Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

doctoral study; construction of an The aspects in this model are The supervisors who generated excellence in doctoral study all If tested and found wanting,
postgraduate research; explicit conceptual based on the authors’ focused strongly on the development of conceptual frameworks then the conceptual
pedagogical model; framework experiences in the field of framework will require
doctoral pedagogy educational research that can assist them to move beyond relational thinking into extended further work or refinement.
act as prompts and are open to abstract thinking as doctoral study progresses and find that
further development and conceptual frameworks suit this need well.
adaptation relevant to particular
contexts and research The pedagogical model can be used by supervisors to support
paradigms. research students, the research project and the supervisory
relationship

Once devised, the conceptual framework functions as a scaffold for

the learning
to become well focused for the student. It provides a reference for
both the learner and the supervisor(s) against which the
negotiation of meaning and of new knowledge can be considered.

While the student is engaged in such high level thinking it is easy to

lose perspective. A key role of the supervisor(s) is to make sure the
new knowledge can be shared with others who are not involved in
the process

1 : Berman
doctoral study success explores several such Understandably, unsatisfactory success rates can be ascribed to
challenges related to numerous factors such as inexperienced or overburdened
potentially limiting or supervisors, inadequate preparation of candidates for research,
promoting doctoral inadequate admission requirements and procedures,
success and quality
insuffi cient fi nancial support for students, and overall ineffective
infrastructural support for postgraduate studies
Good supervision seems to be central to successful doctoral
research training, yet it is a process poorly understood.
The challenges involving doctoral non- inexperienced or overburdened supervisors
completion and a lack of academic or scholarly
quality are not restricted to putting the blame on inadequate preparation of candidates for research
doctoral candidates themselves, their supervisors
or the institutions where they enrol. As inadequate admission requirements and procedures
candidates carry huge responsibilities when
entering doctoral studies, success can be insuffi cient fi nancial support for students
associated with an array of factors or challenges.
overall ineffective infrastructural support for
the monetary loss for both institutions and postgraduate studies
individual doctoral students when noncompletion
or lengthy studies are concerned mode of study

doctoral candidates moving from dependence to

independence

the implications of student diversity

academic isolation

the quality of supervision and the effectiveness of

institutional research and monitoring systems

contact with academic staff

2 : Bitzer,
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

doctoral education; addresses the reflective life-world research Being independent in pragmatic action ofcritical and creative thinking in their educational
doctoral student; critical meanings and practice
thinking; creativity; conditions of critical explorative approach process where the students freed themselves from the supervisor
learning and creative thinking and other senior researchers through carrying out their research in
according to the 14 doctoral students and their accordance with their own decisions
students’ learning supervisors were interviewed
experiences the students’ critical and creative thinking in pragmatic action thus
recorded semi-structured implied to be independent in their dissertation work, in the sense of
interviews autonomously evaluating which paths would be feasible for the
further research process

3 : Brodin,
supervision, higher examines the semi-structured interview supports they mainly get from their supervisors include reading, This should provide supervisors the opportunities designing data collection methods
education, conflict challenges facing structuring and commenting on manuscripts to meet scientific to have more reflections about their supervisory
management, content doctoral students and qualitative content analysis standards tasks and how to improve the aspects that they data analysis
analysis how they have coped are lagging behind. This could help improve
over little support on design of data collection methods, design of supervisor-student relationship as well as writing publishable research papers
research questions and mentoring regarding how to become a successful completion of doctoral studies
How supervisor- successful researcher oral presentation skills
student relationship encourages sustainable supervisor-student
could be improved relationship as well as encourage doctoral inaccessibility of associate supervisors
students to write theses of high quality and
complete their studies on time dependent on their supervisors

They should be aware that students differ. Some

may need more guidance in their research project
while others may need less.

