Learning networks and the journey of ‘becoming doctor’

Barnacle, Robyn; Mewburn, Inger

doi:10.1080/03075070903131214

Cited by 100 publications

(61 citation statements)

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“…This applied to both recent graduates from Bachelor programs and to those with extensive experience in the workforce beyond the university system, as the following comments from the qualitative data indicate: There is a great deal at stake for the majority of candidates undertaking HDRs, and the published literature explores the complexities of identities that are formed during this intellectual work (see, for example, Baker & Lattuca, 2010;Barnacle & Mewburn, 2010;Brew et al, 2011;Guerin, 2013;Petersen, 2007).…”

Section: Factor 2: Intrinsic Motivationmentioning

confidence: 99%

Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies

Guerin

Jayatilaka

Ranasinghe

2014

Higher Education Research & Development

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The AM is defined by the National Information Standards Organization as: "The version of a journal article that has been accepted for publication in a journal."This means the version that has been through peer review and been accepted by a journal editor. When you receive the acceptance email from the Editorial Office we recommend that you retain this article for future posting.Embargoes apply if you are posting the AM to an institutional or subject repository, or to academic social networks such as Mendeley, ResearchGate, or Academia.edu. give for undertaking a PhD; here we extend the discussion to explore research degree candidates' motivations across all faculties. The aim of our study was to identify the factors that motivate students to undertake HDRs, and also to attempt to establish what role undergraduate experiences of research might play in this decision-making.A handful of recent studies have focused on motivations to undertake HDRs in specific disciplines, with a particular emphasis in the areas of Education and Business (see Table 1). university, but it is likely that there will also be other motivating factors for different subsets in the STEM fields. While we might think we know why students decide to embark on an HDR, there is little systematically gathered, empirical evidence to determine whether or not these assumptions are in fact correct for students in recent years from a broader range of disciplines.• Entry to academia • Professional development • Professional advancement • Entry to new career • Self-enrichment Business (Professional Doctorate) USA Stiber (2000) • Personal satisfaction • Preparation for teaching • Marketability for consulting •Unlike the studies listed above, our research was conducted across all faculties in a comprehensive Australian research-intensive university. The results of our study are reflective of the HDR candidate population across all faculties, rather than being focussed mainly on Education or Business as in existing studies. We did not distinguish between types of HDR in the current study. The Survey Questionnaire DevelopmentTo the best of our knowledge, there is no relevant questionnaire readily available aimed at identifying motivations behind students pursuing postgraduate research.Therefore, we used a deductive approach, sometimes described as logical partitioning (Hinkin, 1998), to generate the initial set of questions. In a deductive approach it is assumed that the theoretical foundation provides enough information to generate the initial set of questions. For this, firstly a literature review (summarized in Table 1) was executed in order to identify the main domains which motivated postgraduate research students to become researchers, initially categorized as general motivations and undergraduate experiences. However, it was not expected that these domains would necessarily emerge as distinct factors in the data analysis. Questionnaire items were based primarily on the literature review; then, in order to assure content validity and face validity, i...

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Section: Factor 2: Intrinsic Motivationmentioning

confidence: 99%

Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies

Guerin

Jayatilaka

Ranasinghe

2014

Higher Education Research & Development

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“…In addition, doctoral students are expected to develop generic research, leadership and management skills to equip them for a future contribution to the knowledge economy (Hutchings 2015). The PhD is recognised as an intense learning experience and the journey is likely to transform the individual (Barnacle and Mewburn 2010). This process occurs through a continuous development of knowledge and skills and culminating in increased research confidence or selfefficacy, increased competence and gaining external recognition through peer reviewed publication (Akerland, 2008).…”

Section: Introductionmentioning

confidence: 99%

Exploring perceived support of postgraduate medical science research students

McEvoy

Hunter

Matchett

et al. 2017

Journal of Further and Higher Education

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Professor Karen McCloskey is a Professor in Cell Physiology and works in the area of urology and urological malignancies. She has served as Associate Director for Postgraduate Training and in her current role as Director of the School Gender Equality Office and Athena, she has developed mentoring and buddy schemes for PhD students. AcknowledgementsThis research was conducted at Queen's University Belfast. There are no sources of funding to declare for the conduct of this study or in preparation of the manuscript. Disclosure statementThe authors have no competing interests to declare in relation to this manuscript. Word count: 6061 3 AbstractThere is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students' perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. 'Functional' and 'relationship development' concepts of supervisory styles were highlighted as important aspects to perceived support in this research population.The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhance student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice.

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“…Graduating with a doctoral degree is a significant stage requiring a time input in the continuity of the lifecourse (Barnacle & Mewburn, 2010), and it would be beneficial to at least orientate to its subsequent stages if planning is not possible due to the changing contexts. If doctoral students do not perceive the prevailing trends or know their own direction, they can be faced with unclarity regarding the possibilities and restrictions of the future.…”

Section: Temporal Continuity In the Lifecourse Of Doctoral Studentementioning

confidence: 99%

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

Maunula

2015

WJE

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One task of the doctoral education is, globally as well as nationally, to produce and renew the highest expertise and knowledge in a high quality and efficient way. Even though in this global time the high-quality knowledge and skills are a competition factor which the success of the societies is expected to be able to lean on, also the doctoral students and their individual factors are significant. The accelerating global change is strongly reflected at the individual level: an attempt is made to respond to the changing expectations and to prepare individually and diversely. The individual doctoral students and the graduating doctors come from different everyday lives and contexts. The graduating doctors' expertise and skills are individually colored during the individual doctoral processes. Often the doctoral students' and the graduating doctors' individuality is ignored -even though individuality in other contexts is identified more clearly than before. In this article I examine the lifecourse experiences and stories of under-40-year-old female doctoral students with a family and form three different types of doctoral student on the basis of the material. The examination concentrates on the areas of the lifecourse; the family, doctoral studies and work as well as on the dynamic wholeness formed by them in the temporal continuum of the lifecourse. The objective is to make the generalized doctoral process more comprehensively intelligible.

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Learning networks and the journey of ‘becoming doctor’

Cited by 100 publications

References 10 publications

Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies

Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies

Exploring perceived support of postgraduate medical science research students

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

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