Developing scholarly communities as learning environments for doctoral students

Pyhältö, Kirsi; Stubb, Jenni; Lonka, Kirsti

doi:10.1080/13601440903106551

Cited by 160 publications

(158 citation statements)

References 21 publications

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“…At its best a learning environment provides a shared control for developing scientific competence . For example, the experience of belonging to a scholarly community has been shown to be the key to a successful PhD process, promote engagement in learning and well-being (Austin, 2010;Gardner, 2010;Golde, 2000;Pyhältö, Stubb, & Lonka, 2009). However there is also evidence that working in a research group does not guarantee an experience of a membership (Pyhältö et al, 2009;Walsh, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Anttila¹,

Lindblom‐Ylänne²,

Lonka³

et al. 2015

IJHE

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PhD in the field of medicine is more common than in any other domain. Many medical doctors are driven towards PhD, but also students with other backgrounds (usually MSc) are conducting a PhD in medical schools. Higher education has invested a lot in developing generic and research competences. Still little is known about how PhD students themselves perceive the competence of future PhDs'. The aim of this study is to determine how medical PhD students perceive their future competences and whether there is a difference between MD PhD and MSc PhD students' perceptions. Moreover this study examines students' perceptions of their learning environment and their experienced well-being.The data were collected from 163 medical PhD students. The survey data consisted of Likert type statements, open-ended questions and background variables. PhD students' perceptions of acquired competences were content analysed. The connection between conducted degree and emphasised competences were analysed using cross tabulation and χ² -test Perceptions of well-being and the learning environment were examined using descriptive statistics of scales.The results showed that PhD students considered a wide variety of competences to be central to future PhDs'. Their perception of their future competences consisted of scientific and generic competences. All students emphasised scientific competences over generic competences but MSc PhD students emphasised generic skills more than MD PhD students. PhD students' perceptions of their well-being and the learning environment showed that PhD studies are a burdening and stressful process. However students also felt that they received feedback from the scientific community.

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Section: Introductionmentioning

confidence: 99%

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Anttila¹,

Lindblom‐Ylänne²,

Lonka³

et al. 2015

IJHE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Finally, although not clearly articulated by the participants, the importance of meaningfully organising students' learning experiences, conditions, environment, and curricula so that they are inherently engaging cannot be over-emphasised (e.g., Gardner, 2007;Gardner and Barnes, 2007;Hoskias and Goldberg, 2005;Pyhalto, Stubb, and Lonka, 2009;Vekkaila, Pyhalto and Lonka, 2013a). This includes creating possibilities for interaction with faculty and the scholarly community, involvement in undergraduate teaching and research projects mainly for students from regional universities, and providing space (a room/office at least in groups) so that supervisors are in close proximity.…”

Section: Discussionmentioning

confidence: 99%

“…In meaningfully organised doctoral learning environments, students are likely to receive feedback and support from supervisors (e.g., Ives and Rowley, 2005;Hoskins and Goldberg, 2005), cherish opportunities to interact with faculty and the scholarly community (e.g., Gardner, 2007;Gardner and Barnes, 2007;Hoskias and Goldberg, 2005;Pyhalto, Stubb, and Lonka, 2009;Vekkaila, Pyhalto, and Lonka, 2013a) and experience free and periodic discussion about issues surrounding teaching and learning (Hoskias and Goldberg, 2005). Doctoral students also participate in undergraduate teaching and research projects (e.g., Gardner, 2007;Gardner and Barnes, 2007;Hoskias and Goldberg, 2005;Pyhalto, Stubb, and Lonka, 2009;Vekkaila, Pyhalto, and Lonka, 2013a). Meaningfully structured learning environments generally promote higher motivation levels, and immersion in doctoral activities.…”

Section: Introductionmentioning

confidence: 99%

Doctoral Students’ Academic Engagements in Addis Ababa University, Ethiopia: Nature, Sources, and Challenges

Desie

Tefera

2017

IJAHE

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Abstract:Doctoral education cultivates thinkers and researchers. This study investigated the engagement of 67 doctoral students conveniently sampled from different departments of Addis Ababa University. Engagement was operationalised in terms of vigour, dedication and absorption in academic activities and measured by the adapted Utrecht Work Engagement Scale for students (UWES-S). Qualitative data were also gathered to explore the sources and challenges of engagement. The results show that 62.7 percent of these doctoral students reported an average level of engagement and that there were no differences in terms of gender and field of study. The need for professional growth, a sense of contribution, social recognition, and improved employability and income were found to be important sources of engagement. Inadequate research funds, poor facilities, extended coursework, difficulty balancing family and academic responsibilities, and relational concerns with supervisors were the major challenges of engagement.

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“…It is likely that instead of following core phases, doctoral students conceptualise their doctoral research process on the immediate scholarly environment in which they are situated (Gardner, 2007;Pyhältö, Stubb, & Lonka, 2009;Stubb et al, 2011). In this way, students will look for and adopt views and practices they perceive to be useful (Sweitzer, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Visualising the Doctoral Research Process: An Exploration into Empirical Research Processes of Emerging Researchers

Sim

Butson²

2017

IJLTER

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Abstract. The completion of a doctoral programme requires a fundamental knowledge of the research process. It is assumed and expected by academic staff that PhD students are aware of the research process prior to undertaking doctoral research. This study addresses the degree to which these assumptions are valid, by investigating doctoral students" understanding and practices of doctoral research. Nine doctoral students, at various phases of their dissertation and from different discipline backgrounds, were asked to illustrate, through diagrams, the processes involved in their doctoral research. They were invited to discuss their illustrated ideas and explain in more detail the processes and practices they employed, including the role of technology. The findings revealed a variety of processes characterised as: a) Linear vs. Non-linear; b) Traditional vs. Non-traditional; c) Simple vs. Complicated. In addition, the students exhibited diverse styles of presenting the research process through: 1) the way they started their research; 2) the language they used to describe the process; and 3) the linearity and complexity of their doctoral research. The paper concludes with a number of important insights with regard to the student"s perceptions and practices of undertaking doctoral research. Confusion in these areas is a matter that directly affects the outcome of the dissertation as well as the PhD student"s future research practices.

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Developing scholarly communities as learning environments for doctoral students

Cited by 160 publications

References 21 publications

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Doctoral Students’ Academic Engagements in Addis Ababa University, Ethiopia: Nature, Sources, and Challenges

Visualising the Doctoral Research Process: An Exploration into Empirical Research Processes of Emerging Researchers

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