The PhD in the US: Criticisms, Facts, and Remedies

Nerad, Maresi

doi:10.1057/palgrave.hep.8300050

Cited by 123 publications

(77 citation statements)

References 10 publications

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“…Amerika Birleşik Devletleri (ABD)'nde ise doktora eğitimine başlayacak adayların lisans not ortalaması, ulusal lisansüstü eğitime giriş sınavı (sözlü, analitik ve yazılı sınav), lisans hocalarından alınan referans mektupları ile doktora eğitimine başlama amacını belirten bir niyet mektubu yazma gibi kriterleri yerine getirmesi/yeterliklere sahip olması öneril-mektedir (Nerad, 2004). Ayrıca doktora eğitimine başlayacak adayların sahip olması gereken yeterliliklere ilişkin literatür incelendiğinde, doktora eğitimine başlayacak adayların bilgi teknolojilerine hakim olmak (Kleinert & Stewart, 2007), literatür taraması yapabilmek (Libutti & Kopala, 1995;Chu & Law, 2008), kritik bilimsel beceriler (bilgiye ulaşma, yeni bilgi üretme, yeni problemler karşısında yaratıcı düşünme), alan bilgisi, disiplinler arası çalışma, düşünce berraklığı; etkili konuş-ma ve yazma, bilimsel literatürü okumak ve değerlendirmek,…”

Section: Doktora Eğitimi Ile Adaylara Kazandırılan Bilgi Beceri Ve Yunclassified

The views of faculty members and phd students on the processes of doctoral education in turkey

Karadağ¹,

Özdemir²

2017

HIG

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Nazife KARADAĞ, Servet ÖZDEMİR ÖzBu araştırmanın amacı doktora eğitim sürecinin danışman öğretim üyeleri ve doktora öğrencileri tarafından değerlendirilmesini sağlamaktır. Araştırmada katılımcıların, mevcut lisansüstü eğitim sürecine ilişkin görüşlerinin ayrıntılı olarak alınması amacı ile nitel araştırma yöntemlerinden 'durum çalışması' tekniği kullanılmıştır. Araştırmanın katılımcılarını doktora düzeyinde ders veren/tez yürüten öğretim üyeleri ile doktora eğitimi sürecinde bulunan öğrenciler oluşturmaktadır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden 'ölçüt örnekleme' tekniği kullanılmıştır. Araştırma verileri araştırmacılar tarafından geliştirilmiş olan yarı yapılandırılmış görüşme formları ile toplanmıştır. Verilerin toplanması sürecinde öğretim üyeleri ile birebir görüşmeler, doktora öğrencileri ile ise odak grup görüşmesi gerçekleştirilmiştir. Araştırmanın bulgu ve sonuçları ve araştırma sonunda geliştirilen öneriler doktora eğitiminin amaçları, doktora eğitimi ile adaylara kazandırılan bilgi, beceri ve yetkinlikler, doktora eğitimine başlayacak adayların sahip olması gereken yeterlilikler, tez danışmanlarının sahip olması gereken yeterlilikler, danışman-öğrenci ilişkileri, doktora eğitim-öğretim süreci, ölçme-değerlendirme süreci, teknolojik donanım alt yapı hizmetleri, bölüm kültürü ve doktora eğitimi sürecinde yaşanan sorunlara ilişkin öğretim üyesi ve doktora öğrencisi görüşleri doğrultusunda şekillendirilmiştir. Anahtar Sözcükler: Doktora eğitimi, Öğretim üyesi, Doktora öğrencisi ABSTRACTThe aim of this study is to evaluate the process of doctoral education from the viewpoints of faculty members and doctoral students. 'Case study' method was employed for a detailed understanding of the participants' views on the current postgraduate education processes. The participants of the study were composed of doctoral students and faculty members offering doctoral courses and supervising dissertations. Criterion sampling, which is a type of 'purposeful sampling,' was used as the sampling method. Data were collected through semi-structured interview protocols prepared by the researchers. In the processes of data collection, one-on-one interviews were made with the faculty members whereas focus group interviews were conducted with doctoral students. The findings of the study and the suggestions made for future were presented from the viewpoints of the faculty members and doctoral students. They included the aim of doctoral education, knowledge, skills and competencies aimed for doctoral students , qualifications of doctoral students who will begin doctoral education, qualifications of academic advisors, the relationship between faculty members and doctoral student, doctoral education processes, assesment and evaluation processes, technological equipment and infrastructure services, departmental culture, and the problems during the doctoral education process.

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Section: Doktora Eğitimi Ile Adaylara Kazandırılan Bilgi Beceri Ve Yunclassified

The views of faculty members and phd students on the processes of doctoral education in turkey

Karadağ¹,

Özdemir²

2017

HIG

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“…Enders & de Weert 2004). Finally, a number of country-specific studies are available, including Finland (Academy of Finland, 2003), the US (Nerad, 2004), France (Dany & Mangematin, 2004) and the UK (UK Grad Programme, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Employment Status of Doctoral Recipients: An Exploratory Study in the Netherlands

Schoot

Yerkes

Sonneveld

2012

IJDS

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Studies of employment often focus on general labour market developments or the employment status of vulnerable groups concentrated at the lower end of the labour market. In contrast, the employment of highly educated individuals, in particular PhD recipients, has received less empirical attention. This article contributes to this area using data from a web survey carried out among respondents at four universities in the Netherlands. Dutch doctoral recipients have an above-average employment rate of 86 per cent. In addition, when looking at variables related to academic and non-academic employment, demographic variables, such as age and children living in the household, as well as publications submitted and accepted, are more closely related to contract type (permanent versus temporary) than factors such as PhD supervision and labour market preparation. Gender is a particularly important variable related to employment status, with male doctoral candidates more likely to be employed outside academia. We conclude with recommendations for PhD candidates, their supervisors and universities.

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“…The second motivation for this article is to contribute to the discussion of the situation of early career researchers, a topic that has attracted international attention (e.g., Frischer and Larsson, 2000;Fox and Stephan, 2001;Austin, 2002;Bazeley, 2003;Nerad, 2004;Akerlind, 2005;Laudel and Gläser, 2008;Brew et al, 2011). We believe that the case of a small country like Estonia is a convenient example for studying the consequences of implementing a system with a very large share of project-based research funding, since changes in higher education and research funding policy can be made swiftly and comprehensively here and their consequences also likely to become apparent faster than they would in larger systems with a greater resistance to change.…”

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confidence: 99%

Supervision and Early Career Work Experiences of Estonian Humanities Researchers Under the Conditions of Project-based Funding

et al. 2014

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We analyze a series of interviews with Estonian humanities researchers to explore topics related to the beginning of academic careers and the relationships with supervisors and mentors. We show how researchers strive to have meaningful relationships and produce what they consider quality research in the conditions of a system that is very strongly oriented towards internationalization and project-based funding, where their efforts are compromised by a lack of policies helping them establish a stable position in academia. Leaving researchers to face these obstacles alone places a great burden on them and may lead to a loss of talent in academia. Identifying and addressing these issues is thus important for both the well-being of early career researchers and the future of academia.

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The PhD in the US: Criticisms, Facts, and Remedies

Cited by 123 publications

References 10 publications

The views of faculty members and phd students on the processes of doctoral education in turkey

The views of faculty members and phd students on the processes of doctoral education in turkey

The Employment Status of Doctoral Recipients: An Exploratory Study in the Netherlands

Supervision and Early Career Work Experiences of Estonian Humanities Researchers Under the Conditions of Project-based Funding

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