Exploring motivation and satisfaction in part-time PhD students

Turner, Heather A.

doi:10.1108/sgpe-12-2021-0088

Cited by 10 publications

(5 citation statements)

References 35 publications

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“…The supervisor's coaching (of the mesosystem) and guidance help students feel more confident in their own capacity to conduct research and publish academic articles. A high level of motivation was observed by the students during the coursework phase, however, this motivation dropped during the thesis writing and comprehensive examination phases (Sverdlik and Hall, 2020;Turner, 2023). A Ph.D. motivation scale was developed by Litalien and Guay (2015) using SDT to assess the importance of students' autonomous regulation over controlled regulation in assessing program satisfaction and performance.…”

Section: Intrinsic Motivationmentioning

confidence: 99%

A holistic model of resources to enhance the doctoral student's well-being

Acharya,

Rajendran

2023

IJEM

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PurposeThis study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.Design/methodology/approachThe current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.FindingsThe study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.Practical implicationsThe study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.Originality/valueThis review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

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Section: Intrinsic Motivationmentioning

confidence: 99%

A holistic model of resources to enhance the doctoral student's well-being

Acharya,

Rajendran

2023

IJEM

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“…While there is an understanding of the importance of faculty mentorship, less is known about the role of familial support exogenous to the university admissions process. Literature on graduate studies has considered the role of familial support within graduate education itself, after enrollment and on the desire for family formation (Main, 2022; McAvoy and Thacker, 2021; Turner, 2023). Qualitative evidence has shown that women perceive less familial support doing graduate school (Aldrich, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Differences in support within the social science graduate admissions pipeline

Tidwell,

Logan

2023

SGPE

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Purpose The purpose of this paper is to understand demographic group (race, first-generation college graduate, gender, age) differences among perceived family and faculty social and family financial support within the US graduate school admissions pipeline in the social sciences. Design/methodology/approach Using data from a cross-sectional convenience sample survey (N = 99), this paper looks at ordinal social support variables (faculty member support, family social support and family financial support) by demographic groups. This paper uses a Mann–Whitney U test to compare first-generation status, race and gender and a Kruskal–Wallis H test to compare age groups. Findings This paper finds that applicants over 27 years old had significantly less faculty support in the graduate admissions pipeline compared to other age groups; differences in faculty support across race were marginally significant (p = 0.057). Regarding family social support, this paper finds first-generation applicants, male applicants and applicants over 27 years old report lower levels of support. Finally, this paper finds first-generation applicants and applicants over 27 years old report lower levels of familial financial support. Originality/value Previous literature on graduate admissions – published in this journal (Pieper and Krsmanovic, 2022) and others – does not consider experiences up to and before applicants hit the “submit” button on graduate applicants, which the authors term the graduate admissions pipeline. Instead, most previous literatures focus on faculty committees and validity of required application materials. Thus, this study begins to answer Posselt and Grodsky’s (2017) call to develop an understanding of applicant experiences and support within the graduate admissions pipeline.

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“…Prior research has documented a potential misalignment between doctoral programs and career preparation in general (Golde and Dore, 2001) and in higher education administration (Turner, 2023), which is a low consensus field (Freeman et al , 2014; Renn, 2020). Scholars have called for careful and critical attention to the structure and purpose of the doctorate with the aim of ensuring that the preparation of scholars is attuned to the pressing social needs said scholars are called to address throughout their careers (Barnacle and Cuthbert, 2021).…”

Section: Review Of Literaturementioning

confidence: 99%

Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education

Pifer

Tevis

Baker

2023

SGPE

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Purpose The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey. Design/methodology/approach By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Findings The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice. Originality/value This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.

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Exploring motivation and satisfaction in part-time PhD students

Cited by 10 publications

References 35 publications

A holistic model of resources to enhance the doctoral student's well-being

A holistic model of resources to enhance the doctoral student's well-being

Differences in support within the social science graduate admissions pipeline

Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education

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