Supervisors’ Conceptions of Doctoral Studies

Lepp, Liina; Remmik, Marvi; Karm, Mari; Leijen, Äli

doi:10.3176/tr.2013.4.06

Cited by 14 publications

(12 citation statements)

References 17 publications

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“…See uurimus on osa laiemast uurimusest, mille eesmärk on kirjeldada ja analüüsida Eesti doktoriõppe juhendajate juhendamisarusaamu ja -praktikat (vt Lepp et al, 2013a;Lepp et al, 2013b). Andmete kogumiseks tehti aastatel 2011-2013 poolstruktureeritud intervjuud doktoriõppe juhendajatega kahest Eesti ülikoolist.…”

Section: Andmekogumineunclassified

“…Kuigi doktoriõpet mõjutavaid tegureid on mitmeid, peetakse juhendamist üheks peamiseks õppe tulemuslikkust mõjutavaks näitajaks (vt nt Lee, 2008;Lovitts, 2001). Varasemates juhendamisteemalistes uurimustes on vaatluse all olnud nii juhendajaks saamine (Ives & Rowley, 2005), juhendaja rollid ja juhendamistegevused (Barnes & Austin, 2009;Kärner, 2008;Lee, 2008;Ots et al, 2012), juhendamisstiilid (Lee, 2008;Vilkinas, 2002), juhendamise õpetamine (Brew & Peseta, 2004), juhendajate arusaamad teadustööst (Kiley & Mullins, 2005;Lepp, Remmik, Karm, & Leijen, 2013b) kui ka juhendamist mõjutavad institutsionaalsed ja hariduspoliitilised tegurid (nt Kehm, 2004).…”

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Through hardships to the stars: Experiences of doctoral thesis supervisors about their doctoral studies and connections with their supervising practice

Lepp¹,

Remmik²,

Leijen³

et al. 2014

EHA

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Doktoriõppe eesmärkide mitmekesistumine ja muutused doktoriõppe korralduses on andnud ainestikku erinevateks uurimusteks. Juhendamispraktikat analüüsivate uurimuste keskmes on olnud juhendajate juhendamistegevused ja arusaamad doktoriõppe eesmärkidest. Üks juhendamispraktikat mõjutavaid tegureid on juhendajate kraadiõppe kogemus. Uurimuse eesmärk on kirjeldada Eestis tegutsevate juhendajate kujunemise tausta ning osutada võimalikele seostele nende kraadiõpingute kogemuste ja juhendamispraktika vahel. Andmeid koguti poolstruktureeritud intervjuuga 21-lt haridus- ja loodusteaduste valdkonna juhendajalt. Andmete analüüsimisel kasutati temaatilist analüüsi. Uurimuse tulemused osutasid, et juhendajad väärtustasid õpinguteaegset võimalust pühenduda väitekirja koostamisele, hoolivaid suhteid juhendaja ja juhendatava vahel ning toetava kogukonna olemasolu. Juhendamispraktikasse on üle võetud näiteks avatud suhtlusviis, toetava konstruktiivse tagasiside andmine, üliõpilase toetamine iseseisvaks uurijaks kujunemisel. Summary

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Section: Andmekogumineunclassified

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Through hardships to the stars: Experiences of doctoral thesis supervisors about their doctoral studies and connections with their supervising practice

Lepp¹,

Remmik²,

Leijen³

et al. 2014

EHA

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“…Doctoral supervision has been the subject of research since the early seventies of the twenty century (Jones, 2013). Some researchers have analysed the doctoral supervision process from the point of view of institutions (institution and student funding, student support, socialization process, resources available, facilities, among others) (Kyvik & Smeby, 1994;Golde, 1998;Gardner, 2007 andWao & Onwuegbuzie, 2011;Mello, Fleisher & Woehr, 2015;Castelló, Pardo, Sala-Bubaré & Suñe-Soler, 2017), from the students' point of view (their socialization, as feel at the academy, main difficulties encountered, blockages, aids, personal process, completion times) (Kiley, 2015;Lindsay, 2015;Woolderink, Putnik, van der Boom & Klabbers, 2015;Ayers, Kiley, Jones, McDermott & Hawkins, 2016 ;Hunter & Devine, 2017;Bastalich, 2017;Cornér, Löfström, Pyhältö, 2017;Gittings, Bergman, Rose & Shuck, 2018;Spronken-Smith, Cameron & Quigg, 2018), from the supervisor's point of view (available time, funding, project, publications, career impact), their availability for supervision, the meaning of supervision, what doctoral research is for them, among others) (Watts, 2008;Deuchar, 2008;McCallin & Nayar, 2012;Lepp, Remmik, Karm Leijen, 2013;Collins, 2015;Bǿgelung, 2015;Delvos, Van der Linden, Boudrenghien, Azzi, Galand & Klein, 2015;Woolderink, Putnik, van der Boomm & Klabbers, 2015;Benmore, 2016), but also from a societal point of view (how doctoral funding is selected, what are the benefits or drawbacks of research, what is the academic interaction)? /labour market, what is its impact on social welfare, research ethics) (Lafont, 2014;Titus & Ballou, 2014;Bǿgelung, 2015).…”

