Citations (119)
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Laurie A. Schreiner. (2024) College Student Thriving: An Examination of Undergraduate, Adult, and Graduate Students’ Experiences in Christian Colleges and Universities. Christian Higher Education 23:1-2, pages 161-183.
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Paula Clasing-Manquian, Heeyun Kim, Nabih Haddad & John Gonzalez. (2024) Developmental trajectories during doctoral study: identifying heterogeneity in psychosocial factor’s development. Studies in Higher Education 49:2, pages 235-250.
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Amanda Thomas, Rhiannon Packer & Gina Dolan. (2024) Current issues in doctoral supervision practice in the UK. Research in Post-Compulsory Education 29:1, pages 158-188.
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Fadia Dakka & Alex Wade. (2023) Postgraduate research in a sick society. Research Papers in Education 38:5, pages 743-762.
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Mariona Corcelles-Seuba, Núria Suñe-Soler, Anna Sala-Bubaré & Montserrat Castelló. (2023) Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences. Journal of Further and Higher Education 47:4, pages 481-491.
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Mostafa Ayoobzadeh. (2023) Peer-mentoring and doctoral student retention: a longitudinal investigation. Higher Education Research & Development 42:3, pages 513-529.
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Kirsi Pyhältö, Lotta Tikkanen & Henrika Anttila. (2023) The influence of the COVID-19 pandemic on PhD candidates’ study progress and study wellbeing. Higher Education Research & Development 42:2, pages 413-426.
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Jacqueline M. Smith, Jennifer Smith, Lorelli Nowell, Candace Lind, Serge Chalhoub, Chantal McMillan, Jennifer Jackson & Añiela dela Cruz. (2022) A Dog with an Office: The Process of Embedding a Wellness Dog Intervention in a University Setting. Issues in Mental Health Nursing 43:9, pages 870-877.
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Chloe Casey, Orlanda Harvey, Julia Taylor, Fiona Knight & Steven Trenoweth. (2022) Exploring the wellbeing and resilience of postgraduate researchers. Journal of Further and Higher Education 46:6, pages 850-867.
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Christian Schneijderberg. (2021) Supervision practices of doctoral education and training. Studies in Higher Education 46:7, pages 1285-1295.
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Benjamin D. Espinoza. (2021) Understanding the Experiences of Racially Minoritized Doctoral Students in Evangelical Theological Education. Christian Higher Education 20:3, pages 141-159.
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Tshilidzi Netshitangani & Petunia R Machaisa. (2021) Supervision experiences of postgraduate students at an ODL institution in South Africa. Cogent Social Sciences 7:1.
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Cheryl Sparks & Heewon Chang. (2021) Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance. Christian Higher Education 20:1-2, pages 38-56.
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M. Corcelles, M. Cano, E. Liesa, G. González-Ocampo & M. Castelló. (2019) Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development 38:5, pages 922-939.
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Viviana Meschitti. (2019) Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education 44:7, pages 1209-1221.
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Renee M. Cunningham-Williams, Ellie Wideman & LaShawnda Fields. (2019) Ph.D. Student Development: A Conceptual Model for Research-Intensive Social Work PhD Programs. Journal of Evidence-Based Social Work 16:3, pages 278-293.
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Siobhan Dytham. (2019) A framework of postgraduate collaboration: postgraduate collaborative space in a UK university. Studies in Higher Education 44:3, pages 446-458.
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Julie Posselt. (2018) Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being. The Journal of Higher Education 89:6, pages 988-1013.
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Matthew Fifolt & Arleene P. Breaux. (2018) Exploring Student Experiences With the Cohort Model in an Executive EdD Program in the Southeastern United States. The Journal of Continuing Higher Education 66:3, pages 158-169.
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K. Andrew R. Richards, Oleg A. Sinelnikov & Jenna R. Starck. (2018) Practical Strategies for Enhancing Doctoral Students' Preparedness to Teach. Journal of Physical Education, Recreation & Dance 89:2, pages 26-33.
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Kirsi Pyhältö, Lynn McAlpine, Jouni Peltonen & Montserrat Castello. (2017) How does social support contribute to engaging post-PhD experience?. European Journal of Higher Education 7:4, pages 373-387.
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Gabriella M. McLoughlin & K. Andrew R. Richards. (2017) Physical Education Graduate Students’ Perceptions of Institutional and Relational Factors. International Journal of Kinesiology in Higher Education 1:3, pages 75-88.
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Rui Wu. (2017) Academic socialization of Chinese doctoral students in Germany: identification, interaction and motivation. European Journal of Higher Education 7:3, pages 276-290.
