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Journal Articles


Michael Jones
Table of Contents for Volume 14, 2019, of the International Journal of Doctoral Studies
IJDS, International Journal of Doctoral Studies, PhD, doctoral studies
. i - vii
Kelsey Inouye, Lynn McAlpine
Aim/Purpose: This systematic review synthesizes the literature on doctoral writing and feedback published in peer-reviewed English-language journals between 1997 and 2017 to provide insight into how these topics have been theorized and approached. The goal was to examine how this literature characterizes the development of academic identity in doctoral students to better understand the conceptual ...
academic identity, doctoral writing, feedback, systematic review
1 - 31
Mohammed S Alkathiri, Myrna R Olson
Aim/Purpose: This study aimed to investigate doctoral student preparation for the professoriate through a formal course entitled “The Professoriate.” Background: Many studies addressed the need for improved graduate preparation, however, the study of doctoral student experiences in preparation courses, designed as part of the doctoral academic programs, has received less attention. Methodology: ...
doctoral education, doctoral student preparation, the professoriate
33 - 67
Bjørn Tore Johansen, Rose Mari Olsen, Nina cecile T Øverby, Rudy Garred, Elisabeth Enoksen
Aim/Purpose: The aim of this study is to contribute to current knowledge of team supervision. Specifically, we examine the relationship between main supervisor and co-supervisor regarding credibility in the division of roles and responsibilities within supervision teams. Background: The overall intention of this article is to provide more information about the dynamics in the relationship betwee ...
team supervision, power dynamics, responsibility, academic competencies, doctoral programs
69 - 84
Steven Tolman, Juliann S McBrayer, Deborah Evans
Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership program ...
academic qualifications, Doctor of Education, doctoral faculty, educa-tional leadership, practitioner experiences, scholarly practitioners
85 - 104
Patricia L. Hardre, Lihui Liao, Yaser Dorri, Malea Beeson Stoesz
Aim/Purpose: Dropout is a critical problem in graduate college programs across disciplines and institutions. Yet relatively little research has assessed graduate students’ motivations for dropping out across disciplines, or systematically modeled perceptions that contribute to dropout intentions. Background: Perceptions drive critical decisions that people make about their lives, and a core se ...
graduate education, graduate student retention, dropout intentions, graduate student perceptions, self-efficacy, satisfaction, graduate college experience, graduate experience gap, competence, identity development
105 - 132
Laura R. Roberts, Christa M Tinari, Raymond Bandlow
Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the su ...
doctoral student mentoring, writing support, research methods support, best practices, empirical paper
133 - 159
Georges Djohy
Aim/Purpose: This article uses the enrollment approach contained in the Actor-Network Theory (ANT) to challenge the deterministic perspectives of doctoral socialization and offers a new perspective based on co-construction between social and technological entities mobilized during the doctoral education as a driver of success. Background: Most studies have used deterministic approaches to show th ...
doctoral education, doctoral socialization, PhD students, supervisory politics, Actor-Network Theory (ANT), socio-technological enrollment
161 - 185
Constance D Graham, Liezel Massyn
Aim/Purpose: This conceptual paper proposes interaction support based on the Interaction Equivalency Theorem (EQuiv) to support interaction for non-traditional doctoral students who have been identified as attrition risks. Background: The master-apprentice form of doctoral education consists primarily of interaction with the supervisor for academic purposes. If this interaction is impaired, it m ...
doctoral education, persistence, interaction equivalency theorem, part-time non-traditional students
187 - 216
Erin Breitenbach
Aim/Purpose: New models of curriculum and instruction are needed to help increase completion rates of doctoral programs, as only about half of all students who begin doctoral programs complete them. This paper presents preliminary results of an evaluation of a promising new model called the Ewing Model© where the culminating projects of a doctoral program is completed in a series of five sequentia ...
retention, attrition, completion, Ewing Model, social connectedness, doctoral research project, applied research project, dissertation, culminating project, usefulness of curriculum and instruction
217 - 236
Amanda Rockinson-Szapkiw
Aim/Purpose: Despite the literature documenting the importance of family in persistence, doctoral students’ Academic-Family integration has been relatively ignored. Thus, in this study, the construct of doctoral academic-family integration is defined, followed by the creation and validation an instrument. Background: The challenge of integrating the doctoral degree program and family is a centra ...
doctoral student persistence, academic-family integration, academic-family boundaries, academic-family balance, retention, persistence
237 - 258
Yan Gao
Aim/Purpose: For the purpose of better understanding the reasons of their withdrawal and experiences, this study seeks to elicit the voices of Chinese international students who have withdrawn from doctoral studies in Canada. Background: This study used Tinto’s institutional departure model as a framework. His model illustrates that the experience of individuals in that institution modifies their ...
