Browsing by Subject "Tohtorikoulutus"
Now showing items 1-2 of 2
-
(2023)The aim of this study was to examine the well-being of doctoral researchers in medicine and the experiences that build it. In addition, the purpose was to find out what forms of social support are associated with increased well-being. Previous studies have shown that social support in particular has an effect on the students' engagement to studies and well-being. Through the significant positive experiences of doctoral researchers in medicine, this study found out what factors build well-being in doctoral researchers and which forms of social support are emphasized in them. The research data was collected through online surveys in April 2015 as part of the development of research-based doctoral education at a Finnish university (Pyhältö et al. 2016). The data of this study consisted of the open-ended responses of doctoral researchers in medicine regarding positive experiences on their doctoral studies. The research group consisted of 85 doctoral researchers in medicine, of which 80 were Finnish-speaking and five English-speaking. The data was analyzed using qualitative theory-driven content analysis by forming categories. Quantification was utilized in the analysis of the data. The results showed that the key factors increasing the well-being of medical doctoral researchers were accomplishment, such as reaching intermediate stages of the dissertation process, positive emotions such as enthusiasm, significant and engagement, which appeared as absorption in the research work. Among the forms of social support, the factors that increased the well-being of doctoral researchers in medicine were especially emotional and instrumental support, and informational support was also received. The sources of support are the scientific community, the institution and the supervisor. Support and belonging to the scientific community, receiving constructive feedback, high-quality guidance, and advice related to research work and support were emphasized as factors that increase the well-being of social support. Considering the key factors that build well-being and social support is important when trying to develop learning environments that increase well-being in doctoral education.
-
(2018)The aim of this research was to examine what kind of experiences the doctoral students have about their thesis process and how they have managed to build their personal egocentric networks. The perspective concentrates on community of practice and how it affects the socialization of the new doctorates to the practices of the academic field. Previous research has not taken the practice perspective into account as much as it should. The disciplinary differences have been used to explain the varying practices of doctoral education. When the ways of knowledge production and institutional management change it is necessary to consider what kind of role practices play in the socialization process of new doctorates. The study was qualitative and the data was gathered through semi-structured theme interviews. It included the mapping of the personal egocentric networks using the name generator method. Participants consisted of 11 (N=11) doctoral students that represented the educational sciences and they were in different stages of their thesis process. The data was analyzed using data-oriented content analysis and ATLAS.ti program was utilized in this phase of the research. The egocentric network pictures were transformed in to digital form using Cytoscape and this made the analyzing of the networks much easier. It assisted to examine how many of the network members in each egocentric network presented academic, social or research advice type of support. The results indicated that there was not a clear conception about the field’s disciplinary practices. This could be seen when the results pointed out the individualistic conception about researchers skills and how learning should be managed independently in contrast to the ideal collaborative research work. Collaborative working and support still appears to be a struggle. In addition the supervision of the thesis process was dependent about “supervisor-student” –relationship and this resulted to experiences of insufficient supervising. The results also revealed that there should have been more collective support. The egocentric networks indicated that some doctoral students did not get enough support in their learning to become a doctor and this resulted in to feelings of isolation in the research community.
Now showing items 1-2 of 2