Doctoral Support Networks: characteristics and associations with research conditions and identity development
Resum
Doctoral candidates rely on diverse individuals to cope with the challenges of their doctoral trajectory. In this article we define Doctoral Support Networks (DSNs) as the group of individuals with whom the doctoral candidate intentionally collaborates in order to deal with the problems and difficulties of the doctorate. We aim to explore the characteristics of this type of networks and their relationships with doctoral program conditions and researcher identity development. Results from a cluster analysis identified two groups of doctoral candidates based on the characteristics of their network: those with Distributed and Active DSNs (56.8%) and those with Reduced and Passive DSNs (43.2%). The first group reported more frequent interactions with a wider range of individuals from both academic and extra-academic contexts, higher levels of emotional support and direct advice to cope with doctoral challenges and difficulties, and a higher level of identification with the researcher position.Paraules clau
Graduate education, Social support, Doctoral candidates, Dialogical self theoryReferències
Agneessens, Filip; Waege, Hans & Lievens, John(2006). Diversity in social support by role relations: A typology. Social Networks, 28(4), 427–441. https://doi.org/10.1016/j.socnet.2005.10.001
Ali, Aazad & Kohun, Frederick (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1, 21–33. https://doi.org/10.28945/58
AQU. (2017). La inserció laboral dels doctors i doctores de les universitats catalanes. Retrieved from http://www.aqu.cat/doc/doc_89088268_1.pdf
Baker, Vicky L. & Lattuca, Lisa R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807–827. https://doi.org/10.1080/03075070903501887
Baker, Vicky L. & Pifer, Meghan J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5–17. https://doi.org/10.1080/0158037X.2010.515569
Biron, Caroline; Brun, Jean-Pierre & Ivers, Hans (2008). Extent and sources of occupational stress in university staff. Work, 30, 511–522. Retrieved form https://www.ncbi.nlm.nih.gov/pubmed/18725713
Castelló, Montserrat; Pardo, Marta; Sala-Bubaré, Anna & Suñé-Soler, Núria (2017). Why do candidates consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068. https://doi.org/10.1007/s10734-016-0106-9
Coromina, Lluís; Capó, Aina; Guia, Jaume & Coenders, Germà (2011). Effect of background, attitudinal and social network variables on PhD candidates’ academic performance. A multimethod approach. Estudios Sobre Educacion, 20(20), 233–253. Retrieved from http://hdl.handle.net/10171/18419
Coromina, Lluis & Coenders, Germà (Universitat de G. (2006). Reliability and validity of egocentered network data collected via web. A meta-analysis of multilevel multitrait multimethod studies. Social Networks, 28(3), 209–231. https://doi.org/10.1016/j.socnet.2005.07.006
Cotterall, Sara. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174–187. https://doi.org/10.1080/07294360.2012.680017
de Janasz, Suzanne C. & Sullivan, Sherry E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64(2), 263–283. https://doi.org/10.1016/j.jvb.2002.07.001
de Miguel Díaz, Mario (2010). Evaluación y mejora de los estudios de doctorado. Revista de educación, 352, 569–581. Retrieved from http://www.revistaeducacion.educacion.es/re352/re352_25.pdf
Edmonson, Amy & McManus, Stacy E. (2007). Methodological Fit in Management Field Research. Academy of Management Review, 32(4), 1155-1179. https://doi.org/10.5465/amr.2007.26586086
Edwards, Anne. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. https://doi.org/10.1016/j.ijer.2006.06.010
Edwards, Anne & D’ Arcy, Carmen (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147–155. https://doi.org/10.1080/0031910410001693236
Flick, Uwe; von Kardoff, Ernst & Steinke, Ines (Eds.) (2004). A companion to qualitative research. London: Sage Publications Ltd. https://doi.org/10.3126/njqrm.v1i0.1977
Forret, Monica L. & Dougherty, Thomas W. (2004). Networking Behaviors and Career Outcomes : Differences for Men and Women ? Journal of Organizational Behavior, 25, 419–437. https://doi.org/10.1002/job.253
Gardner, Susan (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. High Education, 58, 97-112. https://doi.org/10.1007/s10734-008-9184-7
Gibson, Cristina B. (2016). Elaboration, Generalization, Triangulation, and Interpretation: On Enhancing the Value of Mixed Method Research. Organizational Research Methods, 20(2), 193-223. https://doi.org/10.1177/1094428116639133
Goller, Michael & Harteis, Christian (2014). Employing agency in academic settings: Doctoral candidates shaping their own experiences. In Christian Harteis, Andreas Rausch & Jürgen Seifried (Eds.), Discourses on Professional Learning. On the Boundary Between Learning and Working (Vol. 9, pp. 189–210). London: Springer. https://doi.org/10.1007/978-94-007-7012-6_1
Greene, Jennifer; Caracelli, Valerie & Graham, Wendy F, (1989). Toward a Conceptual Framework for Mixed-Method Evaluation Designs. Educational Evaluation and Policy Analysis, 11(3), 255-274. https://doi.org/10.3102/01623737011003255
Hermans, Hubert. (2001a). The Dialogical Self: Toward a Theory of Personal and Cultural Positioning. Culture & Psychology, 7(3), 243–281. https://doi.org/10.1177/1354067X0173001
Hermans, Hubert. (2001b). The construction of a personal position repertoire: Method and practice. Culture & Psychology, 7(3), 323-365. https://doi.org/10.1177/1354067x0173005
Hermans, Hubert (Ed.) (2016). Assessing and stimulating a Dialogical Self in Groups, Teams, Cultures and Organizations. Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-32482-1
Hermans, Hubert (2018). Society in the Self. A Theory of Identity in Democracy. New York: Oxford University Press.
Hermans, Hubert & Gieser, Thorsten. (2012). Handbook of Dialogical Self Theory. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9781139030434
Hermans, Hubert & Hermans-Konopka, Agnesa (2010). Dialogical Self Theory: Positioning and counter-positioning in a globalizing society. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511712142.001
Hopwood, Nick (2010a). Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35(7), 829–843. https://doi.org/10.1080/03075070903348412
Hopwood, Nick (2010b). A sociocultural view of doctoral candidates’ relationships and agency. Studies in Continuing Education, 32(2), 103–117. https://doi.org/10.1080/0158037X.2010.487482
Jairam, Dharmananda & Kahl, David H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311–329. https://doi.org/10.28945/1700
James, William (1890). The Principles of Psychology. Volume I & II. New York: Henry Holt and Company. https://doi.org/10.1037/11059-000
Jazvac-Martek, Marian; Chen, Shushua & McAlpine, Lynn (2011). Tracking the doctoral student experience over time: Cultivating agency in diverse spaces. In Lynn McAlpine & Cheryl Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral candidates, supervisors and administrators (pp. 17–36). The Netherlands: Springer. https://doi.org/10.1007/978-94-007-0507-4
Johnson, Burke; Onwuegbuzie, Anthony J. & Turner, Lisa A. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
Levecque, Katia; Anseel, Frederik; De Beuckelaer, Alain; Van der Heyden, Johan & Gisle, Lydia (2017). Work organization and mental health problems in PhD candidates. Research Policy, 46(4), 868-879. https://doi.org/10.1016/j.respol.2017.02.008
Mayring, Phillip (2004). Qualitative content analysis. In U. Flick, E. von Kardoff, & I. Steinke (Eds.), A companion to qualitative research (pp. 266–269). London: Sage. https://doi.org/10.3126/njqrm.v1i0.1977
McAlpine, Lynn (2013). Doctoral supervision: Not an individual but a collective institutional responsibility. Infancia y Aprendizaje: Journal for the Study of Education and Development, 36(3), 259–280. https://doi.org/10.1174/021037013807533061
McAlpine, Lynn & McKinnon, Margot (2013). Supervsion - the most variable of variables: Student perspectives. Studies in Continuing Education, 35(3), 265–280. https://doi.org/10.1080/0158037X.2012.746227
McAlpine, Lynn; Paulson, Julia; Gonsalves, Allison & Jazvac-Martek, Marian (2012). “Untold” doctoral stories: can we move beyond cultural narratives of neglect? Higher Education Research & Development, 31(4), 511–523. https://doi.org/10.1080/07294360.2011.559199
Riazi, Mehdi & Candlin, Christopher (2014). Mixed-methods in language teaching and learning. Language Teaching, 47(2),135-173. https://doi.org/10.1017/S0261444813000505
Meijers, Frans & Hermans, Hubert (Eds.) (2018). The Dialogical Self Theory in Education. A multicultural perspective. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-62861-5
Molina-Azorin, José F. (2016). Mixed methods research: An opportunity to improve our studies and our research skills. European Journal of Management and Business Economics, 25(2), 37-38. https://doi.org/10.1016/j.redeen.2016.05.001
Monereo, Carles (2019) The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case. Learning, Culture and Social Interaction, 20, 4-13. https://doi.org/10.1016/j.lcsi.2017.10.002
Neuendorf, Kimerly A. (2002). The Content Analysis Guidebook. Los Angeles: Sage Publications, Inc. https://doi.org/10.4135/9781071802878
Pilbeam, Colin & Denyer, David (2009). Lone scholar or community member? The role of student networks in doctoral education. Studies in Higher Education, 34(3), 301-318. https://doi.org/10.1080/03075070802597077
Pyhältö, Kirsi & Keskinen, Jenny (2012). Doctoral Candidates’ Sense of Relational Agency in Their Scholarly Communities. International Journal of Higher Education, 1(2), 136–149. https://doi.org/10.5430/ijhe.v1n2p136
Pyhältö, Kirsi; Stubb, Jenny, & Lonka, Kirsti (2009). Developing scholarly communities as learning environments for doctoral candidates. International Journal for Academic Development, 14(3), 221–232. https://doi.org/10.1080/13601440903106551
Pyhältö, Kirsi; Toom, Auli; Stubb, Jenny & Lonka, Kirsti (2012). Challenges of Becoming a Scholar: A Study of Doctoral Candidates’ Problems and Well-Being. ISRN Education, 2012, 1–12. https://doi.org/10.5402/2012/934941
Raggatt, Peter T. F. (2015). Positioning: dialogical voice in mind and culture. Theory & Psychology, 25(6), 775-797. https://doi.org/10.1177/0959354315590850
Real Decreto 99 / 2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado. Boletin Oficial del Estado, número 35, de 10 de febrero de 2005. Gobierno de España. Retrieved from: https://www.boe.es/eli/es/rd/2011/01/28/99/con
Stubb, Jenny; Pyhältö, Kirsi, & Lonka, Kirsti (2011). Balancing between inspiration and exhaustion: PhD candidates’ experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33–50. https://doi.org/10.1080/0158037X.2010.515572
Sweitzer, Vicky L. (2008). Networking to Develop a Professional Identity: A Look at the First-Semester Experience of Doctoral Candidates in Business. New Directions for Teaching and Learning, 113, 43–56. https://doi.org/10.1002/tl.307
Sweitzer, Vicky L. (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education, 80(1), 1–33. https://doi.org/10.1353/jhe.0.0034
Tashakkori, Abbas & Teddlie, Charles (2010). Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks: Sage. https://doi.org/10.4135/9781506335193
Turner, Gill (2015). Learning to supervise: Four journeys. Innovations in Education and Teaching International, 52(1), 86–98. https://doi.org/10.1080/1470329031000088978
Walsh, John P. & Lee, You-Na (2015). The bureaucratization of science. Research Policy, 44, 1584–1600. https://doi.org/10.1016/j.respol.2015.04.010
Publicades
Descàrregues
Drets d'autor (c) 2020 Autor
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.