Section: Introductionmentioning

confidence: 99%

Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view.

Coutinho¹

2020

ASSRJ

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Doctoral education has been subject to research and analysis by researchers in the last fifty years. Nevertheless, doctoral supervision still a private issue among supervisor and PhD student; if the relationship between them goes wrong, a shadow undermines the doctoral research, hindering student support of others, which may result in attrition and dropout. Breaking this situation, transforming the “private place” in a “public matter”, requires a profound reflection about the doctoral education aim, institutions goals, institution policy, but also a supervisor and PhD students’ perspectives (careers, goals, development, financial support). It is necessary to know, where we want to go, to outline a path to achieve the goals. During the last three years, doctoral supervision has been studied at Universidade Nova de Lisboa (UNL). A qualitative case study method was used. This was the first study (a pilot study) that covered all the nine UNL schools, is intended to identify the supervision practices, but also captures a glimpse of doctoral students’ life in the academy, their difficulties, their thoughts and feelings related to doctoral education. The documentary analysis, concerning the institution rules related to doctoral education, was the study first step (already published). The second was the implementation of a survey with closed and open questions to allowed students to express their opinion regarding doctoral education, especially doctoral supervision. During three months, a survey, centred in doctoral supervision, applied online in all schools. This paper aims to describe what was found and what was unexpected in the context of a young university.

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“…Qualitative studies of doctoral experience often draw on retrospective recall of earlier events (e.g., Cotterall, 2015;Lepp, Remmik, Karm, & Leijen, 2013;O'Meara, Knudsen, & Jones, 2013). However, in this study, we wanted to capture the influence of day-to-day experiences over time.…”

Section: Introductionmentioning

confidence: 99%

Doctoral Students’ Experiences of Feeling (or not) Like an Academic

Sarıkaya¹,

McAlpine²,

Amundsen³

2017

IJDS

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Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and more experienced academics within their community. They are also personally and directly experiencing the rewards as well as the challenges related to doing academic work. Methodology : This study used a qualitative methodology; and daily activity logs as a data collection method. The data was collected from 57 PhD students in the social sciences and STEM (Science, Technology, Engineering, and Mathematics) fields at two universities in the UK and two in Canada. Contribution: The current study moves beyond the earlier studies by elaborating on how academic activities contribute/hinder doctoral students’ sense of being an academic. Findings: The participants of the study generally focused on disciplinary/scholarly rather than institutional/service aspects of academic work, aside from teaching, and regarded a wide range of activities as having more positive than negative meanings. The findings related to both extrinsic and intrinsic factors that play important roles in students’ experiences of feeling (or not) like academics are elaborated in the study. Recommendations for Practitioners: Supervisors should encourage their students to develop their own support networks and to participate in a wide range of academic activities as much as possible. Supervisors should encourage students to self-assess and to state the activities they feel they need to develop proficiency in. Future Research: More research is needed to examine the role of teaching in doctoral students’ lives and to examine the cross cultural and cross disciplinary differences in doctoral students’ experiences.

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Supervisors’ Conceptions of Doctoral Studies

Cited by 14 publications

References 17 publications

Through hardships to the stars: Experiences of doctoral thesis supervisors about their doctoral studies and connections with their supervising practice

Through hardships to the stars: Experiences of doctoral thesis supervisors about their doctoral studies and connections with their supervising practice

Listening and feeling doctoral students’ perceptions of their doctoral supervision. The PhD students’ point of view.

Doctoral Students’ Experiences of Feeling (or not) Like an Academic

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