Global inequality in the academic system: effects of national and university symbolic capital on international academic mobility

The global academic system is hierarchically structured between a center, a semi-periphery and a periphery. We analyze to what extent the position of a country and a university within this hierarchy of scientific reputation shapes doctoral students’ chances of international mobility. We conducted an exploratory experimental study using fake applications of international doctoral students sent to German sociology professors, who were asked to serve as supervisors during a planned research visit. Our fake applicants come from the core and periphery of the global academic system: Yale, Pennsylvania State University, National University Singapore, and Vietnam National University Hanoi. The results show that applicants from both US institutions get more positive and more personal feedback than the other applicants. This points to the importance of national scientific reputation. Moreover, we can show that universities’ symbolic capital seems to be more important than the quality of a department.     

学术活跃度与博士生学术产出的实证分析——以中国某研究型大学为案例

本文以我国某研究型大学自然科学领域的博士生为研究对象,分析博士生在读期间的学术产出状况;构造了以学术研究投入时间、国内国际会议报告、与导师交流频率为维度的学术活跃度概念,并利用负二项分布的回归模型,证实了学术活跃度与博士生学术产出之间的关系。本研究认为,应努力创造良好的博士生教育环境和氛围,通过提高博士生的学术活跃度,进而提高其学术产出,这对提高我国博士生教育培养质量具有十分重要的意义。     

学术互动对博士生国际期刊论文产出的影响 ——基于2017年全国博士毕业生调查数据的分析

博士生是科学研究的生力军,也是高校科研产出的重要贡献者。然而,博士生从“学术学徒”到“独立研究者”的蜕变过程,必定要借助来自外界的经验丰富的同行们的学术指导、交流、共享和帮助。那么,以知识共享为核心的学术互动对博士生培养质量有什么样的影响呢?运用标准负二项回归对“中国博士生毕业调查数据”的全国61所高校8207份博士生数据进行分析。结果显示,“与导师的学术互动频次和质量”和“与其他教师的学术互动频次与质量”均对博士生国际期刊论文产出具有正向影响;“与博士生同学的学术互动频次和质量”对国际期刊论文产出的影响不显著。     

A PhD In motion: Advancing a critical academic mobilities approach (CAMA) to researching short-term mobility schemes for doctoral students

ABSTRACT

Short-term mobility has been neglected in the higher education mobilities literature, which tends to focus on longer stays such as study abroad or entire degrees. Short-term doctoral mobility schemes are relatively low-cost, potentially high-value investments in the development of early career researchers. Doctoral mobilities research – and the field of academic mobilities research more broadly – is characterised by a positivist, often atheoretical orientation; this article responds to this by introducing a critical academic mobilities approach (CAMA). This approach is rooted in the ‘mobilities paradigm’, and involves (i) questioning the status of mobility as a universal good; (ii) exploring the subjectivity of mobile subjects as dynamic and shifting, but also structurally determined; (iii) a commitment to researching mobility processes as well as investments and outcomes. The article explores ‘autoethno-case studies’ of two doctoral mobility schemes funded by the UK Economic and Social Research Council (ESRC): Overseas Institutional Visits (OIV) and the PhD Partnering Scheme (PPS).     

Motivations and influences in Chinese international doctoral students’ decision for STEM study abroad

Despite China’s recent remarkable performance in high-quality research, the number of students going abroad to pursue doctoral degrees in STEM fields has been rising rapidly. This study investigates the motivations of Chinese international doctoral students (CIDS) in STEM fields for undertaking a PhD abroad, and the external factors influencing this major life decision. Based on in-depth interviews with 35 CIDS from seven universities in four Australian states, the findings show that for the current generation, enriching life experiences and self-cultivation emerged as most prominent personal motivations. The choice to study abroad, though ultimately a personal decision, was influenced by a range of factors and particularly long-term cooperation between host and home institutions. Both academic and personal reputation of supervisors played important roles in the selection of host institutions. This study may be of value to supervisors and higher education policy-makers, at institutional and government levels in all countries, whether “home” or “host”, invested in sustainable international doctoral education.     