doctoral students, withdrawal, cultural differences, Chinese international students
259 - 276
Ebony O McGee, Dara E Naphan-Kingery, Faheemah N Mustafaa, Stacey Houston, Portia Botchway, Jeremy Lynch
Aim/Purpose: We sought to understand factors that dissuade engineering and computing doctoral students in the United States from pursuing a career in the professoriate. Background: Many PhD students start the doctoral process excited about the possibility of becoming a professor. After a few years of doctoral education, however, many become less interested in academic careers or even come to loat ...
doctoral programs, engineering and computing, academic careers
277 - 305
Kam C Chan, Barbara R Farrell, Patricia Healy, Annie Wong
Aim/Purpose: Although there are calls for better teaching training for accounting doctoral students, there are limited research findings on rankings of accounting doctoral programs based on the teaching effectiveness of their graduates. Background: There are two research objectives of this study. First, we rank the US accounting doctoral programs based on the student perceptions of the teaching e ...
doctoral program, accounting doctoral program, accounting program, teaching training, ratemyprofessors, student rating
307 - 324
Petros G Malakyan
Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs ...
teaching and learning approaches, doctoral programs, leadership, organisational leadership, learner-centred approach
325 - 350
Brandolyn E. Jones, Julie P. Combs, Susan Troncoso Skidmore
Aim/Purpose: The purpose of this study was to explore relationships between preadmission criteria and doctoral student performance ratings and to develop a model to predict student persistence in one doctoral program of educational leadership. Background: Individuals responsible for program admission decisions have a responsibility to minimize bias in the candidate selection process. Despite an i ...
doctoral students, educational leadership, admission, selection, Graduate Record Examination (GRE), grade point average (GPA
351 - 365
Lilia Mantai
Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionshi ...
social support, relationships, PhD, doctoral experience, researcher development, student diversity, belonging
367 - 382
Pamela Felder, Kimberly A Kline, Debra Harmening, Tami Moore, Edward P. St. John
Aim/Purpose: This work examines the role of professional development in higher education graduate programs through the use of reflective teaching approaches. We discuss the relevance of a professional development framework in supporting the exploration of moral reasoning in addressing challenges in the higher education profession. Background: Shifts in demographics within college university envi ...
professional development, graduate programs, moral reasoning, racial and cultural awareness
383 - 401
Ross English, Kieran Fenby-Hulse
Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LG ...
LGBTQ+, supervision, doctoral education, postgraduate research, equality, diversity, inclusion
403 - 430
Diana F Davis
Aim/Purpose: This paper explores students’ perceptions of qualities they believe their ideal supervisor should possess as well as those they see as characterizing their current and past supervisors. Background: Over more than three decades, multiple cultural contexts and diverse methodologies, research studies have demonstrated that what person related human qualities in postgraduate research sup ...
supervisory qualities, supervision, supervisory relationships, postgraduate attrition
431 - 464
Alessa Hillbrink, Regina Jucks
Aim/Purpose: This study aimed at investigating whether doctoral students are already confronted with expectations that reflect a primacy of research and whether they adopt such views for themselves. Background: There is a consensus among academics in the university system that research is typically valued more strongly than teaching in terms of prestige, rewards, and career options. Such prioriti ...
doctoral students, research, teaching, expectations, primacy, private relationships, supervisor, colleagues, prioritization, academics
465 - 478
Omolabake Fakunle, Mollie Dollinger, Joyceline Alla-Mensah, Blair Izard
Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background: There is increased recognition of the importance of confer ...
doctoral education, doctoral/PhD students, networking, academic conference, academic workforce
479 - 497
Fernanda Helfer, Steve Drew
Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from super ...
doctorate, higher education, relationship, advisor, survey
499 - 524
Daniel W. Salter
Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth i ...
doctoral education, heroic journey, archetypes, Jungian psychology
525 - 542
Kate McCormick, Libba Willcox
Aim/Purpose: Graduate programs aim to prepare students for future professional roles, yet doctoral graduates often earn faculty positions at institutions that differ from those in which they were socialized. Navigating this “preparation gap” can produce feelings of uncertainty, tension, and, ultimately, dissonance. This collaborative autoethnographic study explores the gap as it was experienced by ...
early career faculty, doctoral socialization, collaborative autoethnography
543 - 566
Vassiliki Zygouris-Coe, Sherron Killingsworth Roberts
Aim/Purpose: The doctoral experience is a complex, challenging, and life-changing process. Cultivating a scholarship mindset is a requirement for success in early and later academic careers. This paper presents a situated framework for socializing doctoral students' scholarship mindset. Background: Faculty of doctoral education programmes prepare students for higher education and other schola ...