4 : Ezebilo,
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

deductive approach
Questionnaire items were based scholarships and places in doctoral programmes, as
primarily on the literature
review
Exploratory factor analysis
friends and family, including peers who are already engaged in
doctoral study or who are in the process of applying for
genuine interest in the research topic and a desire to contribute to
knowledge in the field. Th
Personal goal to gain a PhD’; ‘I
personal identity are also tied to a desire to contribute to society
more broadly, and in some cases a desire for recognition from
others:
institutions have a responsibility to make sure motivation: family and friends, intrinsic motivation,
that those choosing HDRs have a realistic idea of lecturer influence, research experience, and career
where this is likely to lead them progression
enlighten discussions about the changing nature
of the PhD as new kinds of doctorates are in the
process of being developed
a more accurate understanding of all these issues
will result in more effective recruitment and
marketing of doctoral opportunities

behaviour and encouragement offered by lecturers. Je

Although previous research experience did not emerge as an

influence in the literature on motivations outlined earlier in this
article (see Table 1), we would argue that it is an important factor in
the decision-making to undertake research degrees that should not
be overlooked. Ind

A strong motivation for many individuals undertaking an HDR is to

progress one’s career,

7 : Guerin,
Doctoral Students’ gain a better mixed methods survey respondents indicated more positive than negative instances of Students who reported higher levels of emotional
understanding of the interaction with their supervisor, and most instances of changing exhaustion were more likely to plan on leaving
understand the negative factors that quantitative scale supervisors were due to neutral reasons like a move or retirement, academia
antecedents of doctoral contribute to poor or were due to a mismatch
students’ emotional outcomes in doctoral qualitative systematic self- greater work and life experience older students
well-being, and their education. observation (SSO) one third of doctoral student respondents (35.5%) reported may provide them with stronger communication
plans to leave academia moderate to high levels of emotional exhaustion or coping skills to better manage the challenges
international online community of doctoral studies
for graduate students Perceived departmental/faculty support significantly reduced
doctoral students’ emotional exhaustion hard applied and soft applied academic
331 students from nine disciplines were more likely to plan on leaving
countries consented to academia
participate in the study
feeling cared about and appreciated at the
departmental (or faculty) level has positive effects
on doctoral students’ emotional exhaustion.

doctoral students who experienced high levels of

faculty/department support were less likely to
plan on leaving academia

The multiple dimensions of LMX (contribution,

loyalty, affect, and professional respect) may lead
to new insights for improving the supervisory
relationship

Some characteristics of the supervisory working

relationship also appear to affect doctoral
students’ emotional exhaustion; the more
students a doctoral advisor has successfully seen
8 : Hunter through to completion, and the more frequently
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

doctoral education examine the social open-ended qualitative survey. social support networks were comprised of three groups: academic Professional support from academic friends and
support networks of friends, family, and doctoral advisers faculty advisers helped the doctoral students
doctoral students who 31 participants with completed perceive stressors as less stressful.
have successfully doctoral degrees from multiple three distinct types of positive social support, including emotional
completed a doctoral universities in the United States. support, practical support, and professional support doctoral advisers provided reassurances about
degree the quality of their work and their decision to
advice about time and stress management, and they provide pursue the degree.
What behaviors from assistance with writing, research, and teaching issues.
their social support faculty to set aside time for discussions, seminars,
networks would Faculty support came from the following sources: 1) professors in and/or luncheons to help doctoral students to
doctoral students their departments, 2) professors from other disciplines from whom discuss research and to improve as emerging
report as beneficial in doctoral students took classes, 3) professors who comprised their scholars.
degree completion? doctoral committees, and 4) their doctoral adviser

What behaviors from Doctoral advisers are typically subject-matter experts in the
their social support doctoral students’ areas of study and are, therefore, in a good
networks would position to offer feedback, advice, and problemfocused assistance.
doctoral students
report as detrimental the knowledge-based guidance that their advisers provided them
to degree completion? was crucial to their successful completion of the degree

9 : Jairam
Doctoral Program Thematic analysis The issue of progress concerns itself with those
Design elements which work to impede successful
doctoral completion. Progress comprises four
major sub-themes; these are ‘Time to
completion’, ‘Attrition and retention’, ‘Stress,
exhaustion & anxiety’, and ‘Student-life balance’