The association of thinking styles with research agendas among academics in the social sciences

Research agendas are understudied, despite being key to academic knowledge creation. The literature suggests that the ways that academics determine their research agendas are conditioned by individual, organisational and environmental characteristics. This study explores the cognitive aspects of academics' research agendas in the social sciences by using a theory on thinking styles as an analytical framework. The results suggest that the research agendas of academics in the social sciences are significantly associated with their thinking styles. These findings aid understanding of how academics set their research agendas. This study also represents an important landmark in research on thinking styles, focusing on academic research work as a potential venue for further studies. The findings are relevant for policymakers, research funding agencies, university administrators and academics because they have implications for academic research development processes, outcomes, and for research and academic identity socialisation during doctoral studies.     

联合指导制对博士培养质量的异质性影响——基于2021年全国博士离校调查数据的实证分析

联合指导目前已经成为博士生学术指导的一种重要形式。但和传统的单一导师制相比,联合指导制度的效果具体如何,相关的实证分析较为不足。本研究基于2021年全国博士离校调查数据,通过回归分析、异质性分析、拉索回归调整等研究方法,分析了联合指导制对于博士生研究产出和能力发展评价的学科异质性影响。研究发现,导师指导形式是博士生培养质量的重要影响因素,相较于传统的单一导师制,联合指导制对博士生的研究产出、能力发展发挥了显著的积极影响。在进一步的学科异质性分析中,结果表明在理学、工学、医学中,联合指导制的实施显著提高了博士生的研究产出和能力发展水平;在农学和社会科学中,联合导师制的影响只体现在能力发展方面;而在人文学科中,联合指导制对论文产出和能力发展均无显著影响。基于上述实证结论,研究建议在理工医等学科中进一步推广联合指导制度。     

博士生的学术经历、学术志趣与科研能力增长的关系

博士生的学术经历和学术志趣对科研能力增长的重要作用已得到实证研究的支持,不过很少有研究能够综合考察不同方面的学术经历以及学术志趣对科研能力增长的预测作用。基于1286份博士生调查数据进行相关探索,结果发现：（1）博士生的学术志趣对科研能力增长的正向预测作用最大,超过了前沿涉猎、导师指导、课程学习等学术经历的预测作用;（2）导师指导是对博士生学术志趣正向预测作用最大的变量;（3）与人文社科博士生相比,理工科博士生的学术志趣与科研能力增长具有更强的关联;（4）学术志趣在前沿涉猎、导师指导、课程学习等学术经历与科研能力增长之间存在中介效应。上述结果支持了学术志趣在博士生学术训练中的重要性,而导师在博士生学术志趣的激发方面扮演着关键角色。     

参与学术创业对工科博士生教育的影响探析

在知识经济时代,越来越多的工科博士生参与大学的学术创业活动,作为科研训练的一种重要方式,学术创业对工科博士教育产生了重要影响。基于对16名工科博士生深度访谈材料的扎根分析,本研究发现,参与学术创业,促进了工科博士生科研能力的提升,非学术技能的习得,广阔的学术观和多元职业观的形成。为回应学术创业对工科博士教育的影响,建议培养单位形成多元培养观,优选和拓展学术创业项目,提升工科博士生的科研能力和学术创业能力。     

From ‘Year 9 dropout’ to doctoral candidate: An autoethnographic journey of becoming (with friends)

ABSTRACT

In this article, I am joined by two academic colleagues to explore my personal narratives and experiences as a doctoral student, and to explicate the challenges and achievements of my pathway into doctoral studies. Positioning itself within the growing field of doctoral research, the article focuses on an exploration of three vignettes which identify important points in my unfolding stories of formation in becoming a doctoral student as an older person. This autoethnographic study draws on Transformative Learning Theory and the critical discourse understandings of Gee to examine my stories of becoming from school-leaver at 15 to doctoral student over four decades later. The study has three implications. First, it is important to recognise and appreciate alternate pathways to doctoral education. Second, that there is a need to better understand the complex formation of doctoral students within an academic research community; especially in regard to those from diverse or challenging backgrounds. Finally, the significance of seeing doctoral education as identity work and work of the soul, built as much on affective experiences and reflexivity as learning to perform and write as an academic, is key.     

