scholarly journals The Interpretivist and The Learner

10.28945/3936 ◽  
2018 ◽  
Vol 13 ◽  
pp. 001-008
Author(s):  
Bonnie Amelia Dean
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Personal Experience ◽  
Research Impact ◽  
Future Research ◽  
Research Approach ◽  
Doctoral Studies ◽  
Self Reflection ◽  
Learning Journey ◽  
Original Contribution

Aim/Purpose: In the time that we study for our dissertation, our learning takes many turns. Sometimes we feel excited, motivated and accomplished, while other times frustrated, tired or unsure. This paper presents a poem to illustrate one student’s PhD journey through reflection on those fluctuations, milestones and learning moments experienced along the way. Background: Central to the journey presented here is learning about the interpretivist paradigm, its approaches, methods and critics. Interpretivism is a qualitative research approach which, in many disciplines, continues to be the positivist’s poor cousin. Methodology: This original paper takes an autoethnographic approach, expressed through poetry. Autoethnography uses self-reflection to connect personal experience to wider social and cultural understandings and has been seldom applied to investigate and uncover the contested and emergent doctoral experience. Contribution: Little opportunities arise during doctoral studies for the student to pause, reflect and communicate new learnings or knowledge without the boundaries of academic discursive conventions. In this way, the poetic medium of expression offers an original contribution to the field. The poem also illuminates the struggles with finding voice, an ontology that resonates, and the place that marks independence from others in becoming a researcher. Findings: Poetry affords ideas and feelings intensity through a distinctive style and rhythm of literature. This original poem offers a creative artefact that can be useful for supervisors and students at any stage of their dissertation, to ignite conversation on the challenges of higher education study. Recommendations for Practitioners: This paper invites others to consider their learning journey and discovery of self, to reflect on and record the milestones, tensions and catalysts of learning. Recommendation for Researchers: It opens doors particularly for those exploring, or wanting to explore, qualitative research through an interpretivist paradigm where knowledge is socially or experientially co-constructed and the researcher is inseparable to the research. Impact on Society: Becoming a researcher as synonymous with being a learner is a crucial discovery that widely connects to being a practitioner in any field. Learning to love the red pen is a metaphor of doctoral studies used to denote acceptance of feedback on written work as well as acceptance more broadly that there is always more to learn. Future Research: What if we encouraged doctoral students and academics to challenge convention and write/produce/create authentic expressions of learning? Encouragement should be afforded to doctoral students and academics to reflect during and beyond their research journeys, in a medium that personally resonates to empower deeper insights and understandings.

scholarly journals Building Information Modelling: An analysis of the methods used to streamline design-to-construction in New Zealand

2021 ◽  
Author(s):  
◽  
Nelson Chan
Keyword(s):  
Qualitative Research ◽  
Supply Chain ◽  
New Zealand ◽  
Future Research ◽  
Research Approach ◽  
Structured Interviews ◽  
Building Information Modelling ◽  
Architectural Engineering ◽  
Building Information ◽  
Significant Factors

<p>The following study explores and investigates the current methods New Zealand (NZ) Architectural, Engineering and Construction (AEC) firms use to enable effective BIM coordination in their projects. The purpose was to gain and contribute knowledge of the various methods for successful BIM delivery, as well, as to bridge the gap between academia and industry for a greater understanding of BIM use in an NZ context.  A qualitative research approach was carried out and comprised of semi-structured interviews in which eight industry participants across the design-to-construction supply chain were selected and interviewed. From the results, the different methods identified were: BIM-to-fabrication; change of procurement methods; and incorporating BIM Collaboration Format (BCF) plugin platforms. These methods identified contribute to knowledge for future researchers to undertake; predominantly to provide direction and recommendations to explore each method in an NZ industry context further.  Further discussions of the results identify that although the different methods can contribute to better BIM coordination, the success of a BIM model to be delivered effectively is dependent on two significant factors. The factors are; firstly, to capture the BIM requirements and needs of the client to establish well-defined deliverables in the BEP; and secondly, to ensure that the project team are to understand their role and responsibilities right throughout the project. This was a crucial finding in this thesis as although the methods are effective in enabling greater BIM coordination; ultimately it comes down to BIM understanding and expertise from key project stakeholders; which brings the notion of the issue back to the root of the problem. Other key findings from this thesis indicate a positive future for BIM within the NZ AEC industry, with many of the participant firms recognised to be proactive and open to incorporating BIM into their projects. Though the signs are encouraging, discussions with industry participants still express their concerns on needing to align the understanding of BIM between key project stakeholders. Therefore, an education piece which focuses on the client and their understanding of BIM in an NZ context is suggested for future research. This thesis also presents academia with valuable industry BIM workflow diagrams which the author has either illustrated or been provided by participants.</p>

