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18
From ethnography to items: a mixed methods approach to developing a survey to examine graduate engineering student retention
- Journal of Mixed Methods Research
, 2013
"... As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering stu-dent retention. Findings from the ethnographic fieldwork yielded several themes, including inter-national diversit ..."
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As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering stu-dent retention. Findings from the ethnographic fieldwork yielded several themes, including inter-national diversity, research group organization and climate, perception of value, and individual and group learning. In this article, the authors present the final themes from the ethnographic analysis and discuss how these data were configured into constructs and survey questions. The authors discuss the final survey, including validity and reliability analysis, and how constructs were developed to test hypotheses for future studies. The article concludes with implications for mixed methods researchers interested in using qualitative methods to create new surveys.
Motivation, Satisfaction, and Innate Psychological Needs
"... This study investigates the roles that innate psychological needs and student satisfaction have on doctoral student motivation. A total of 125 doctoral students completed surveys that included how autonomous, competent, satisfied with their program, and motivated they felt. Information about their s ..."
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This study investigates the roles that innate psychological needs and student satisfaction have on doctoral student motivation. A total of 125 doctoral students completed surveys that included how autonomous, competent, satisfied with their program, and motivated they felt. Information about their sense of relatedness to their advisor was also collected. Autonomy was defined as the free-dom to do one’s own research. Competence was the overall level of competence the students felt they had in graduate school. A sense of relatedness toward the students ’ advisor was the related-ness factor. Hierarchical regression analyses were completed to investigate the relationships among autonomy, competence, relatedness, satisfaction, and motivation to continue graduate school. The results indicated that there was a positive relationship between motivation to continue and autonomy, competence, and relatedness. Autonomy and relatedness were positively related to satisfaction, but competence was not. The relationship between autonomy and relatedness was mediated by satisfaction. The importance of students ’ having autonomy over their research indi-cates that advisors should give their students independence in developing their research agendas. Having a collegial relationship with advisors is also critical for students ’ satisfaction and motiva-tion, so these relationships should be encouraged. Limitations, implications, and further research are discussed.
Copyright © Canadian Academy of Oriental and Occidental Culture Demographic and Attitudinal Factors Influencing Doctoral Student Satisfaction
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THE MODERATING ROLE OF SOCIAL SUPPORT ON THE RELATIONSHIP OF PERCEIVED STRESS AND LIFE SATISFACTION OF PSYCHOLOGY GRADUATE STUDENTS
"... ii The Dissertation Committee for Jan C. Townsend certifies that this is the approved version of the following dissertation: ..."
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ii The Dissertation Committee for Jan C. Townsend certifies that this is the approved version of the following dissertation:
© Science and Education Publishing DOI:10.12691/education-2-9-1 Outcomes and Characteristics of Faculty/Student Mentorship in PhD Programs
, 2014
"... Abstract With increasing numbers of doctoral programs, and a persistent high attrition rate, the need to provide support to PhD students grows. Faculty mentoring is one strategy employed by many doctoral programs to address attrition, although objectives, methods and responsibilities of the mentor r ..."
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Abstract With increasing numbers of doctoral programs, and a persistent high attrition rate, the need to provide support to PhD students grows. Faculty mentoring is one strategy employed by many doctoral programs to address attrition, although objectives, methods and responsibilities of the mentor role vary. The purpose of this integrative literature review was to synthesize outcomes and characteristics of faculty/student mentorship in PhD programs. This integrative review included studies from 2003-April 2014 in peer-reviewed journals, found from a comprehensive search of PubMed, CINAHL, Cochrane, PsycInfo, and GoogleScholar. Key search terms included: mentor, faculty, student, advisor, doctoral, education, engagement, attrition, retention, and PhD. The search strategy yielded a total of 850 references; 47 were retrieved, read and rated for relevance and research quality. A set of 12 articles met relevance criteria. Results indicate that although successful faculty mentoring is time consuming, students benefit from decreases in social isolation, and increased progression and retention through doctoral programs.
By
, 2011
"... I would like to thank my parents, Jean and Charles Lee for their constant, unwavering love and encouragement over this often torturous journey. I would also like to say thank you, and I love you, to my sisters, Danielle and Toni-Ann Lee, who really are the reasons I persevered. Also, I thank Jayden ..."
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I would like to thank my parents, Jean and Charles Lee for their constant, unwavering love and encouragement over this often torturous journey. I would also like to say thank you, and I love you, to my sisters, Danielle and Toni-Ann Lee, who really are the reasons I persevered. Also, I thank Jayden C.M.L. Khan, the love of my life who always makes me smile. I cannot fail to acknowledge my dear friends Dr. Michelle Ramlagan, Anthony Crenshaw and Dr. Jasmine Crenshaw, Jonathan Chase, Angela Calderon, the Mobley family, my Multicultural and Diversity Affairs (MCDA) family and the soon-to-be-Dr. D. Frederick Gwynn, who have served me, and numerous others, with their generosity in everything from food to fun and good advice. Last, but by no
International Journal of Doctoral Studies Perceived Assessment Requirements in the Contemporary Biomedical Doctorate: A Case-Study from a Research Intensive Australian University
"... Abstract The present work draws on semi-structured interviews with Ph.D. students and supervisors working at an Australian Group of Eight University and uses elements of constructive alignment as a lens to discuss perceptions of assessment requirements for a doctorate in the biomedical sciences. He ..."
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Abstract The present work draws on semi-structured interviews with Ph.D. students and supervisors working at an Australian Group of Eight University and uses elements of constructive alignment as a lens to discuss perceptions of assessment requirements for a doctorate in the biomedical sciences. Herein, we identify i) significant ambiguity among students regarding their understanding of learning objectives and the criteria on which they are assessed, ii) a large degree of agreement between supervisor perceptions of assessment criteria and the stated assessment criteria, and iii) a perception (common to both supervisors and students) that publication of research findings is a key element of doctoral assessment. We suggest that improving the alignment of stated and perceived assessment criteria may assist socialising students to the doctoral learning environment and improve learning outcomes in the contemporary biomedical doctorate.
International Journal of Doctoral Studies Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student
"... Abstract The purpose of this study was to explore the doctoral student experience in relation to their school-work-lives. Through a grounded theory research design we sought to explore the following research question: How, and to what extent, do full-time doctoral students strive to obtain school-w ..."
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Abstract The purpose of this study was to explore the doctoral student experience in relation to their school-work-lives. Through a grounded theory research design we sought to explore the following research question: How, and to what extent, do full-time doctoral students strive to obtain school-work-life balance? Data were collected through semi-structured interviews and participant observations with five full-time doctoral education students who held one or more graduate assistantships on campus. From the data, we constructed four themes. Full-time doctoral students strived to achieve a school-work-life balance by (a) purposefully managing their time, priorities, and roles and responsibilities; (b) seeking well-being by managing stress levels, maintaining their mental and physical health, and creating personal time; (c) finding support from various individuals and their institution; and (d) making tradeoffs. Additionally, we found that single students with no children faced more challenges in efforts to obtain a school-work-life balance in comparison to their peers with families. Based on our findings, programs can facilitate degree attainment for students by continuing to provide financial support, flexibility in school and work schedules, and support services tailored to specifically address doctoral student needs. Lastly, our participants' stories may resonate with other doctoral students, and thus, may help them think about ways to attempt to balance their work and personal lives.
Dedication
, 2015
"... In memory of Ernest Werkheiser. iii Acknowledgements Firstly, to my advisor Abby Stewart, without whom I could not have completed ..."
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In memory of Ernest Werkheiser. iii Acknowledgements Firstly, to my advisor Abby Stewart, without whom I could not have completed