10 : Jones,
Doctoral studies quantitative research strategy other network and peers,
forms of support than network and peer support
were not related to the experienced research
progress.

peer learning pedagogy should get more

attention while planning education for the
doctoral students

11 : Laheni
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

cross-sectional survey PhD students were consistently more affected (as indicated by the feelings of being under constant strain,
higher number of symptoms) than the highly educated general unhappiness and depression, sleeping problems
General Health Questionnaire population, highly educated employees and higher education due to worries, inability to overcome difficulties
(GHQ) students and not being able to enjoy day-to-day activities.

mental health problems were less prevalent in the execution phase work-family conflict is the most
as compared to the beginning of the PhD process important predictor of both psychological
distress and a risk of a common psychiatric
PhD students expressing a high interest in an academic career are disorder in PhD students. Another strong
in better mental health predictor is job demands, followed by family-
work conflict, job control and inspirational
leadership style.

Our analyses suggest that universities will benefit

in terms of PhD students’ mental health when
they facilitate management of work-family
balance and workload, design open decision-
making procedures, and help PhD supervisors to
adopt leadership styles that lead to satisfactory
and constructive work relations.

12 : levecq
13 : Maher
doctoral studies investigate how Questionnaire survey plan commitment has a positive effect on progress in completing
students’ personal coursework
commitment and Internet-based survey
various forms of
support, as well as
their complementary
effects, explain
progress in doctoral
studies

How are different

forms of personal
commitment
associated with the
progress of doctoral
studies?

How are different

forms of support
associated with the
progress of doctoral
14 : Martin studies?
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

PhD candidate highlight and Qualitative face to face in-depth 10 major themes related to the training needs fundamental model The findings of study suggest a model of doctoral
proposed a doctoral interviews were conducted for a PhD candidate; the training of (1) research methodology, (2) training program for PhD candidate were the
Doctoral training training needs among the Doctoral Candidate motivation, (3) financial, (4) religious knowledge, (5) health, (6) training of (1) research methodology, (2)
assessment model for (n = 19) at the Malaysian Public supervision, (7) sharing experience, (8) foreign language courses, (9) motivation, (3) financial, (4) religious knowledge,
PhD Candidate in the Universities, by focusing on writing and publishing journal, and (10) spouse training. (5) health, (6) supervision, (7) sharing experience,
Malaysian context those who pursue their study in (8) foreign language courses, (9) writing and
the field of Science and The first key theme is the training needs of research methodology publishing journal, and (10) spouse training.
Technology. A framework and there were seven subthemes that are the (i) software, (ii)
analysis was conducted by using research proposal, (iii)
ATLAS.ti software version 7.
Graduate Record Examination (GRE), (iv) robotic research, (v)
reading & writing technique (RWT), (vi) Othman Talib workshop
(OTW) and (vii) labs research.

we need the knowledge about how to write research proposal, the

using of Mandalay, how to find good supervisor and etc.. as these
will help us for better understanding

From the aspect of technical preparation must be focused on how

to write a thesis, paper, abstract and other things that need to be
included in thesis writing

manage the way I read the books and from there I know this is one
of my weaknesses and I have a lack of reading technique such as
skimming and scanning

find good journals, or how to read journals effectively and what

kind of article need to be used in our writing

the need of motivation training for PhD candidate

15 : Mazhis
Doctoral Studies explore the intentions qualitative The data shows In doing a PhD because of the RARE factors,
and expectations of that certain facets in the profession as university lecturers have which are requirement, advancement, recognition
female students individual interviews, focus turned out to be the reasons for the female participants opting to and expertise;
pursuing doctoral groups do a PhD. my participants expected that they would gain
studies in engineering and informal sessions. knowledge and opportunities. In addition, they
at one university in The new policy regarding the qualification of academic staff has also hoped that would be able to make
Malaysia. triangulate the responses given also influenced the decision to pursue a PhD among the contributions.
by my participants participants.
The next presentation of data concerns my
Career advancement was also in the mind of some of the participants’ expectations towards their PhD
participants when they talked about the intention of studies and their
doing a PhD. relationship with the SELF factors, which comprise
Self Accomplishment, Environment, Love research
engaging in PhD is due to the recognition that the participants and Fulfil Responsibilities.
hope to
gain in their career once they are doctorate holders. Although some participants claimed that their
environment had somehow initiated their PhD
pursuing a PhD concerned the demand to be an expert in their field enrolment, a
of interest. similar environment had also helped to shape
their expectations towards the PhD study.
having a doctorate degree has been the dream of some of my
participants