scholarly journals The academic precariat post-COVID-19

2021 ◽  
Author(s):  
Aidan Cornelius-Bell ◽  
Piper A. Bell
Keyword(s):  
Doctoral Students ◽  
Personal Experience ◽  
Research Literature ◽  
Corporate University ◽  
Late Capitalism ◽  
Sharp Rise ◽  
Doctoral Studies ◽  
Health Crisis ◽  
Academic Employment ◽  
The Relationship

The nature of work has changed, in accelerated late-capitalism and as a result of the COVID-19 global health crisis. For academics, casualised and precarious, the sweeping institutional changes of contemporary neoliberal universities, the sharp rise in managerialism, and the political power plays of universities have created further untenable spaces for work and study. In this article we explore the relationship between doctoral studies, precarious academic employment, the pandemic, and the disproportionate effects of the changes in higher education on women. Through exploration of personal experience, as precarious academic workers, researchers, and doctoral students, we provide parallels to research literature across pandemic and post-COVID literature. We provide practical suggestions for the corporate university, to rebuild its catastrophically collapsing systems, and re-centre doctoral students in mentorship as the new future of universities in Australia, and around the world.

scholarly journals A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

10.28945/4446 ◽  
2019 ◽  
Vol 14 ◽  
pp. 721-739
Author(s):  
Katherine Fulgence Swai
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Future Research ◽  
Research Approach ◽  
Supporting Evidence ◽  
Ongoing Research ◽  
Knowledge And Skills ◽  
Contemporary World ◽  
Supervision Process ◽  
Doctoral Supervision

Aim/Purpose: The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. Background: While the existing literature confirms that PhD holders can supervise doctoral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Methodology: Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study established, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individualized learning. Contribution: The study contributes to the ongoing research on the supervision of doctoral studies in the 21st century. Findings: Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Recommendations for Practitioners: Higher Education Institutions need to make supervisors aware of the potential of these mechanisms for developing the skills necessary for doctoral supervision and encourage them to use them Recommendation for Researchers: Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. Impact on Society: The study has implications for doctoral supervisors and universities as regards the need to ensure that both mechanisms are instituted to enable doctoral supervisors to develop doctoral supervision skills. Future Research: Since the study was done theoretically, it might be important to conduct further research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

scholarly journals Experience of Negotiating Access in the “Field”: Lessons for Future Research

2019 ◽  
Vol 6 (4) ◽  
pp. p503
Author(s):  
Siyabulela C. Fobosi
Keyword(s):  
Qualitative Research ◽  
Research Ethics ◽  
Doctoral Students ◽  
Global South ◽  
Future Research ◽  
Simple Process ◽  
Key Informants ◽  
Access To The Field ◽  
Conducting Research

Accessing the field for the purposes of conducting research often starts with negotiation and engagement with gatekeepers. This is the first requirement for the research to be conducted; however, this step has challenges. While research has been conducted on negotiating access and research ethics, very little is known about the experiences of doctoral students from the Global South on negotiating access in fieldwork, and thus giving an account of what it entails conducting qualitative research from the Global South. As such, this article engages with the challenges of negotiating access to the field for my PhD studies. Due to the nature of research for my thesis, I conducted interviews with key informants from the departments and participants from the taxi ranks. In this article, I problematize the view that gaining access to the field is a simple process, by exposing my own uncomfortable encounters during the process.

scholarly journals Starting Doctoral Dissertation Journey with a Solid Research Problem Statement – A Four Stage Framework

