Surviving and Thriving in Graduate School

Fernández, Mariela; Sturts, Jill R.; Duffy, Lauren N.; Larson, Lincoln R.; Gray, Joey; Powell, Gwynn M.

doi:10.1080/1937156x.2019.1589791

Cited by 21 publications

(16 citation statements)

References 22 publications

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“…Our study findings corroborate these workload issues. Although stress related to funding and problematic academic communities existed before the global crisis (Fernandez et al, 2019;McAlpine, 2017), our study showed that these issues were exacerbated by the pandemic. Other stress-inducing factors such as increased workload, caring for family, and research design changes were mainly a direct result of the pandemic.…”

Section: Stress and Workloadmentioning

confidence: 73%

“…Numerous studies have examined why doctoral students experience difficulties completing their degrees, and doctoral students appear to experience similar challenges across disciplines and program delivery formats. These challenges may be of a personal nature, including stress (Barry et al, 2018), gender-related issues (Carter et al, 2013;Erichsen et al, 2014), feeling like an imposter (Fernandez et al, 2019), and managing the identity transformation process (Koole & Stack, 2016). There are also academic and institution-based challenges, such as funding (Fernandez et al, 2019), the academic environment (McAlpine, 2017), and managing relationships between the advisor and the advisee (Owens et al, 2020).…”

Section: Doctoral Educationmentioning

confidence: 99%

“…These challenges may be of a personal nature, including stress (Barry et al, 2018), gender-related issues (Carter et al, 2013;Erichsen et al, 2014), feeling like an imposter (Fernandez et al, 2019), and managing the identity transformation process (Koole & Stack, 2016). There are also academic and institution-based challenges, such as funding (Fernandez et al, 2019), the academic environment (McAlpine, 2017), and managing relationships between the advisor and the advisee (Owens et al, 2020). Together, these challenges on a personal and institutional level contribute to doctoral students' attrition rates, with additional issues related to technology and to faculty and peer interaction for online doctoral students (Deshpande, 2016;Lee et al, 2020).…”

Section: Doctoral Educationmentioning

confidence: 99%

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Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Donohue

Lee

Simpson

et al. 2021

IJDS

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Aim/Purpose: The purpose of this study was to document the impacts of the COVID-19 pandemic for doctoral students who were proposing, conducting, or writing up their doctoral thesis, dissertation, or other culminating project. Background: For doctoral students, the process of designing, implementing, and writing a culminating project is a key part of the learning experience. These projects typically require students to direct their own learning and to manage setbacks, obstacles, and challenges as they arise. During the COVID-19 pandemic, doctoral students around the globe had to undertake this key learning experience in the context of a global crisis. Methodology: During August and September 2020, 235 doctoral students from around the world completed an online questionnaire consisting of demographic questions and three open-ended questions about their experience during the COVID-19 pandemic. Analysis involved several cycles of In Vivo Coding of the data, which yielded codes, categories, and eventually themes. At each stage, the researchers collaborated to generate the codes, and the categories and themes arose through several rounds of discussion. Contribution: Our study adds to the small body of knowledge on doctoral students’ experiences from around the world during the COVID-19 pandemic by identifying categories of experience through qualitative, open-ended survey questions. The study highlights doctoral students’ challenges and how these were either exacerbated or mitigated by pandemic-induced changes. Findings: Our survey respondents described impacts on their culminating projects’ progress in five major categories: research design, access to resources, workload, mental health, and finances. Recommendations for Practitioners: The five categories of impacts emerging from our participants’ responses may be useful for faculty and administrators of doctoral programs to consider in reviewing their programs’ responses to the pandemic and making future plans for providing academic continuity in crisis situations as well as re-evaluating the priorities and structures of doctoral program to better support students overall moving forward. Recommendation for Researchers: Further research is needed to better understand how the pandemic impacted individual students’ research and writing processes, including adaptive strategies. Impact on Society: Institutions need to be aware of systemic strain on doctoral students under the best of conditions and be especially aware of the impacts of a crisis and plan contingencies to assist students with a focus on the areas of finances, resource access, workload, research design, and mental health. Future Research: Future research should seek out additional perspectives of male doctoral students. Additionally, data capturing perspectives from students at other points in time are needed as the pandemic continued to unfold after this study’s data collection period.

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Section: Stress and Workloadmentioning

confidence: 73%

Section: Doctoral Educationmentioning

confidence: 99%

Section: Doctoral Educationmentioning

confidence: 99%

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Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Donohue

Lee

Simpson

et al. 2021

IJDS

View full text Add to dashboard Cite

show abstract

“…This orientation may seem to be problematic as it does not offer academics the right venue for research. It can be argued that a PhD graduate school should be a training ground for future doctoral academics to engage not only in teaching but also in research (Fernandez et al, 2019). However, this was not the case in most Philippine HEIs.…”

Section: Discussionmentioning

confidence: 99%

Classroom teaching or academic publishing? An investigation of Philippine doctoral academics’ beliefs

Ulla

Tarrayo

2021

Research in Education

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Classroom teaching, academic publishing, and community service may be considered the primary responsibilities among academics in higher education institutions (HEIs). While there have been a number of studies that explored the teaching–research nexus in different contexts, little is known about the perceived roles of HEI academics with regard to teaching and research. This article explores Philippine HEI doctoral academics’ (academics with doctoral degrees) views of their roles in teaching and research. Data were obtained from interviews with 53 doctoral academics who had 11–25 years of teaching experience. Findings revealed that doctoral academics viewed themselves as classroom teachers, which undermined the teaching–research nexus due to their inadequate training and exposure to research and publication when they were pursuing their doctoral degrees. This article argues that academic orientation plays a key role toward academics’ perceptions of teaching and research in HEIs. Such findings suggest the need to revisit both national and institutional policies on teaching and research pedagogy among Philippine HEIs.

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“…Finally, after all the doctoral process, we come to realise that graduate school is about much more than dissertation writing, and it is a unique opportunity for professional growth and development (Fernandez et al, 2019); getting an academic job requires a passion for being a scholar and goals connected to our principles.…”

mentioning

confidence: 99%

How to keep your doctorate on track, insights from students’ and supervisors’ experiences

Casas Trujillo

2021

HERJ

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Surviving and Thriving in Graduate School

Cited by 21 publications

References 22 publications

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress

Classroom teaching or academic publishing? An investigation of Philippine doctoral academics’ beliefs

How to keep your doctorate on track, insights from students’ and supervisors’ experiences

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