PhD Students' Perceptions of Research Seminars in Doctoral Education: A Case Study

Autor/inn/en	Addae, David; Kwapong, Olivia A. T. F.
Titel	PhD Students' Perceptions of Research Seminars in Doctoral Education: A Case Study
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2183701 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Addae, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2183701
Schlagwörter	Doctoral Students; Student Attitudes; Supervision; Doctoral Programs; Doctoral Dissertations; Collegiality; Seminars; College Faculty; Teacher Student Relationship; Universities; Research Training; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Kollegialität; Seminar; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; University; Universität; Ausland
Abstract	There is no doubt that supervision plays a significant role in doctoral education. Supervisors have a fiduciary responsibility for guiding their supervisees throughout their doctoral research and theses writing journeys. In recent times however, many doctoral education programmes have adopted a collegial support system for doctoral students by introducing students' research seminars to supplement traditional supervision. Research seminars offer both students and faculty the opportunity to engage in scholarly dialogue aimed at improving the former's research and thesis. Although such seminars have become commonplace in many doctoral education programmes worldwide, little research exist on students' perceptions of research seminars in doctoral learning. In this paper, we contribute to the literature by exploring the perceptions of 12 PhD students from a University in Ghana about research seminars and their usefulness in doctoral education. The findings indicate that the students perceived research seminars in doctoral education as "spaces" evoking manifold purposes--constructive advice; discrediting students' work; varied views; and "muffling" students' voices. Furthermore, the students' perceptions of the usefulness of research seminars in their learning were trifocal in scope--research and thesis writing, presentation skills, and confidence-building. The paper makes some recommendations for improving research seminars in doctoral education for the purpose of enhancing collegial learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01