participants’ lives have influenced

their decisions to pursue a PhD.

participants to do PhD is closely associated with what the study is

all
about.

16 : Mohkta success in their PhD journey would enable them to fulfil certain
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

Doctoral studies explore the significant qualitatively using three supervisors were capable of providing three kinds of support, students to make the effort to ensure their
people in the lives of methods of data collection namely: supervision is fruitful as exemplified by the
female PhD students in namely individual interview Professional, Personal and Financial. second assumption in Knowles’ concept of adult
Education and sessions, focus group discussion learning which concerns the ability of adults to be
Engineering at one and informal session. supervisees and supervisors rely on each other in the quest to responsible for their own learning
university in Malaysia ensure successful PhD endeavours.
as to shed some lights Thirty eight students husbands are capable of becoming ‘pillars of
on their journey. strength’ for not just personal reasons but also
for professional matters.

While most of them relate to the roles of

supervisors on academic matters, some of my
participants expressed gratitude over personal
encounters.

By being tolerant and cooperative towards the

needs and demands of their wives who are
studying, those husbands have created the
opportunities for their spouses to perform a form
of ‘Ibadah’

17 : Mokhta
doctoral students, explores the fit survey data collected in general the doctoral students and the supervisors identified both the students’ and supervisors’ descriptions
between doctoral rather similar kinds of resources and challenges. of the main resources and challenges in the
students and their online surveys doctoral process were related to the scholarly
working environment integrating into a scholarly community to being interested in community and supervision, structures and
by analyzing students’ Likert-type statements and research, whereas the challenges varied from a lack of funding to resources, personal regulators, and research-
and supervisors’ open-ended questions focusing problems in defining the research questions. specific factors
perceptions of on three themes: (1) thesis
resources and process (2) supervision, and (3) supervisory relationship typically included encouragement, support, shared understanding of the resources and
challenges involved in doctoral studies, engagement, and feedback from the supervisor as well as the challenges between the doctoral students and
the doctoral process. supervisor’s expertise and enthusiasm. supervisors is related to students’ satisfaction.

doctoral students more often emphasized supervision while the

supervisors emphasized both the role of the scholarly community
and supervision as a central resource

students pointed out a supportive personal life and professional

work-life outside academia, full-time studies and holding a post in
the university, work peace, as well as flexible and supportive
doctoral study courses as optimal resources

18 : Pyhalt
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

doctoral education exploring the fit Survey students emphasised less the variety of supervisory resources than supervisors had more diverse perceptions
between doctoral supervisors did. concerning the
students’ and 1184 doctoral students actors involved in supervision than doctoral
supervisors’ reported receiving supervision monthly; the supervisors, in turn, students.
perceptions of who are three themes: thesis process, reported their students typically receiving it weekly
involved in supervision, and doctoral having an opportunity to use different
supervision, the studies and background the students and supervisors identified rather similar tasks ranging supervisory resources promotes student
frequency of questions from providing advice and funding to giving emotional support satisfaction with supervision
supervision and the
main task of the Qualitative analysis students who reported receiving supervision
supervisor, and further, more frequently were also less likely to consider
how the perceived fit interrupting their studies.
contributes to
students’ satisfaction
and resilience in
studies.
19 : Pyhält
20 : Sharif
Doctoral Degrees identify factors that qualitative
inhibit and/or facilitate
students' success in e-mail survey
doctoral programs
21 : Steve
doctoral studies examines four key sub- qualitative leave the Malaysian higher education system
themes in relation to
how participants go in-depth semi-structured took host nation scholarships rather than Malaysian government
about selecting their interviews with nine participants scholarships seemed actively determined to not pursue further
overseas doctoral studies in Malaysia.
degree destination.