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Eimear Enright, Steven B Rynne & Laura Alfrey. (2017) ‘Letters to an early career academic’: learning from the advice of the physical education and sport pedagogy professoriate. Sport, Education and Society 22:1, pages 22-39.
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V. Virtanen, J. Taina & K. Pyhältö. (2017) What disengages doctoral students in the biological and environmental sciences from their doctoral studies?. Studies in Continuing Education 39:1, pages 71-86.
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Anna Sala-Bubaré & Montserrat Castelló. (2017) Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education 39:1, pages 16-34.
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Gary A. Berg. (2016) The Dissertation Process and Mentor Relationships for African American and Latina/o Students in an Online Program. American Journal of Distance Education 30:4, pages 225-236.
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Jared Russell, Karen Lux Gaudreault & K. Andrew R. Richards. (2016) Doctoral Student Socialization: Educating Stewards of the Physical Education Profession. Quest 68:4, pages 439-456.
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Daniel B. Saunders, Ethan A. Kolek, Elizabeth A. Williams & Ryan S. Wells. (2016) Who is shaping the field? Doctoral education, knowledge creation and postsecondary education research in the United States. Higher Education Research & Development 35:5, pages 1039-1052.
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Ä. Leijen, L. Lepp & M. Remmik. (2016) Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies. Studies in Continuing Education 38:2, pages 129-144.
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Marguerite Koole & Sara Stack. (2016) Doctoral students’ identity positioning in networked learning environments. Distance Education 37:1, pages 41-59.
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Gary B. Peters, D. Keith Gurley, Matthew Fifolt & Loucrecia Collins. (2015) Maintaining a Strong Collaborative Community in the Early Dissertation-Writing Process: Reflections on Program Interventions. The Journal of Continuing Higher Education 63:1, pages 44-50.
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Amy E. Smith & Deneen M. Hatmaker. (2014) Knowing, Doing, and Becoming: Professional Identity Construction among Public Affairs Doctoral Students. Journal of Public Affairs Education 20:4, pages 545-564.
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Lauren Ullrich, Sonya B. Dumanis, Tanya M. Evans, Alexis M. Jeannotte, Carrie Leonard, Summer J. Rozzi, Caitlin M. Taylor, Karen Gale, Jagmeet S. Kanwal, Kathleen A. Maguire-Zeiss, Barry B. Wolfe & Patrick A. Forcelli. (2014) From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training. Medical Education Online 19:1.
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Tatiana Suspitsyna. (2013) Socialization as sensemaking: a semiotic analysis of international graduate students' narratives in the USA. Studies in Higher Education 38:9, pages 1351-1364.
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Susan Carter, Marion Blumenstein & Catherine Cook. (2013) Different for women? The challenges of doctoral studies. Teaching in Higher Education 18:4, pages 339-351.
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Irene B. Mena, Heidi A. Diefes-Dux & Brenda M. Capobianco. (2013) Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships. The Journal of Higher Education 84:2, pages 189-212.
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Michelle A. Maher, Briana Crotwell Timmerman, David F. Feldon & Denise Strickland. (2013) Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship. The Journal of Higher Education 84:1, pages 121-143.
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Jane Agee & Sedef Uzuner Smith. (2011) Online discussions in a doctoral research methods course: ‘Like a text by many authors’. Studies in Continuing Education 33:3, pages 301-319.
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BenitaJ. Barnes & Shuli
Arieh Archer. (2011) Guest Editors’ Introduction. Equity & Excellence in Education 44:1, pages 1-9.
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Natalia Maloshonok & Saule Bekova. Same programme, different experience: Does the perception of departmental climate in doctoral programmes vary among different students?. Innovations in Education and Teaching International 0:0, pages 1-11.
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Samira Feizi, Bärbel Knäuper & Frank Elgar. Perceived stress and well-being in doctoral students: effects on program satisfaction and intention to quit. Higher Education Research & Development 0:0, pages 1-18.
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Lizane Wilson & Jessica Pool. Barriers to and enablers for the success of postgraduate students in social work. Social Work Education 0:0, pages 1-18.
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Anaïs Glorieux, Bram Spruyt, Joeri Minnen & Theun Pieter van Tienoven. Calling it quits: a longitudinal study of factors associated with dropout among doctoral students. Studies in Continuing Education 0:0, pages 1-19.
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Articles from other publishers (75)
Stephanie M. Breen, Jesse McCain & Josipa Roksa. (2024) Breaking points: exploring how negative doctoral advisor relationships develop over time. Higher Education.
