‘With All My Heart’: Mature Students’ Emotions While Doing a Research-based PhD

Baptista, Ana Vitória

doi:10.1016/j.sbspro.2013.12.807

Cited by 14 publications

(17 citation statements)

References 12 publications

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“…Life experiences of individuals also fall within the domain of experiential learning; so, nurses who aspire to undertake a PhD should note that the PhD journey is a learning process and all experiences culminate to produce a multi-skilled nurse in the end (Heinrich, 2005). The unique learning during a PhD has succinctly been described as 'an in-depth, intense, emotional, andPublished by Sciedu Press 200 ISSN 1927-6044 E-ISSN 1927-6052 reflective process; …extremely enriching' (Baptista, 2014). This suggests that the process of reflection is a key component of a PhD journey and serves as a platform to identify learning through experiences.…”

Section: Introductionmentioning

confidence: 99%

Learning from a Lived Experience of a PhD: A Reflexive Ethnography of Two Journeys

Aziato¹

2015

IJHE

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Introduction: Nurses globally have strived to obtain a Doctor of Philosophy Degree (PhD) especially those in academia. Few publications have focused on lived experiences of nurses especially those reporting failed attempts. Thus, this paper presents how lessons learnt from a failed attempt of a PhD in Nursing was used to achieve an outstanding success of a second attempt. Process and strategies: Using a reflexive ethnographic approach, conclusions reached are that student's pre-entry skills, use of software, mentorship, effective management of family and work enhance the outcome of a PhD study. Other strategies were effective time management, social support, and creating learning and cognitive spaces. A disadvantaged background of a PhD student should not lead to failure. It was reinforced that PhD students require extensive reading and use of rigorous but systematic research processes. Conclusion: Adequate support is required to help PhD students in Nursing based on the individual's need to enhance a successful outcome. It is recommended that nurses should rise to the challenge of obtaining PhDs and contribute to the body of nursing knowledge.

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Section: Introductionmentioning

confidence: 99%

Learning from a Lived Experience of a PhD: A Reflexive Ethnography of Two Journeys

Aziato¹

2015

IJHE

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“…One of the challenges now facing both universities and supervisors is related to the emergence of mature students, sometimes also called lifelong learners or hobby PhD students whose profile are different from the traditional student and who hold part-time doctorates (Salzburg, 2005;Lee, 2009;Baptista, 2014 and. This diversity of students with different expectations, needs, concerns and interests has led to a reflection on the goals, effectiveness and preparation that doctoral programs effectively give, as well as lead to rethinking supervision practices (Lee, 2009;Lee & Green, 2009;Halse & Malfroy, 2010;Smyth, 2010 andLee & McKenzie, 2011;Lafont, 2014;Baptista, 2015;Mello, Fleisher & Woehr, 2015).…”

Section: Challenges Of the Third Cycle In Times Of Changementioning

confidence: 99%

“…They focused on the perception that students of the doctoral program of educational sciences in UNL and UA had about the quality of the doctoral program as well as the impact that this had on their life (Alves & Azevedo, 2010;Alves, Neves Azevedo & Gonçalves, 2012;Baptista & Huet, 2012). The knowledge construction during the doctorate (Figueiredo, Huet & Pinheiro, 2012), the expectations and emotions of the students during the supervision process in relation to supervisors (Baptista, 2014 and, as well as sociological issues related to attendance, participation, implementation and expectations regarding doctorates (Alves, Cabrito, Lopes, Martins & Pires, 2010) were also studied.…”

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confidence: 99%

“…However, when mature students reflect on their supervision practices and their experiences it is possible to see that they do not fit the needs of the students. Mature students have indicated some characteristics that supervisors should have to perform supervision well: be available, have time, give feedback timely, have scientific knowledge and research / research skills, have social skills, be empathetic, be supportive and intelligent (Baptista, 2014 and From the research carried out, with supervisors, by Batista and Huet (2010, a profile of doctoral supervisor emerges and also some clues about the parameters of quality that could be used in the analysis of doctoral supervision.…”

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confidence: 99%

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Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Ribau¹,

Alves²

2017

European Proceedings of Social and Behavioural Sciences

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Since the implementation of the Bologna process and the Lisbon strategy, there has been an increase of the interest in higher education and in doctoral education in Europe. This political process aims to create not only a European area of higher education, but also research European area. Doctoral education is considered to be one of the keys to innovation and to the development of societies. The implementation of the proposals that emerged from the meetings of the ministers responsible for higher education (MMHE) and the European association universities (EUA), brought a new look to the third cycle (Dublin descriptor, 2004; Bergen framework of qualifications, 2005), and to the Doctoral education and supervision (ten principles of Salzburg, 2005). Within this context elements such as doctorate completion time, student's profile, skills and competence acquired in that period and mobility between institution assumed a greater importance (London Communiqué, 2007;Leuven Communiqué, 2009).In Portugal, it was only during the last decade that researchers began to publish papers whose object study is doctoral education, the quality of supervision of doctoral research, supervisor and student profile and relationship. In this context, these research article pretend to characterize and analyse how the two aspects of doctoral education, monitoring and evaluation, are institutionally implemented in the third cycle at NOVA Lisbon University (UNL) and what implications may have on the success rate and completion time. The regulations of the third cycle in the nine schools that constitute the UNL and public annual reports will be analyses enabling to highlight some data.

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“…Careful comparison of previous factors indicates that the majority of these factors are only applicable to academic staff and other professional researchers with some relevant to research students and too much emphasis on doctoral students. Most of the doctoral students' studies were focused on supervision issues, the skills and competencies of PhD candidates, communication and networking, and courses (Kim et al 2010;Sachdev 2011;Mohamed et al 2012;Baptista 2014;Philippi 2014;Strandler et al 2014;Olehnovica et al 2015;Baruffaldi et al 2016;Nehls et al 2016). Baptista (2014) addressed the role of emotions in the supervisory and research processes of PhD students.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Affecting Research Environment at Syrian Business Faculties: A Student-Perceived Model

Khalifa

Abdulraouf

Mouselli

2016

Business, Management and Education

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This study aims at investigating the factors that affect the research environment of business postgraduate students, particularly master students, from the perspective of these students. From the same perspective, it also aims at assessing these factors together with the quality of research environment. A questionnaire survey method was employed. The questionnaire was developed by academics from five business faculties based on relevant studies and was distributed to graduate students enrolled in all of the research business programs at the Faculty of Economics, Damascus University, ending up with 88 valid responses. To explore the factors that may affect research environment, exploratory factor analysis was employed. In addition, multiple regression analysis and t-test were applied to respond to the study purposes. Facilities and industry linkage come to be significant factors in the research environment. However, the results show insignificant impact for each of the research courses, networking, and research skills in the overall research environment. Variations in regard to the availability of these factors were identified with low level of availability for the facilities and industry linkage. The study is one of a kind that investigates factors affecting research environment of postgraduate students and particularly master students. Further and to the best of our knowledge, it is the first study that examines such factors in war conditions, which enables us to understand what students perceive as critical factors influencing their research performance in these conditions. Recommendations to policy makers are presented to develop strategies that respond to students’ concerns for a better research environment.

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‘With All My Heart’: Mature Students’ Emotions While Doing a Research-based PhD

Cited by 14 publications

References 12 publications

Learning from a Lived Experience of a PhD: A Reflexive Ethnography of Two Journeys

Learning from a Lived Experience of a PhD: A Reflexive Ethnography of Two Journeys

Doctoral Supervision At Nova Lisbon University: An Exploratory Study

Factors Affecting Research Environment at Syrian Business Faculties: A Student-Perceived Model

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