Similar or different?:researcher community and supervisory support experiences among Danish and Finnish social sciences and humanities PhD students
| Autor: | Søren S. E. Bengtsen, Jouni Peltonen, Solveig Cornér, Kirsi Pyhältö |
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| Přispěvatelé: | Department of Education, Swedish Language Affairs, The Centre for University Teaching and Learning (HYPE), Diversity, multilingualism and social justice in education |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Value (ethics)
media_common.quotation_subject Supervisory support Support fit SOCIALIZATION Education Danish Social support PROGRAMS Originality 0502 economics and business medicine Attrition Social science PROGRESS media_common Doctoral education 4. Education 05 social sciences Socialization 050301 education Collaborative learning Researcher community medicine.disease language.human_language Doctoral students Doctoral learning Doctoral support fit language ATTRITION 516 Educational sciences Researcher support Researcher community support Psychology 0503 education Phd students Humanities 050203 business & management Doctoral supervision |
| Zdroj: | Cornér, S, Pyhältö, K, Peltonen, J & Bengtsen, S S 2018, ' Similar or different? researcher community and supervisory support experiences among Danish and Finnish social sciences and humanities PhD students ', Studies in Graduate and Postdoctoral Education, vol. 9, no. 2, pp. 274-295 . https://doi.org/10.1108/SGPE-D-18-00003 |
| Popis: | Previous research has identified researcher community and supervisory support as key determinants of the doctoral journey contributing to students’ persistence and robustness. However, we still know little about cross-cultural variation in the researcher community and supervisory support experienced by PhD students within the same discipline. This study explores the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n=145) and Finland (n=236). The mixed methods design was utilized. The data were collected with the Doctoral Experience survey. The results showed that, both Danish and Finnish doctoral students, emphasized researcher community support over supervisory support. The Danish students, however, reported higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support. Further investigation showed that the Danish students reported a high level of mismatch in emotional support than their Finnish counter partners, whereas the Finnish students perceived lower levels of instrumental support than the Danish students. The findings imply that seemingly similar contexts hold valid differences in experienced social support and educational strategies at the PhD level. PurposeThis paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit.Design/methodology/approachThe study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.FindingsThe results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support.Practical implicationsThe results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly.Originality/valueThis study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected. |
| Databáze: | OpenAIRE |
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