The opinions and behaviors of higher education students

Ali, M. (2020). The Barriers and Enablers of the Educational Cloud. A Doctoral Student Perspective, 33(1), 5-17. doi:10.1080/0158037X.2010.515569

When doctoral students enroll in school, they open the door for them to begin building their intellectual identity. During this internship, students will understand what it takes to work in higher education and what it takes to become a professor. There are three main stages in the Ph.D. process for each study degree. The first academic year is included in Stage 1. A student may complete their coursework and begin working on a dissertation during the second stage of their academic career. This is the final phase where the student completes and defends their dissertation. However, the development of a doctoral student has been the subject of little research. More research is needed into the stages and experiences of postgraduate students. A total of 31 Ph.D. students from business and education were interviewed. The majority of the students were in the second stage of their studies. Female students comprised approximately 45 percent of the student body. More than half of the students were of Caucasian descent. A semi-structured interview approach was employed for the interviews, and it was tailored to each student individually. During the interview, the following topics were addressed: significant life events, significant problems, essential connections, sources of support, and one’s own identity (both personal and professional) (personal and professional). The interview results were coded by each author using the subjects listed above as a guide.

Gardner, S. K. (2019). Conceptualizing access in doctoral education. Perspectives of faculty in Seven Disciplines, 32(3), 383-406. doi:10.1353/rhe.0.0075

In Ph.D. studies, the desire to quantify one’s “success” is common. The term “success” must be defined to measure it. Answering problems like, “How can a successful learner be distinguished from an unsuccessful one?” Thirty-eight professors from various fields were interviewed for this study. It was winter and spring of 2007 when they were conducted. Graduate school records were utilized to identify students who frequently served on doctorate committees once authorization to perform the study was secured. Since then, this group has been accepted as a representative sample of Ph.D. students’ professors. The participants in this study had chaired over eight dissertations, and they had worked at the university for over eighteen years. Research of faculty members’ perspectives on doctoral education performance revealed that cultural and contextual factors played an important role.

Researchers observed that faculty’s views of Ph.D. student achievement vary across cultures. Student researchers in the fields of communication and oceanography, for instance, are set up in very different ways. The concept of disciplinary culture also inspired this research in its examination. According to this study, there is a common ground between the many disciplines in how they define “success,” according to this study. This does not consider the fact that “success” is a highly subjective concept. Allowing more analysis is possible because of the nature of things. Success must be defined with greater precision.

Julie Money, T. D. (2019). Co-Creating a Blended Learning Curriculum in Transition to Higher Education. A Student Viewpoint, 20(4), 545-56

For years, academics have looked into how Ph.D. students learn to do their research and become self-sufficient. This study investigates the relationship between Ph.D. students’ socialization and professional identity in the field of public affairs. The researchers constructed a multilevel model of organizational and individual student approaches utilized to become autonomous researchers. Specifically, the study demonstrates how interactions between students and teachers and students’ proactivity contribute to their development. Candidates recognize the need for mentorship, socialization, and the creation of a professional identity for their future success.

To get the support of professors and develop their sense of intellectual identity, doctoral students use a range of strategies, including the use of role models. The definition of “proactive behaviors,” which includes students who actively associate with faculty members, is also enlarged in the study of socialization. A few students are considering and then initiating these kinds of relationships for a significant amount of time.

The importance of interpersonal connections was well-explained in this paper. These relationships will fuel the student’s motivation and desire to succeed. In my opinion, the writers should have delved deeper into whether or not the students and faculty members had any pre-existing ties before beginning their Ph.D. programs.

Kapranos, P. (2014). Teaching Transferable Skills to Doctoral Level Engineers—The Challenge and the Solutions. Open Journal of Social Sciences, Vol.2 No.5, 2(4), 282-293.

According to a study, nontraditional students are more accustomed to dealing with stress. Graduate students, on average, have more to juggle than undergrads did in terms of time commitments and expectations. Nontraditional students have additional stress because of their career and family commitments, which adds to their high-stress levels. Stress can be exacerbated by the pressures of one’s job, finances, and even educational obligations.Typically, these signs do not induce specific worry or focus; instead, tension is generated via interactions and perceptions. Students from nontraditional backgrounds and traditional students alike face similar stress levels while enrolled in online education and on-campus courses. This study’s three goals are to examine stress levels, coping mechanisms, and demographic characteristics (age, gender, marital status, employment).

This study focuses on students enrolled in both online and on-campus graduate programs. There are 36 nontraditional students enrolled in distance learning and 36 nontraditional students enrolled on campus. A total of 72 students from two Midwestern institutions are participating.To be considered nontraditional students in this study, participants had to be at least 25 years old, enrolled in college part-time or full time, and responsible for other adult duties. According to the results of this study, there are no variations in stress and coping between distance learning and nontraditional students, which found that both groups of people displayed high levels of stress and used acceptable coping mechanisms.

Smith, A. E. (2018). Knowing, doing, and becoming: Professional identity Journal of Public Affairs Education, 41(2), 87-96.

Adult learners can benefit from the help of college and university educators. Adult learners are more likely than traditional students to be self-motivated and goal-oriented. Therefore it’s critical to think about teaching strategies in a way that helps them envision the most effective exercises. As a teacher, it’s essential to incorporate repetition and variation to explore fresh approaches with your students. Because many adult learners have had success outside of school, they can put this knowledge to good use in their academic endeavors. Their lives will improve significantly once they realize the excellent benefits of change and new approaches to accomplishing their goals.

When you’re forced to deal with the adverse effects and significant discomfort of having critical chores delayed, procrastination levels and causes for procrastination among nontraditional and conventional students were examined in a study by Garzon-Umerenkova and Gil-Flores. Gender, marital status, age, and education all have a role in procrastination, but little research has been done on academic procrastination or the unique circumstances of nontraditional students. Procrastination postponed tasks, and motivations for procrastination are examined in this study, which focuses on nontraditional students. This research involved 479 Colombian university students. According to research, nontraditional students have higher levels of procrastination than traditional students. Procrastination was also a significant problem with term papers and weekly reading assignments. Both groups of pupils have a problem with administrative responsibilities.