The Doctorate in Fine Art: The Importance of Exemplars to the Research Culture

The doctorate in Fine Art has had a troubled history in the UK. Although there are growing numbers of doctorates being undertaken and over forty institutions which offer doctoral study, there is still little understanding of this research culture. There is a developing literature, but it remains curiously focused on research methods and protocols rather than on establishing the character of the culture through what is being produced by doctoral students. Macleod and Holdridge have produced an AHRB‐funded study of selected exemplars of doctoral submissions. The study seeks to make both a practical and strategic intervention in the ongoing ‘making/writing’, ‘theory/practice’ debate. It also seeks to clearly demonstrate how artist researchers have dealt with the academic requirements of the PhD and how the production of a substantial written text (generally 30,000 words plus) showing a keen knowledge and criticality of the subject field has been achieved. The exemplars demonstrate both the distinctive and the normative character of the PhD in Fine Art. However, the underpinning empirical research for the study (1996 —) has also demonstrated the critical independence of such exemplars within the broader field of academic research. Through a brief analysis of three doctoral submissions selected from the study, the paper seeks to draw out some of the more important findings and their implications for the developing research culture.     

Becoming an academic: international perspectives

Stress during doctoral study is common; however, its presence is of concern to students as it has a deleterious impact on well-being and performance, and to the university which has a duty of care to students and the desire to promote a supportive research environment. This article reports on the qualitative findings from an online survey that sought to identify students’ experiences related to stress during the early-stage doctoral study. All newly enrolled PhD students at the University of Otago (New Zealand) received invitations to participate and respond to two questions related to stress during the early-stage doctoral study. In total, 152 survey responses were acquired from 352 first-year PhD students (response rate 43.2%). Nine main areas of concern were identified from an inductive thematic analysis of participants’ responses. Key stressors were time pressure, uncertainty about doctoral processes, sense of belonging in scholarly communities, and financial pressures. Some findings are contrary to previous research with novel perceptions on the student–supervisor relationship, different financial issues, and transition stresses contrary to previous research; this may reflect the changed academic landscape of doctoral studies. Findings provide insight into potential support strategies to better support early-stage PhD students.     

Learning communities and fair trade in doctorates and development: report of a collaborative project

This article reports the second stage of a study examining an academic partnership in which Bangladeshi doctoral students in a western university focus their research in the grounded context of Bangladesh and investigate the processes for change. After briefly outlining the previous published stage which examined the academic trade in higher education with developing countries, the article builds on the concept of fair academic trade to critically reflect on the development of a doctoral learning community, a publication project and three specific doctoral studies. The methodological approach is one of participatory action research, with focus on critical reflection on practice.     

Transitions,transformations and finding success. A phenomenological analysis of the experiences of a doctoral student in early candidature

ABSTRACT

This article examines and analyses the authentic experiences of a doctoral student, Kate, in the period just prior to Confirmation, an academic milestone in the Australian doctoral education context. The article uses qualitative phenomenological inquiry as the methodology and employs ideas drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, especially his notions of narrative, self, time, and human agency. These ideas are utilised in order to ‘get inside’ the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty. The writers argue that such a close and personal examination of experience and a hermeneutical approach to analysis is important for a deep understanding about how Kate negotiated her way through the hurdles of early candidature and adapted her life and identities towards success. Particular focus is given to Kate’s experiences of transition and change and the formation of her academic identity that emerged out of these experiences, which led to successful negotiation of this early period of candidature. The research findings reported in this article suggest that Kate’s deep reflexivity, enjoyment of her research and sense of her own well-being as a doctoral student are significant for her perseverance through difficult milestones and ultimately her successful completion of her PhD.     

Institutional logics of Chinese doctoral education system

As Chinese doctoral education has grown dramatically in the past four decades and developed into one of the largest doctoral education systems in the world, it has become one significant and integral part of the global doctoral education landscape. However, in the literature, there is a lack of both a comprehensive understanding of the Chinese doctoral education system and of generic frameworks for understanding doctoral education in a global context, with an emphasis on the underlying value systems. This may not only hamper the research on doctoral education in China but also affect international comparison and collaboration with Chinese doctoral education. Using the theory of institutional logics, this study tries to bridge the gap by identifying the complex value systems underlying the context of the Chinese doctoral education system, through a qualitative study mainly based on interview data and complemented by documentary data. The interview involves 135 participants, including 45 university academic leaders, 33 doctoral supervisors and 56 doctoral students from 17 research universities, as well as one government policy-maker. We found that the context of Chinese doctoral education system consists of multiple logics of state, profession, family, market and corporation. The special constellation of institutional logics has shaped the current Chinese doctoral education system as a state-led model but meanwhile incorporating family characteristics, market orientation and regulated academic autonomy. The study also showed that Chinese doctoral education has been developing in line with international academic norms and global marketization trends, and has also been shaped by China’s socio-cultural tradition and the strong state regulation. In addition to the institutional logics analysis of the Chinese doctoral education system, this study paves the way for developing a novel framework for analysing doctoral education systems in other contexts and for comparative purposes.     