(1) the participants’

reasons for choosing
an overseas-based
doctoral program, (2) a
consideration of the
people who influenced
the participants’
decisions (with a
specific focus on family
members and
colleagues), (3) the
process by which
22 : Tagg,
participants chose a
Author A : B_Research Area B : C_Objectives C : D_Methodology D : E_Findings E : F_Discussion F : G_Limitation Gap G : H_Factors Influences Unsuccessful

Doctoral education outline recent changes the number of research students has risen sharply at a time when,
in doctoral education in many research-intensive institutions, the pool of supervisors has
not grown pro rata, in many cases the result has been an increase
assess their in the numbers of early career researchers whom staff are expected
implications for to supervise.
supervisors who are
developing early added significantly to
career researchers supervisory workloads.

demands additional skills from supervisors in terms of managing

groups while still ensuring that individuals receive appropriate
attention

face considerable challenges, not just in terms of the well-known

phenomenon of culture shock, but also what Scheyvnes et al. (2003,
p. 313) have described as “study shock”.

different perceptions of academic roles; different thinking and

learning styles; limited research experience and skills; cultural and
language issues in verbal and non-verbal communication;
producing academic writing; gaining access to departmental
cultures, and being accepted into academic communities

23 : taylor,
Doctoral persistence to develop a large online ques- central role played by the local research doctoral persistence has mainly focused on three sets
pool of items for tionnaire that was emailed to of factors: Characteristics of doctoral students,
the need support and 3228 doctoral students community in filtering disciplinary norms and in characteristics of supervisors or features of doctoral
need satisfaction shaping doctoral students' experience. programs, and features of the supervisory process (for
scales; A revised online questionnaire a review, see Bair & Haworth, 2004).
was sent to an independent supervisor is not the primary provider of
to translate items from sample of relatedness-enhancing support at the level of the build independent thinking while simultaneously
scales originally 1963 doctoral students research team or doctoral program managing long-term deadlines (Lovitts, 2005).
written in English into
French we found that doctoral students engaged and evidence suggests that doctoral students are more
persisted more when their needs were satisfied likely to persist if they develop a meaningful and
to select two sets of and when they perceived their mentor to be collegial relationship with their supervisor(s), faculty
items on the basis of supportive of their needs or other doctoral students, and engage in social and
exploratory factor scientific activities related to their doctoral programs
analyses (EFA), item (Tinto, 1975).
statistics, maximization
of construct coverage,
and reliability
coefficients.

24 : vander
 Author 1 : Berman & Smyth, 2013 2 : Bitzer, 2011
doctoral study; postgraduate research; pedagogical doctoral study success
model; doctoral pedagogy

A : B_Research Area

construction of an explicit conceptual framework explores several such challenges related to

potentially limiting or promoting doctoral success
and quality

B : C_Objectives
 The aspects in this model are based on the authors’
experiences in the field of educational research
that can act as prompts and are open to further
development and adaptation relevant to particular
contexts and research paradigms.

C : D_Methodology
 The supervisors who generated excellence in Understandably, unsatisfactory success rates can
doctoral study all focused strongly on the be ascribed to numerous factors such as
development of conceptual frameworks inexperienced or overburdened supervisors,
inadequate preparation of candidates for research,
assist them to move beyond relational thinking inadequate admission requirements and
into extended abstract thinking as doctoral study procedures,
progresses and find that conceptual frameworks
suit this need well. insuffi cient fi nancial support for students, and
overall ineffective infrastructural support for
The pedagogical model can be used by supervisors postgraduate studies
to support research students, the research project
and the supervisory relationship Good supervision seems to be central to successful
doctoral research training, yet it is a process poorly
Once devised, the conceptual framework functions understood.
as a scaffold for the learning
D : E_Findingsto become well focused for the student. It provides

a reference for both the learner and the

supervisor(s) against which the negotiation of
meaning and of new knowledge can be
considered.

