Doktora Öğrencilerinin Algıları: Memnuniyetleri, Zorlukları, Kazandıkları Vasıflar ve Akademik Dergilerde Yayın Performansları
Abstract
Bu çalışmanın amacı; doktora öğrencilerinin; doktora programlarının içeriği, öğretim üyeleri ve doktora alanı konusundaki algılarını incelemektir. Ayrıca doktora öğrencilerinin akademik dergilerde yayın yapma performanslarını etkileyen faktörlerin belirlenmesi amaçlanmıştır. Bu amaçla 15 farklı üniversiteden 1367 doktora öğrencisine yüz yüze ve çevrimiçi olarak bir ""Doktora Eğitimi Değerlendirme Anketi" uygulanmıştır. Temel bileşenler analizi, 4 faktör ortaya çıkartmıştır. Ders aşamasında doktora öğrencilerinin çoğunluğu, doktora programının içeriğinden, doktora yapılan alandan ve öğretim üyelerinden memnun olduklarını ifade etmişlerdir. Ancak zamanla öğrencilerin farkındalıkları arttıkça, şikâyetleri de artmaktadır. Yeterlik sınavı aşamasında, doktora öğrencilerinin memnuniyetsizlikleri, en üst seviyeye ulaşmaktadır. İkinci yıldan itibaren, doktora öğrencilerinin doktora programlarının içeriğinden, doktora yapılan alandan ve öğretim üyelerinden memnuniyetleri, istatistiksel olarak anlamlı fark yaratacak şekilde azalmaktadır. Özellikle sosyal bilimler alanında çalışanlar, araştırma yöntemlerinin yeterince öğretilmediğinden şikâyet etmektedir. Doktora öğrencilerinin akademik dergilerde yayın yapma performansını etkileyen faktörleri belirlemek için ikili lojistik regresyon uygulanmıştır. Doktora öğrencilerinin uluslararası akademik sempozyumlara katılımları, yayın yapmalarını yordayan en önemli değişken olmuştur. Diğer yordayıcı değişkenler; doktora öğrencilerinin bir projede yer alması, üniversitede araştırma görevlisi olarak çalışması ve ders aşamasını tamamlamasıdır. Doktora öğrencilerinin, danışmanları veya meslektaşları ile akademik kongrelere katılımını teşvik etmek akademik dergilerde yayın performansının artmasına katkıda bulunacaktır.
References
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Perceptions of Doctoral Students: Satisfaction, Difficulties, Gained Skills and Performance in Publishing in Academic Journals
Abstract
The aim of this study was to examine the perceptions of doctoral students about the content of doctoral programs, faculty and doctoral field. It was also aimed at determining the indicators that affect doctoral students' performance in getting published in academic journals. For this purpose, 1367 doctoral students from 15 different universities were administered a "Doctoral Education Evaluation Survey" face-to-face and online. Principal component analysis revealed 4 factors. The majority of doctoral students at the course stage are satisfied with the content of the doctoral program, the faculty members and the doctoral field. As the students' awareness increases over time, their complaints increase. The dissatisfaction of doctoral students reaches the highest level, at the proficiency stage. Furthermore, from the second year on, there is a decline in the satisfaction of doctoral students with the content of the doctoral programs, with the faculty members and the opportunities offered by the doctoral field, to a statistically significant extent. Especially those working in the social sciences complain that research methods are not taught enough. Binary logistic regression was applied to determine the indicators affecting the publication performance of the doctoral students in academic journals. The participation of doctoral students in international academic symposiums emerged as the most important indicator. The other predictive variables are doctoral students' participation in a project, working as a research assistant at the university, and completion of the course stage. Encouraging the participation of doctoral students in academic congresses with their advisors or their colleagues will contribute to increasing their publication performance.
References
- Akbulut, H., Şahin, Ç., & Çepni, S. (2013). Determination of faced problems in doctorate thesis process: Education faculty sample. [Article in Turkish] Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 50–69.
