What Matters for Excellence in PhD Programs?: Latent Constructs of Doctoral Program Quality Used by Early Career Social Scientists

Trajetória profissional de egressos de cursos de doutorado nas áreas da saúde e biociências

“…Studies in countries which are highly socially and economically developed are concerned with the quality of postgraduate courses 11 and trends in the career paths chosen by researchers. 2 , 5 , 9 In Brazil, there are no systematic studies following postgraduate educational processes, whether discussing successful experiences to construct strategies for scientific development, or to support and strengthen postgraduate education.…”

What we wish we had known: lessons learned to keep your doctorate on track

“…Therefore, this book is intended for both students and supervisors to provide broad exposure to experiences and insights from around the globe. Research consistently shows that students are also more likely to finish their research degrees if they have a positive student-supervisor working relationship based around agreed expectations and common understanding of the process (Johansson and Yerrabati, 2017;McCulloch et al, 2016;Morrison et al, 2011).…”

Doctoral Students' Relational Communication with their Advisors: A Dyadic Examination using Chickering's Theory of Psychosocial Development

“…Items for both of these measures were developed based on previous qualitative investigations that explored doctoral students' socialization (e.g., Baker & Pifer 2011) and doctoral students' academic preparedness (e.g., Eisenhart & DeHaan, 2005), as well as the quality and evaluation of doctoral students' work and scholarship (e.g., Morrison et al, 2011 item pool met the necessary minimum requirements for conducting factor analyses. To be retained for interpretation, factors were required to: (a) account for more than five percent of the overall variance, (b) possess an eigenvalue greater than one; (c) contain at least two or more items; and (d) demonstrate face validity/general interpretability (McCroskey & Young, 1979).…”

“…One explanation for doctoral students' deficiency in skills is likely found throughout their educational experiences, as academic preparedness is predicated, in part, on the quality of work in which students produce while in graduate school. Doctoral students' quality of work generally refers to the overall value assigned to their scholarly efforts (Morrison, Rudd, Zumeta, & Nerad, 2011); specifically, this may include evaluations of coursework, scholarship, teaching, and other responsibilities completed while in graduate school. Of course, any discussion of "quality" and "value" inevitably evokes subjectivity as to what distinguishes good work from bad work.…”

“…Recall, academic preparedness generally refers to doctoral students' readiness to assume the responsibilities (e.g., service, teaching, and research) of faculty members (Golde, 2004), while quality of work entails the overall value that is assigned to doctoral students' current accomplishments (Morrison et al, 2011). Students who are professionally and personally developed are more likely to be prepared for their future career, embody the skills and knowledge necessary to succeed in their respective profession, and understand what is expected of them in their chosen occupation (Gardner & Barnes, 2007).…”