The social integration experiences of international doctoral students at Russian universities [Scholarly Article - Transformation in Higher Education, November 2022]

Titles:

The social integration experiences of international doctoral students at Russian universities

 

Authors: 

Nurudeen Abdul-Rahaman, Evgeniy Terentev & Issah Iddrisu

 

Published:

Transformation in Higher Education, Volume 7, 8 November 2022

https://thejournal.org.za/index.php/thejournal/article/view/206

 

Abstract:

Social integration (SI) plays a critical role in doctoral students’ success. However, SI experiences could differ depending on the characteristics of students and their programmes. The study investigates differences in the SI of doctoral students at Russian universities and identifies the main groups at risk who have more difficulties with SI. To achieve this, the study utilized data from a cross-institutional online survey of doctoral students conducted in 2021 on behalf of the Russian Ministry of Science and Higher Education. A total of 4,454 doctoral students from 249 universities responded to the survey. Findings from the study indicate international students were less socially integrated in terms of having more friends and having problems interacting with others, either in person or remotely. Generally, no clear and significant difference was observed between their experiences and all aspects of social integration analysed in the study. Secondly, international doctoral students (IDS) are divided into groups (groups with low SI scores and groups with high SI scores) and compared them in terms of their subjective assessment of their chances for defence during the normative period of their studies and their overall satisfaction with the doctoral programme. The results for both variables revealed significant differences between IDS and varying degrees of SI. Significantly, the IDS group with a higher SI score reported high chances of defending their dissertation within the normative period of five years. The study concludes by suggesting that that activities that foster informal communication should be implemented and standardized within all departments in Russian universities to properly absorb all doctoral students into the social and academic cultures of their universities.

 

The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan [Scholarly Article - European Journal of Education, June 2022]

Title:

The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan

 

Authors:

Moldir Yelibay, Laura Karabassova, Zhussipbek Mukhatayev & Assiya Yermukhambetova

 

Published:

European Journal of Education, 11 June 2022

https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12513

 

Abstract:

Higher and doctoral education in Kazakhstan underwent a systemic reform since independence in 1990. Reforms have been determined by dynamic socio-economic developments in Kazakhstan, the country's entry into the global market, and the need to increase the competitiveness of its human capital. Kazakhstan joined the Bologna Process and switched to a three-cycle education system in 2010. However, the transition process did not happen smoothly. Doctoral education in the country is challenged by a low graduation rate of doctoral students. The purpose of the qualitative study on which this article reports was to explore doctoral students' perceptions of doctoral training and their experiences in Kazakhstani universities in the context of recent reforms.

 

Factors fostering and hindering research collaboration with doctoral students among academics in Hong Kong [Scholarly Article - Higher Education, 2021]

Title:

Factors fostering and hindering research collaboration with doctoral students among academics in Hong Kong 

 

Authors:

Jisun Jung, Hugo Horta, Li-fang Zhang & Gerard A. Postiglione 

Published:

Higher Education, 5 February 2021

https://link.springer.com/article/10.1007/s10734-020-00664-6

Abstract:

This study explored factors that influence academics to collaborate in research with their doctoral students. It focused on Hong Kong academics, using data from the Academic Profession in Knowledge Society survey conducted in 2017–2018. The study found that academics’ research collaboration with doctoral students is influenced by several factors, including research and teaching styles and institutional conditions. Specifically, those academics whose research agendas were characterised by discovery and collaboration were more likely to report working with their doctoral students, whereas those whose research agendas focused more on convergence were less likely to do so. The more legislative the academics’ teaching style was, the less they collaborated with their doctoral students. Independence in research and institutional expectations of external funding increased the propensity to collaborate with doctoral students. Academics in the humanities were found to collaborate less with their doctoral students than those in other disciplines. The study suggests that the scholarly preference and styles of the academics, as well as their disciplinary and institutional backgrounds, need to be considered to improve research collaboration between academics and their doctoral students.