doctoral education; doctoral mentoring; doctoral programmes; scholarship; scholarship mindset, socialisation
567 - 580
Vijay Kumar, Amrita Kaur
Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the sati ...
higher education, supervisory practices, doctoral studies, motivation, self-determination theory
581 - 595
Mohammed S Alkathiri
Aim/Purpose: The purpose of this study was to assess to what extent current doctoral students developed self-authored perspectives, as well as to assess whether or not there was an association between the number of years in the doctoral program and the development of three dimensions of self-authorship (i.e., Epistemological, Intrapersonal, and Interpersonal). Background: Self-authorship is a way ...
self-authorship, developmental theory, doctoral students, teaching and learning, higher education
597 - 611
Laura Roberts, Susan C Ferro-Almeida
Aim/Purpose: Doctoral education faces a serious problem: many students across the country begin the degree, but never graduate. However, effective mentoring can help students attain graduation, signaling their successful transformation to scholar. We believe the power of the mentor to bring about the transformation from student to scholar has to do with the quality of the relationship between ment ...
trust, authoritative style, tough love, collegiality, doctoral mentoring, empirical and theory-building paper
613 - 635
Anique A Falconer, Borivoje-Boris Djokic
Aim/Purpose: The purpose of this study was to determine to which degree age, race, and Socioeconomic Status (SES) influence academic self-efficacy and academic self-handicapping behaviors in doctoral. Background: Across all disciplines, more than 50% of students who begin a doctoral program do not persist to graduation. Although the issue of student retention and psychological factors have been ...
doctoral students, student retention, academic self-efficacy, academic self-handicapping
637 - 649
Alison Owens, Donna L Brien, Margaret McAllister, Craig Batty, Susan J Carson, Anthony Tuckett
Aim/Purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, how ...
higher degree by research (HDR) training, doctoral training, doctoral support, action research
651 - 673
Rebekah L St. Clair, Julia Melkers, Julie Rojewski, Kevin Ford, Tamara E Dahl, Nael A. McCarty, Stephanie Watts, Deepshikha (Dia) Chatterjee
Aim/Purpose: The purpose of this paper is to understand doctoral and postdoctoral trainee preferences for different models of career development resources and how career-relevant social capital affects these preferences. Background: The supply and demand mismatch within the academic job market is augmented by a growing complaint that trainees are not prepared for a range of careers beyond the aca ...
social capital, biomedical, career development, doctoral students, postdoctoral fellows
675 - 702
Mariangela Lundgren-Resenterra, Lucilla Crosta
Aim/Purpose: This paper explores how online structured doctoral programmes (OSDPs) can sustain more fully the collective dimension of supervision for student emancipation leading to academic success. The paper answers the following research question: What mechanisms, if any, are responsible for successful online supervision leading to student academic success, and under what conditions can this oc ...
autoethnography, collective reflexivity, corporate agency, critical realism, online supervision
703 - 720
Katherine Fulgence Swai
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 qua ...
doctoral supervision, supervisors, principal investigators, doctoral education
721 - 739
Ayodele Bain, Maysaa Barakat, Francine Baugh, Dustin Pappas, Leila Shatara, Mary Wilson
Aim/Purpose: The purpose of this case study is to describe the experiences of educational leadership doctoral students when taking a conference course for the fulfillment of their program’s experiential learning requirements. The research explains how the course added to students’ understanding of educational research and development as research scholars. Background: Research on doctoral student ...
scholarly development, educational leadership conference, doctoral students, adult learning theory, socialization, experiential learning
741 - 760
Erin Breitenbach, Josh Bernstein, Candace L Ayars, Lynda Tierney Konecny
Aim/Purpose: This qualitative case-study explores how a doctoral student’s family influences the doctoral student’s success from the perspective of doctoral students who were enrolled in an online doctoral program. Background: Previous research has shown that family can significantly influence doctoral student success; however, it is not clear what is meant by family nor what the details of the i ...
doctoral student, doctoral student success, retention, attrition, family support, family integration, qualitative, orientation
761 - 782
Pamela Felder
Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise i ...
doctoral studies, internationalization, racial and cultural diversity
783 - 801
Ray R. Buss
Aim/Purpose: This paper examined whether, and how, graduates of an EdD program continued to (a) engage in scholarly practitioner efforts and (b) employ inquiry skills in their workplace settings after completion of their doctoral studies. Background: Little research has been conducted on follow-up of graduates of doctoral programs. The limited research that has been done, typically, was conduct ...
doctoral program graduates, scholarly practitioner, inquiry skills, CPED, EdD
803 - 817

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