Preparation for the scholar’s role: first-year doctoral students in Tsinghua University

Guo, Fei; Kang, Ni; Shi, Jinghuan

doi:10.1007/s12564-018-9529-6

Cited by 9 publications

(5 citation statements)

References 21 publications

(34 reference statements)

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“…Participating in a wide range of academic activities may also help doctoral students feel like academics and may help them persist (Emmioglu et al, 2017). A supportive campus environment that encourages global collaboration may additionally help first-year doctoral students adapt to their new roles as emerging scholars (Guo et al, 2018).…”

Section: Literature Reviewmentioning

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: Literature Reviewmentioning

confidence: 99%

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

Matthews

2021

IJDS

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“…Se encontró una mayor relación entre ser hombre y la permanencia en los estudios de doctorado. Existen diferencias acerca de las expectativas profesionales en cuanto al género, de forma que a pesar de que las mujeres están más dispuestas a dedicarse al mundo académico de enseñanza superior, muestran una tendencia baja a acceder a la investigación y a integrarse en el mundo académico (Guo et al, 2018). De hecho, las mujeres expresan temor a la discriminación a la hora de encontrar empleo que sus homólogos (Branigan, 2014;Wang, 2018;Wang et al, 2019).…”

Section: Discusión Y Conclusiónunclassified

How to survive the doctorate? A meta-analysis of success in PhD Candidates

Lozano-Blasco,

Romero-Gonzalez,

Soto-Sanchez

2024

EducXX1

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Doctorates are the key for new researchers to begin their scientific activity. This process has traditionally implied a profound loneliness and the development of issues that affect the health of PhD students. The objective of the research was to conduct a meta-analysis to examine the influence of certain sociodemographic and personal variables on doctoral dropout. Following a review of existing literature and based on inclusion and exclusion criteria, the total sample consisted of 9 articles, which included a total of 53 samples and 32760 doctoral students with an average age of 29.80 years. The main results indicate that the permanence in the doctoral program depends on gender, age, and personal variables, with social support (family support, institutional support, and self-esteem) explaining 11% of the persistence in the doctoral program, followed by self-esteem. Burnout, on the other hand, explains a very small percentage of success (Tau2 = 0.40; I2 = 99.48; R2 = .03; p = .001). The model that best explains permanence in doctorate studies is social support. Doctorate students demand support from their peers, families and institutions to which they are giving their work, so our results can be explained by the relevant role of social support as a mediator in the consequences of stress. In view of the obtained results, it is concluded that the existence of a series of factors such as age, gender, support from the closest environment and a democratic and ethical leadership style by the institutions, along with the social actions of communicating and generating synergies, favours success in the attainment of a doctorate degree. To sum up, the results of this study suggest the convenience of carrying out prosocial actions aimed at finishing the PhD stage successfully.

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“…According to the SDT, attaining doctoral students' intrinsic motivation and satisfaction depends on meeting their basic psychological needs, i.e. autonomy, competence and relatedness (Guo, 2018; Mason, 2012). Doctoral students' psychological needs can be met at various levels of the framework, which will increase their intrinsic motivation.…”

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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Preparation for the scholar’s role: first-year doctoral students in Tsinghua University

Cited by 9 publications

References 21 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

How to survive the doctorate? A meta-analysis of success in PhD Candidates

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

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