![]() These practices have their own cultural roots and reflect the values, norms, and conceptions of a certain research domain while also being multidisciplinary in nature. The scholarly community provides a learning environment that includes various elements such as supervision, knowledge, learning, and assessment practices. have shown that students’ definitions of “scholarly community” vary considerably. For doctoral students, the scholarly community as a community of practice often means a primary working community, such as a seminar, a research group or peer group. PhD studies always take place within a particular context and are influenced by the social practices of supervision and the scholarly community. This suggests that one can consider and experience even the same scholarly community in a variety of ways. , for instance, found that PhD students’ membership experiences in this very community varied considerably: about one third of the PhD students felt isolated from their academic community or found the relationship between themselves and the community somewhat problematic. Some scholars have suggested that the scholarly community plays an important role in how students experience their doctoral journey. However, the pedagogy of PhD education is primarily implemented in the everyday practices of the scholarly community and supervision. Accordingly, one can explore doctoral education through many different perspectives. The politics of science and institutional factors, the recruitment system, supervision, knowledge, learning and assessment practices, and personal resources and various aspects of a doctoral candidate’s life matter. Several complementary elements simultaneously influence success in the PhD process. Scholarly Community and Supervision Practices Analysing the core problems encountered during the PhD journey enables one to identify the central development objectives in doctoral education. The present study focuses on exploring theproblems and challenges Finnish doctoral students themselves perceived as typical for PhD studies in relation to their well-being and study engagement. process and the problems students face as well as how these problems relate to their well-being during the Ph. Accordingly, there is a need to obtain a deeper understanding of the nature of the Ph. ![]() Moreover, reports have suggested that distress experienced by doctoral candidates may be high. Attrition rates among doctoral candidates have been reported to range from 30% to 50%, depending on the discipline and country. Previous studies on the doctoral experience suggest that doctoral students face a variety of difficulties during their studies. For instance, the supervisory relationship, the scholarly community and doctoral students’, and supervisors’ personal beliefs about research and supervision contribute to the overall doctoral experience. Previous research on doctoral education has identified several complementary factors that contribute to the doctoral experience. Introductionĭoctoral studying is at the core of academic practices. ![]() More effective means are needed to foster students' ability to overcome problems encountered during their Ph. Doctoral students' well-being and study engagement showed a clear relationship. The problems reported were related to general working processes, domain-specific expertise, supervision, the scholarly community, and resources. Doctoral students' perceptions of the problems they encountered during their studies varied. Altogether 669 doctoral students from the Faculties of Arts, Medicine, and Behavioural Sciences responded to the survey. The study is part of a larger research project on doctoral education. This paper explores the problems that doctoral candidates face during their doctoral studies as well as students' well-being in relation to their studying engagement. students are a highly select group, some never finish.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |