Different Types of Doctoral Study Processes

Autor/inn/en	Lahenius, Katja; Martinsuo, Miia
Titel	Different Types of Doctoral Study Processes
Quelle	In: Scandinavian Journal of Educational Research, 55 (2011) 6, S.609-623 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.555924
Schlagwörter	Risk Management; Doctoral Programs; Doctoral Degrees; Engineering Education; Business Administration Education; Personal Narratives; Industry; Peer Influence; Supervisors; Time to Degree; Graduation; Teacher Influence; College Faculty; Resource Allocation; Student Research; At Risk Students; Student Characteristics; Goal Orientation; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Risikomanagement; Doktorandenprogramm; Doctoral degree; Doktorgrad; Ingenieurausbildung; Erlebniserzählung; Industrie; Abschluss; Graduierung; Fakultät; Ressourcenallokation; Studentenforschung; Zielorientierung; Zielvorstellung; Ausland; Finnland
Abstract	Becoming a doctor can be viewed as a highly personal and unique experience, which is why many factors influence the completion or non-completion of the doctoral degree. The attention in previous research has been on the students' characteristics, and the university faculty role in promoting degree progress. Therefore, more research is needed on the alternative routes that doctoral students take as part of a flexible doctoral education. The purpose of this study is to increase understanding of the different types of doctoral students in industrial engineering and management, and their different study processes. We explore the study processes of 25 doctoral students using a narrative analysis approach. Doctoral students' processes are categorized into three groups according to the strategies that students take in their progress: the Project Manager, the Wanderer, and the Hobbyist. We report clear differences across the different study processes in the students' working methods, use of supervisory and peer support, problems and risks of delay, and degree success. The results indicate clear opportunities of influence for the faculty in the form of offering clear pre-defined research objectives for students, allocating funds for full-time doctoral studies, developing alternative peer-support strategies, and proactive risk management. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10