as a malleable, context-sensitive factor, these data provide for both a better understanding of doctoral learning and highlight a potential avenue for future research aimed at improving outcomes and promoting meaningful learning processes in the biomedical doctorate.

Online Dissertation Chairs’ Perceptions on the Role of Reflective Mentoring Practices and Changing Student Cross-Cultural and Generational Worldviews

“…When online doctoral chairs fail to integrate reflective mentoring and relationship building, the likelihood of doctoral student disengagement increases during the dissertationwriting process (Kemp et al, 2014). In the mid-1990s, online doctoral programs expanded, and most of these students were Generation X and Y students.…”

“…These students tend to feel empowerment when they receive praise and support from peers. Developing and maintaining relationships with instructors or chairs may not be a significant factor for them (Kemp, Molloy, Pajics, & Chapman, 2014). Carpenter, Wetheridge, and Turner (2012) posited students who prefer peer interactions may not view an online dissertation chair as an integral part of the process.…”

Examining the Basic Psychological Needs of Library and Information Science Doctoral Students

“…Students are motivated by factors falling along the intrinsic-extrinsic continuum that do not always align with the outcomes presented in doctoral program recruitment materials. Though existing literature shows that individuals initiate doctoral study as preparation for academic careers (Anderson & Swazey, 1998;Gill & Hoppe, 2009;Moreno & Kollanus, 2013) or because of an aim to conduct research (Guerin, Jayatilaka, & Ranasinghe, 2015;Kemp, Molloy, Pajic, & Chapman, 2014;Leonard et al, 2005), another common thread running through much of the research is the motivation to pursue a doctoral degree to satisfy a personal goal.…”

Student Affairs Administrators’ Understanding of Motivations to Attain a Doctorate in Higher Education Administration

“…Guerin et al (2015) looked at motivations to pursue a doctorate but did so from a global perspective rather than a discipline specific perspective. As mentioned in Kemp et al (2014), the academic discipline can play an important role in the motivations one has in pursuing a doctorate in that field. This study sought to understand the motivations of student affairs administrators' motivation for considering participating in doctoral education in a higher education administration program.…”

“…Mundy et al (2015) found that participants viewed their motivation as revolving around their interest in the profession, their drive to improve the profession, a since of a natural progression in their career as well as an appreciation of the potential of the distance education field (Mundy et al, 2015, p. 58). Kemp et al (2014) presented Benevolent Motivation as a type of motivation that related to students' pursuit of a degree based on their interest or identification with the research area, specifically in regards to how their research could have an impact on others.…”