博士研究生的情感体验与身份建构叙事探究

本文探讨一名博士研究生求学期间的情感体验和多重身份建构过程。数据收集历时三年,数据以小故事为主。数据分析从社会文化理论的微发生、个体发生和社会文化背景三个层面进行。结果表明该博士经历自卑到热情的情感变化,建构了学习者到研究者等多重身份,情感体验交织着不同的身份转变,这些都与该博士生的学习环境、成长经历和社会文化背景等密不可分。文章指出,博士生学术素养培养的同时更应关注他们的情感体验和身份建构。     

What disengages doctoral students in the biological and environmental sciences from their doctoral studies?

This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male?=?15, female?=?25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital.     

冲突与调适:全日制教育博士生存现状研究

全日制教育博士是一个新型的群体,特殊的身份使他们面临着多方面的矛盾。应用冲突理论、角色互动模型以及符号互动论为研究工具,用民族志研究方法对L高校的六名全日制教育博士展开研究,发现他们主要面临角色的冲突、学习的压力、生活的矛盾以及未来的迷茫等困境,并就此从制度完善、培养模式等方面提出建议。     

“双一流”建设高校海归教师的二元学术网络特征

基于35所“双一流”建设高校的教师调查数据,根据近似性理论和社会网络理论分析海归教师的海外和本土二元学术网络特征,考察海外流动的学术网络构建作用。研究发现,海外流动对海外和本土学术网络产生相反的影响,海外流动经历显著优化了海归教师的海外学术网络规模、关系强度和网络顶端,但显著降低了本土学术网络关系强度。不同类型的海外流动对学术网络构建的影响作用存在差异,海外博士/工作流动对海外学术网络的优化作用和对本土学术网络的削弱作用最大,其次是海外博士留学,最后是海外工作流动。不同回国阶段海归教师的二元学术网络特征存在显著差异,随着回国时间的推移,海归教师的海外学术网络优势逐渐下降,本土学术网络劣势有所修复。高校应充分利用海归教师的跨国社会资本优势提升中国高等教育的国际化水平,并促进海归教师尽快融入本土学术圈。     

An investigation of instruction in research publishing offered in doctoral programs: the Hong Kong case

As a result of globalization, universities in some Asian countries now require their faculty members, by way of carrot or stick, to research and publish internationally. In tenure, promotion, contract renewal and faculty recruitment exercises, rate of publication in reputed journals based in the US and the UK has become a major criterion of assessment. The stakes involved in publication in many of these contexts, have created ripple effects on their doctoral students, many of whom are now under pressure to publish internationally during their doctoral tenure in order to secure professoriate employment upon graduation. Yet, publishing during the doctoral years is rarely an easy task not least because it is a taxing endeavor even for practicing academics. Challenges of publishing multiply when it is done in a period when the new researcher is already intensively engaged in the daunting tasks of researching and thesis-writing. However, what make publishing most challenging for students in these contexts are perhaps its linguistic demands and the need to make their work relevant to the international academic community. Given the stakes and difficulties involved in publishing internationally during and beyond the doctoral years, instruction in research publication (IRP) need be given some priority in doctoral programs in the Asian contexts. However, to what extent is IRP in place and to what extent can the instruction prepare students to face the various challenges of publishing in the early phase of their academic career? The questions remain largely under-explored in the literature. The study reported in this paper is a response to this lacuna by examining the IRP provided in the universities in Hong Kong. The study assumes that to succeed in publishing internationally, one needs to develop competence of three major domains, namely, scholarly communication, strategic research conception, strategic management of publishing. And in the context of doctoral undertaking, an added domain is that of strategic management of thesis-publishing. The study investigated the extent to which the IRP provided in the context under study attends to the four domains of competence. Methods of investigation involved an analysis of documents of research degree programs and courses (n = 155) offered in seven doctoral degree granting universities and interviews with doctoral students (n = 30). Findings suggest that instructional attention tends to be skewed towards developing students’ scholarly communication while competence in the other three domains remains relatively under-addressed. Pedagogical implications will be discussed.