- Ames, C., Berman, R., & Casteel, A. (2018). A preliminary examination of doctoral student retention factors in private online workspaces. International Journal of Doctoral Studies, 13, 79–107.
- Bahçeci, F., & Uşengül, L. (2018). Examination of thesis subject determination criteria of postgraduate and doctorate students. [Article in Turkish] Turkish Journal of Educational Studies, 5(2), 85–96.
- Bakioğlu, A., & Gürdal, A. (2001). Role perception of supervisors and students in postgraduate thesis: Implications for administrations. [Article in Turkish] Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 9–18.
- Bernstein, B. L., Evans, B., Fyffe, J., Halai, N., & Hall, F. L. (2014). The continuing evolution of the research doctorate. In M. Nerad, & B. Evans (Eds.), Globalization and its impacts on the quality of PhD education (pp. 5–30). New York, NY: Springer.
- Christensen, M., & Lund, O. (2014). Doctoral education in a successful ecological niche: A qualitative exploratory case study of the relationship between the microclimate and doctoral students’ learning to become a researcher. International Journal of Higher Education, 3(3), 103–113.
- Gardner, S. K. (2008). “What’s too much and what’s too little?”: The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79(3), 326–350.
- Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of doctoral students reveal about doctoral education. Philadelphia, PA: A report prepared for The Pew Charitable Trusts. Retrieved from www.phd-survey.org (January 11, 2019).
- Gube, J., Getenet, S., Satariyan, A., & Muhammad, Y. (2017). Towards “operating within” the field: Doctoral students’ views of supervisors’ discipline expertise. International Journal of Doctoral Studies, 12, 1–16.
- Jairam, D., & Kahl, D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311–329.
- Karadağ, E., Danişman, Ş., Dulay, S., Öztekin Bayır, Ö., & Tekel, E. (2018). Tough academic journey of research assistants in the Faculty of Education: PhD dissertation process. [Article in Turkish] Yükseköğretim Dergisi, 8(1), 103–112.
- Katz, R. (2016). Challenges in doctoral research project management: A comparative study. International Journal of Doctoral Studies, 11, 105–125.
- Kürşad, M. Ş. (2015). Investigation of relationship between attitude toward scientific research and epistemological belief. [Article in Turkish] Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 217–246.
- Lei, S. A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128(4), 667–685.
- Limon, İ., & Durnalı, M. (2018). Phd students’ metaphoric perceptions on doctorate education and instructors. [Article in Turkish] Sakarya University Journal of Education, 8(1), 26–40.
- Mainhard, T., Van der Rijst, R., Van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor-doctoral student relationship. Higher Education, 58(3), 359–373.
- Mason, M. A. (2012). The future of the Ph.D. The Chronicle of Higher Education, May 3, 2012. Retrieved from https://www.chronicle.com/ article/The-Future-of-the-PhD/131749/?sid=ja (January 11, 2019).
- Özmen, Z. M., & Güç, F. A. (2013). Challenges in doctoral education and coping strategies: A case study. [Article in Turkish] Yükseköğretim ve Bilim Dergisi, 3(3), 214–219.
- Parry, S. (2007). Disciplines and doctorates. Dordrecht: Springer.
- Sala-Bubaré, A., Peltonen, J. A., Pyhältö, K., & Castelló, M. (2018). Doctoral candidates’ research writing perceptions: A cross-national study. International Journal of Doctoral Studies, 13, 327–345.
- Saral, D. G., & Reyhanlıoğlu, D. (2015). An analysis of educational faculty students’ research self-efficacy in terms of a number of variables. Procedia - Social and Behavioral Sciences, 174, 1138–1145.
- Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (International ed.). Boston, MA: Allyn and Bacon.
- Wolfe, K. A., Nelson, A. B., & Seamster, C. L. (2018). In good company: A collaborative autoethnography describing the evolution of a successful doctoral cohort. International Journal of Doctoral Studies, 13, 293–311.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Original Empirical Research |
| Authors | |
| Publication Date | August 1, 2021 |
| Published in Issue | Year 2021 Volume: 11 Issue: 2 Pt 1 |