While the student is engaged in such high level

thinking it is easy to lose perspective. A key role of
the supervisor(s) is to make sure the new
knowledge can be shared with others who are not
involved in the process
 The challenges involving doctoral non-completion
and a lack of academic or scholarly quality are not
restricted to putting the blame on doctoral
candidates themselves, their supervisors or the
institutions where they enrol. As candidates carry
huge responsibilities when entering doctoral
studies, success can be associated with an array of
factors or challenges.

the monetary loss for both institutions and

individual doctoral students when noncompletion
or lengthy studies are concerned

E : F_Discussion

If tested and found wanting, then the conceptual

framework will require further work or refinement.

F : G_Limitation Gap
 inexperienced or overburdened supervisors

inadequate preparation of candidates for research

inadequate admission requirements and

procedures

insuffi cient fi nancial support for students

overall ineffective infrastructural support for

postgraduate studies

mode of study

doctoral candidates moving from dependence to

G : H_Factors Influences Unsuccessful independence

the implications of student diversity

academic isolation

the quality of supervision and the effectiveness of

institutional research and monitoring systems

contact with academic staff

3 : Brodin, 2014 4 : Ezebilo, 2012 5 : Gardner & Gopaul, 2012 6 : Green, 2012 7 : Guerin,
doctoral education; supervision, higher
doctoral student; education, conflict
critical thinking; management, content
creativity; learning analysis

addresses the examines the challenges

meanings and facing doctoral students and
conditions of critical how they have coped over
and creative thinking
according to the How supervisor-student
students’ learning relationship could be
experiences improved
reflective life-world semi-structured interview deductive
research approach
qualitative content analysis
explorative approach Question
naire
14 doctoral students items
and their supervisors were
were interviewed based
primarily
recorded semi- on the
structured interviews literature
review

Explorato
ry factor
analysis
Being independent in supports they mainly get friends
pragmatic action from their supervisors and
include reading, structuring family,
process where the and commenting on including
students freed manuscripts to meet peers
themselves from the scientific standards who are
supervisor and other already
senior researchers little support on design of engaged
through carrying out data collection methods, in
their research in design of research questions doctoral
accordance with their and mentoring regarding study or
own decisions how to become a successful who are
researcher in the
the students’ critical process
and creative thinking of
in pragmatic action applying
thus implied to be for
independent in their scholarshi
dissertation work, in ps and
the sense of places in
autonomously doctoral
evaluating which program
paths would be mes, as
feasible for the further
research process genuine
interest in
the
research
topic and
a desire
to
This should provide institution
supervisors the opportunities s have a
to have more reflections responsib
about their supervisory tasks ility to
and how to improve the make
aspects that they are lagging sure that
behind. This could help those
improve supervisor-student choosing
relationship as well as HDRs
successful completion of have a
doctoral studies realistic
idea of
encourages sustainable where
supervisor-student this is
relationship as well as likely to
encourage doctoral students lead them
to write theses of high
quality and complete their enlighten
studies on time discussio
ns about
They should be aware that the
students differ. Some may changing
need more guidance in their nature of
research project while others the PhD
may need less. as new
kinds of
doctorate
s are in
the
process
of being
ofcritical and creative designing data collection motivatio
thinking in their methods n: family
educational practice and
data analysis friends,
intrinsic
writing publishable research motivatio
papers n, lecturer
influence,
oral presentation skills research
experienc
inaccessibility of associate e, and
supervisors career
progressi
dependent on their on
supervisors
8 : Hunter & Devine, 2016 9 : Jairam 10 : Jones,11 : Lahen
Doctoral Students’ doctoral Doctoral Doctoral
education Program studies
understand the antecedents of doctoral students’ emotional well-being, and Design
their plans to leave academia

gain a better understanding of the negative factors that contribute to poor examine
outcomes in doctoral education. the social
support
networks
of
doctoral
students
who have
successful
ly
complete
da
doctoral
degree

What
behaviors
from their
social
support
networks
would
doctoral
students
report as
beneficial
in degree
completio
n?

