Ph.D. Student Development: A Conceptual Model for Research-Intensive Social Work PhD Programs

Cunningham-Williams, Renee M.; Wideman, Ellie; Fields, LaShawnda

doi:10.1080/26408066.2019.1588820

Cited by 12 publications

(1 citation statement)

References 37 publications

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“…The Ph.D. Student Navigation System model (Cunningham-Williams et al, 2019) suggests a combination of advising, mentoring, formal and informal supports, and research participation for doctoral students to achieve "socialization into the academy" (p. 283), and Grover (2007) offers a model of doctoral student maturation which divides the doctoral process into four stages: exploration, engagement, consolidation, and entry. Tinto's (1994) model of doctoral student develop divides the doctoral process into three stages: transition, development, and research.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Adapting to the Transitional Stage of the Doctoral Environment: An Autoethnography of Socialization

Matthews

2021

IJDS

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Aim/Purpose: Adapting to the doctoral environment can be a difficult transition. This article emphasizes the importance of academic socialization as a means of integrating into the doctoral culture and persisting during the initial transition to doctoral study. Background: To address the problem of doctoral attrition, I share a personal narrative of problems and persistence during the first year of doctoral coursework. By sharing my initial resistance to social learning and eventual appreciation of merging the social into the academic, this narrative demonstrates the positive impact of socialization on my first year, thus promoting socialization as a means of acclimating to the doctoral environment. Methodology: This project utilizes the qualitative research method of autoethnography to examine my personal experiences adapting to the doctoral environment and connects those experiences to the larger higher education community. Contribution: Since people often connect more with stories than with numbers, my narrative offers struggling doctoral students an opportunity to see possible aspects of themselves in the lived experiences of someone who persisted, to see that they are not alone with their struggles and understand that supplementing their independent studies with social experiences could be a good way for them to persist in their own doctoral studies. Findings: Although I preferred independent work and significantly underestimated the value of social experiences when entering my first year of doctoral study, peer-to-peer interaction quickly became an essential element in my adaptation to the doctoral environment. Recommendations for Practitioners: Results of this study suggest that even when new doctoral students typically prefer solitary work, they should still seek out social learning experiences as a means of acclimating to the doctoral environment. University faculty and staff should incorporate social learning activities into the first year of their programs to promote socialization of their first-year doctoral students and increase their chances of persistence. Recommendation for Researchers: Researchers should use a variety of methods to examine the experiences of doctoral students and look at the data in new ways to better understand doctoral student needs and uncover new ideas to assist them. Impact on Society: By sharing storied experiences of struggles and success, I hope to inspire doctoral students to work with their peers and support one another as they try to persist. Future Research: More personal experiences of doctoral students are needed to give us a better understanding of the obstacles they encounter, so we can uncover additional strategies to combat those issues and improve persistence.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Adapting to the Transitional Stage of the Doctoral Environment: An Autoethnography of Socialization

Matthews

2021

IJDS

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Are International PhD Courses an Important Part of PhD Education in Sport and Exercise Psychology?

Leisterer,

Elbe

2023

Zeitschrift für Sportpsychologie

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PhD courses aim to improve PhD candidates’ research skills and, by that, to support their development process during their PhD studies. To investigate this objective, former PhD candidates ( N = 88, 51 % female, response rate 49 %), who participated in international PhD-courses in Sport and Exercise Psychology, were asked to complete an online survey to evaluate course elements of international PhD-courses hosted at Copenhagen and Leipzig University between 2009 and 2018. Networking opportunities, intercultural skill development, communicating in English, and acquisition of knowledge about Sport and Exercise Psychology-specific topics are reported as the most valuable aspects of international PhD-courses. Additionally, participants evaluated PhD-project presentations, workshops focusing on academic skills (e. g., publishing) and opportunities for social interaction as most profitable. Independent of participants’ PhD-phase, the majority of students reported sustainable benefits from their participation (e. g., co-publications). Academic funding (e. g., scholarships) seems to be an important factor for course participation. Recommendations for the implementation of international PhD-courses in Sport and Exercise Psychology include creating networking opportunities, offering workshops on academic skills, allowing time for informal interactions, and focusing on inclusion of PhD candidates from across the globe.

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Student and Faculty Perceptions of Social Work Doctoral Mentoring: Navigating Academic, Non-academic and Diversity & Inclusion Issues

Lee

Eads

Bright

et al. 2022

Journal of Evidence-Based Social Work

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Ph.D. Student Development: A Conceptual Model for Research-Intensive Social Work PhD Programs

Cited by 12 publications

References 37 publications

Adapting to the Transitional Stage of the Doctoral Environment: An Autoethnography of Socialization

Adapting to the Transitional Stage of the Doctoral Environment: An Autoethnography of Socialization

Are International PhD Courses an Important Part of PhD Education in Sport and Exercise Psychology?

Student and Faculty Perceptions of Social Work Doctoral Mentoring: Navigating Academic, Non-academic and Diversity & Inclusion Issues

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