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Walter C. Lee, Teirra K. Holloman, David B. Knight, Natali Huggins, Holly M. Matusovich & Julia Brisbane. (2024) Catalyzing Organizational Change for Equity in Graduate Education: A Case Study of Adopting Collective Impact in a College of Engineering. Education Sciences 14:3, pages 292.
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Dounia Bourabain. (2024) Integration, negotiation, interrogation: Gendered‐racialised barriers to the socialisation of doctoral students in Belgian higher education. European Journal of Education.
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Solveig Cornér, Lotta Tikkanen, Henrika Anttila & Kirsi Pyhältö. (2023) Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates. Studies in Graduate and Postdoctoral Education 15:1, pages 1-18.
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Clio Berry, Jeremy E. Niven & Cassie M. Hazell. (2022) Predictors of UK postgraduate researcher attendance behaviours and mental health-related attrition intention. Current Psychology 42:34, pages 30521-30534.
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Christopher J. Kinder, Kevin Andrew Richards, Alyssa M. Trad, Amelia Mays Woods & Kim C. Graber. (2023) Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members. European Physical Education Review 29:4, pages 475-492.
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Caterina Astarita & Anna Crisci. (2022) Stereotype logistic model: an application to the determinants of doctoral programme satisfaction in Italy. Quality & Quantity 57:5, pages 4029-4047.
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Brooke Dinsmore & Josipa Roksa. (2023) Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education. Teachers College Record: The Voice of Scholarship in Education 125:9, pages 84-107.
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Andrea Basche, Fernanda Souza Krupek & Om Prakash Ghimire. (2023) Approaching Effective Mentorship Both as a Mentor and Mentee. CSA News 68:9, pages 36-40.
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Julia S. Meuleners, William J. Boone, Martin R. Fischer, Birgit J. Neuhaus & Julia Eberle. (2023) Evaluation of structured doctoral training programs in German life sciences: how much do such programs address hurdles faced by doctoral candidates?. Frontiers in Education 8.
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Naomi White, Jelena Milicev, Daniel R. R. Bradford, Amy Rodger & Maria Gardani. (2023) The mental labyrinth of postgraduate research: a qualitative study of postgraduate mental health and wellbeing and the impact of the supervisory relationship. Higher Education.
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Conor Wilson, Rabia Arshad, Maria Sapouna, David McGillivray & Stephanie Zihms. (2022) ‘PGR Connections’: Using an online peer- learning pedagogy to support doctoral researchers. Innovations in Education and Teaching International 60:3, pages 390-400.
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Jelena Milicev, Mark McCann, Sharon A. Simpson, Stephany M. Biello & Maria Gardani. (2021) Evaluating Mental Health and Wellbeing of Postgraduate Researchers: Prevalence and Contributing Factors. Current Psychology 42:14, pages 12267-12280.
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João Paulo Resende de Lima, Silvia Pereira de Castro Casa Nova & Elisabeth de Oliveira Vendramin. (2023) Sexist academic socialization and feminist resistance: (de)constructing women’s (dis)placement in Brazilian accounting academia. Critical Perspectives on Accounting, pages 102600.
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Catherine Adam & Cécile Plaud. (2023) Quand un projet de recherche international se fait accompagnateur d’un parcours doctoral : retours d’expériences des actrices. Revue internationale de pédagogie de l’enseignement supérieur 39:1.
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Erin Breitenbach. 2023. Academic Performance - Students, Teachers and Institutions on the Stage [Working Title]. Academic Performance - Students, Teachers and Institutions on the Stage [Working Title].
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Nurudeen Abdul-Rahaman, Evgeniy Terentev & Issah Iddrisu. (2022) The social integration experiences of international doctoral students at Russian universities. Transformation in Higher Education 7.
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Ellen Zerbe, Gabriella M. Sallai, Kanembe Shanachilubwa & Catherine G. P. Berdanier. (2022) Engineering graduate students' critical events as catalysts of attrition. Journal of Engineering Education 111:4, pages 868-888.
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Michael A. Miner. (2021) Caught in Limbo: Mapping Social Spaces for First-Generation Students in Graduate School. Humanity & Society 46:3, pages 395-418.
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David K. Sherman, Lauren Ortosky, Suyi Leong, Christopher Kello & Mary Hegarty. (2021) The Changing Landscape of Doctoral Education in Science, Technology, Engineering, and Mathematics: PhD Students, Faculty Advisors, and Preferences for Varied Career Options. Frontiers in Psychology 12.
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