10.28945/4770 ◽  
2021 ◽  
Author(s):  
Azad Ali ◽  
Shardul Pandya
Keyword(s):  
Doctoral Students ◽  
Methodological Approach ◽  
Doctoral Program ◽  
Research Problem ◽  
The Other ◽  
Future Research ◽  
Student Adjustment ◽  
Problem Statement ◽  
Graduate Studies ◽  
Doctoral Studies

Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Doctoral students face difficulties writing their dissertation and they begin by writing the research problem statement. Methodology: This paper uses a framework widely used to describe student adjustment to graduate studies in general and to doctoral program in particular. Contribution: This study provides a framework to mentors/advisors that is helpful in guiding the students to writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following a methodological approach suggested in this study could help with writing it. Recommendations for Practitioners: A methodological approach in writing the dissertation is helpful to mitigate the difficulties of writing the dissertation. Our study tackles difficulties with writing the research problem statement. Recommendations for Researchers: More research needs to be done on methodological approach to writing the other sections in the dissertation. Impact on Society: Our findings in this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Intention for future research is to follow similar methodological approach in guiding students in writing the other sections of the dissertation. *** NOTE: This Proceedings paper was revised and published in the International Journal of Doctoral Studies, 16, 469-485 Click DOWNLOAD PDF to download the published paper. ***

ANALYSIS OF THE MULTIDIMENSIONAL IMPACTS OF CORONA VIRUS DISEASE-2019 (COVID-19) PANDEMIC

2021 ◽  
Vol 9 (1) ◽  
pp. 96-105
Author(s):  
Imran ◽  
Saima Sarir ◽  
Mamoon Khan Khattak ◽  
Intikhab Alam ◽  
Seema Zubair
Keyword(s):  
Qualitative Research ◽  
Virus Disease ◽  
First Century ◽  
Future Research ◽  
Research Approach ◽  
The Novel ◽  
Travel And Tourism ◽  
Corona Virus ◽  
Depth Interview ◽  
Depth Interviews

Purpose of the study: The twenty-first century has witnessed numerous impacts of the novel Corona Virus Disease-2019 (Covid-19) pandemic in different walks of life across the globe. The present study was designed to get a societal response regarding the multifaceted impacts of the Covid-19 pandemic on the lives of the populace of the study locale. Methodology: The researchers selected a qualitative research approach for gaining in-depth insights on the issue at hand, wherein the data was collected from the potential participants through purposive sampling. The In-depth Interviews were conducted in district Swat which is one of the most affected districts from Covid-19. The In-depth Interview was used as a research instrument. The data was analyzed through thematic analysis. Main Findings: The study findings revealed that human lives are severely affected by the Covid-19 pandemic. The routine life cycle was badly affected, and people were confined to their houses. Like other parts of the world, different sectors like education, health, rituals, social interaction, travel, and tourism are desperately affected. Resultantly, it drastically raised the socio-cultural and economic (especially unemployment) unrest situation in the region. Apart from these consequences, due to the Pandemic scenario, various socio-cultural rituals, events, and activities were at a halt due to the imposition of social distancing measures. Applications of this study: The findings can be utilized/generalized in the normal course of life keeping in view the multidimensional impacts of the Covid-19 in the region. This study could be utilized for future research studies on the same issue. Novelty/Originality of this study: Besides, the study has immense significance, such studies are novel in the region with such a distinct perspective that covers various aspects of the impacts of Covid-19 using a qualitative research approach.  

scholarly journals Defining Doctorateness: A Concept Analysis

10.28945/3939 ◽  
2018 ◽  
Vol 13 ◽  
pp. 031-148
Author(s):  
Shahram Yazdani ◽  
Foroozan Shokooh
Keyword(s):  
Conceptual Model ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Concept Analysis ◽  
Future Research ◽  
Step Method ◽  
Doctoral Studies ◽  
Academic Degree ◽  
New Concepts

Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.

scholarly journals Pastoral Care in Doctoral Education: A Collaborative Autoethnography of Belonging and Academic Identity

