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Doctoral Students (doctoral + student)
Selected AbstractsIRSS Psychology Theory: Telling Experiences Among Underrepresented IS DoctoratesDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2006Fay Cobb Payton ABSTRACT With the changing demographics of the American workforce, the National Science Foundation, along with the U.S. Department of Commerce, has highlighted the shortage of minorities in information technology (IT) careers (http://www.ta.doc.gov/Reports/itsw/itsw.pdf). Using data from a 6-year period and the psychology Involvement-Regimen-Self Management-Social (IRSS) network theory as defined by Boice (1992), we discuss lessons learned from mentoring a group of Information Systems doctoral students who are members of a pipeline that can potentially increase the number of underrepresented faculty in business schools and who made conscious decisions to renounce the IT corporate domain. While our lessons speak to the need for more diversity awareness, we conclude that effective mentoring for underrepresented groups can and should include faculty of color (though limited in numbers) as well as majority faculty who are receptive to the needs and cultural differences of these student groups. Lastly, we draw on the work of Ethnic America to provide additional insight into our findings that are not offered by IRSS network theory. [source] SURVIVE THEN THRIVE: DETERMINANTS OF SUCCESS IN THE ECONOMICS PH.D. PROGRAMECONOMIC INQUIRY, Issue 4 2007WAYNE A. GROVE This study investigates the completion of the Ph.D. in economics. We use ex ante information, based upon reviewing individual applications from former doctoral students. Students need different skills to succeed at each distinct stage of the doctoral program. Significant determinants for passing the comprehensive exams include Graduate Record Exam (GRE) verbal and quantitative scores, a Masters degree, and prior focus on economics. By contrast, research motivation and math preparation play significant roles in completing the dissertation. GRE scores become insignificant for completion in the generalized ordered logit estimates, which emphasize the sequential nature of the Economics Ph.D. program. (JEL I210) [source] From Scientific Apprentice to Multi-skilled Knowledge Worker: changes in Ph.D education in the Nordic-Baltic AreaEUROPEAN JOURNAL OF EDUCATION, Issue 3 2007ANDREAS ÖNNERFORS There is no doubt that what is generally referred to as ,Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a ,third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: ,Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. [source] Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitudeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2006Thomas R. Tretter The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061,1085, 2006 [source] Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomenaJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2006Thomas R. Tretter To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions,from visual to kinesthetic in one dimension, and wholistic to sequential in the other,were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282,319, 2006 [source] Sexual and gender-related harassment in medical education and research training: results from a Swedish surveyMEDICAL EDUCATION, Issue 1 2003Charlotte Larsson Objective, The aims of this study were to establish the level of perceived sexual and gender-related harassment in undergraduate and doctoral studies, in which environment the events occurred, which categories of persons had committed the harassment, and other aspects of sexual harassment at the Faculty of Medicine, Gothenburg University. Methods, A questionnaire was distributed to all registered male and female undergraduate students (n= 605) and doctoral students (n=743) by mail to their home addresses. Results, The response rate was 62% (840/1348). Of the total study population, 59% (495/840) of respondents reported at least one experience of derogatory jokes and comments, 54% (454/840) of respondents reported at least one experience of gender-related discrimination, and 22% (187/840) of respondents reported at least one incident of sexual harassment. More severe types of sexual harassment were reported by 9% (79/840) of respondents. Women, and especially undergraduate women, were more often exposed to all kinds of harassment than were men. Lecturers/professors, doctors and co-students were the categories most often identified as the harassers. The harassment mostly occurred during lectures, clinical work and coffee breaks. The most common types of self-perceived mistreatment were derogatory jokes and comments. Conclusion, This survey shows that sexual harassment happens to both men and women, although it is more commonly experienced by female undergraduate and doctoral students, and that it occurs in both the university and hospital environments. Universities should develop action plans to prevent such events. Students and teachers should be well informed about appropriate measures to take in situations where harassment is known or suspected to occur. [source] Networking to develop a professional identity: A look at the first-semester experience of doctoral students in businessNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 113 2008Vicki L. Sweitzer Bringing together mentoring, social networks, and professional identity theories, this chapter explores how messages received from network partners influenced the professional identity development of business doctoral students in their first semester of study. [source] Challenges and dilemmas: fieldwork with upland minorities in socialist Vietnam, Laos and southwest ChinaASIA PACIFIC VIEWPOINT, Issue 2 2010Sarah TurnerArticle first published online: 28 JUL 2010 Abstract The Chinese, Vietnamese and Lao spaces within the upland Southeast Asian massif, sheltering over 80 million people belonging to geographically dispersed and politically fragmented minority populations, have only recently reopened to overseas academic endeavours. Undertaking social sciences research there among ethnic minority groups is underscored by a specific set of challenges, dilemmas, and negotiations. This special issue brings together Western academics and post-fieldwork doctoral students from the realms of social anthropology and human geography, who have conducted in-depth fieldwork among ethnic minorities in upland southwest China, northern Vietnam, and southern Laos. The articles provide insights into the struggles and constraints they faced in the field, set against an understanding of the historical context of field research in these locales. In this unique context that nowadays interweaves economic liberalisation with centralised and authoritarian political structures, the authors explore how they have negotiated and manoeuvred access to ethnic minority voices in complex cultural configurations. The ethical challenges raised and methodological reflections offered will be insightful for others conducting fieldwork in the socialist margins of the Southeast Asian massif and beyond. This specific context is introduced here, followed by a critique of the literature on the core themes that contributors raise. [source] | |||||||||||||