10.28945/4900 ◽  
2022 ◽  
Vol 17 ◽  
pp. 001-023
Author(s):  
Danielle Hradsky ◽  
Ali Soyoof ◽  
Shaoru Zeng ◽  
Elham M Foomani ◽  
Ngo Cong-Lem ◽  
...  
Keyword(s):  
Pastoral Care ◽  
Doctoral Students ◽  
Academic Writing ◽  
Doctoral Education ◽  
Future Research ◽  
Self Awareness ◽  
Writing Groups ◽  
Education Programs ◽  
Self Reflection ◽  
Doctoral Writing

Aim/Purpose: It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities. Background: Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care. Methodology: We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field. Contribution: We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital. Findings: We demonstrate that doctoral writing groups foster students’ sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the self-reflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy. Recommendations for Practitioners: Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive. Recommendation for Researchers: This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility. Impact on Society: The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future. Future Research: Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing.

Mentoring, Managing, and Helping

2016 ◽  
Vol 20 (2) ◽  
pp. 253-278 ◽  
Author(s):  
Michael Steven Williams ◽  
Tiffany Jeanette Brown Burnett ◽  
Talia Kay Carroll ◽  
Cameron J. Harris
Keyword(s):  
Critical Race Theory ◽  
Doctoral Students ◽  
Help Seeking ◽  
Mentoring Relationships ◽  
Future Research ◽  
Doctoral Studies ◽  
Race And Gender ◽  
Student Advisor ◽  
Seeking Behavior ◽  
And Gender

This study utilizes a critical race theory framework to explore the ways race and gender influence Black doctoral students’ socialization experiences. Themes about the varied roles and identities of important socialization agents emerged from the data. Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships, also proved instrumental to these students’ retention and persistence in doctoral study. Furthermore, their experiences offer insights about the complexity of navigating the various relationships, including, but not limited to the traditional mentor-protégé, student–advisor relationship in doctoral studies as Black students. Through their narratives, participants describe vivid experiences of fear, distrust, and betrayal that halted their development as scholars. They also share stories of support, care, and triumph as the potential of supportive relationships are realized. Implications for praxis, theory, and future research are discussed.

scholarly journals Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation

10.28945/4005 ◽  
2018 ◽  
Vol 13 ◽  
pp. 193-210
Author(s):  
Christina W. Yao ◽  
Louise Michelle Vital
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Self Reflection ◽  
Research Activities

Aim/Purpose: Learning to conduct research, including considerations for concepts such as reflexivity, is a key component of doctoral student preparation in higher education. Yet limited attention is given to doctoral student training for conducting international research, particularly in understanding researcher reflexivity within international contexts. Background: Incorporating reflexive practices in one’s scholarship is of particular importance because international research often includes U.S.-based researchers working with cultural groups and contexts that are very different from them. Thus, we examined the following: how do novice U.S. trained researchers understand the role of their reflexivity in qualitative international research? Methodology: We utilized qualitative inquiry to answer the study’s research question. In-depth, semi-structured interviews were conducted with 22 participants representing 11 higher education doctoral programs in the United States. Contribution: This study provides insight on how U.S. doctoral students reflect on their researcher reflexivity as emerging international researchers utilizing three types of reflexivity as outlined by the conceptual perspectives that frame this study: introspection, social critique, and discursive deconstruction Findings: Most participants believed that self-reflection is a critical component of reflexivity in international research. Several participants demonstrated an awareness of the privilege and power they bring to their international research based on their identities as Western-trained researchers. Participants utilized different forms of self-reflection when collecting, analyzing, and interpreting their data in order to ensure that the voices of their participants were appropriately represented in their research Recommendations for Practitioners: Our recommendations for graduate preparation programs include helping doctoral students to understand reflexivity as both a research concept and an applied practice in international context. Recommendation for Researchers: We recommend that novice researchers learn how to incorporate reflexive practices when conducting research because as emerging scholars they can have a better sense of how who they are and how they think about research influences their research activities. Impact on Society: Implications from this study affect Western-based education programs that seek to internationalize curriculum and research priorities. Future Research: In terms of next steps, we recommend research that explores how faculty train doctoral students to participate in the global contexts of educational research.

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