What
mixed methods survey open- Thematic quantitati
ended analysis ve
quantitative scale qualitativ research
e survey. strategy
qualitative systematic self-observation (SSO)
31
international online community for graduate students participan
ts with
331 students from nine countries consented to participate in the study complete
d
doctoral
degrees
from
multiple
universitie
s in the
United
States.
respondents indicated more positive than negative instances of interaction with social
their supervisor, and most instances of changing supervisors were due to support
neutral reasons like a move or retirement, or were due to a mismatch networks
were
one third of doctoral student respondents (35.5%) reported moderate to high comprise
levels of emotional exhaustion d of three
groups:
Perceived departmental/faculty support significantly reduced doctoral students’ academic
emotional exhaustion friends,
family,
and
doctoral
advisers

three
distinct
types of
positive
social
support,
including
emotional
support,
practical
support,
and
professio
nal
support

advice
Students who reported higher levels of emotional exhaustion were more likely Professio The issue other
to plan on leaving academia nal of forms of
support progress support
greater work and life experience older students may provide them with from concerns than
stronger communication or coping skills to better manage the challenges of academic itself with network
doctoral studies friends those and peer
and elements support
hard applied and soft applied academic disciplines were more likely to plan on faculty which were not
leaving academia advisers work to related to
helped impede the
feeling cared about and appreciated at the departmental (or faculty) level has the successful experienc
positive effects on doctoral students’ emotional exhaustion. doctoral doctoral ed
students completio research
doctoral students who experienced high levels of faculty/department support perceive n. progress.
were less likely to plan on leaving academia stressors Progress
as less comprises peer
The multiple dimensions of LMX (contribution, loyalty, affect, and professional stressful. four learning
respect) may lead to new insights for improving the supervisory relationship major pedagogy
doctoral sub- should
Some characteristics of the supervisory working relationship also appear to advisers themes; get more
affect doctoral students’ emotional exhaustion; the more students a doctoral provided these are attention
advisor has successfully seen through to completion, and the more frequently reassuran ‘Time to while
students meet with their advisor, the lower the doctoral student’s emotional ces about completio planning
exhaustion. the n’, education
quality of ‘Attrition for the
While professors are highly trained in research, few receive explicit training in their work and doctoral
the area of mentoring and supervision, responsibilities that are central to high and their retention’, students
quality relationships. Additionally, creating a structured model to assist advisors decision ‘Stress,
in providing feedback, both in terms of academic research and relationship to pursue exhaustio
management, may be helpful. Accordingly, universities should consider the n&
implementing a mentor training and development program for faculty who degree. anxiety’,
network
and
peers,
12 : levec 13 : Maher14 : Marti 15 : Mazhi16 : Mohkt17 : Mokht18 : Pyhalt19 : Pyhält20 : Shari 21 : Steve
doctoral PhD Doctoral Doctoral doctoral doctoral Doctoral
studies candidate Studies studies students, education Degrees

Doctoral
training

investigat highlight explore explore explores exploring identify

e how and the the the fit the fit factors
students’ proposed intentions significant between between that
personal a doctoral and people in doctoral doctoral inhibit
commitm training expectati the lives students students’ and/or
ent and needs ons of of female and their and facilitate
various assessme female PhD working superviso students'
forms of nt model students students environm rs’ success in
support, for PhD pursuing in ent by perceptio doctoral
as well as Candidate doctoral Education analyzing ns of who programs
their in the studies in and students’ are
complem Malaysian engineeri Engineeri and involved
entary context ng at one ng at one superviso in
effects, university university rs’ supervisio
explain in in perceptio n, the
progress Malaysia. Malaysia ns of frequency
in as to shed resources of
doctoral some and supervisio
studies lights on challenge n and the
their s involved main task
How are journey. in the of the
different doctoral superviso
forms of process. r, and
personal further,
commitm how the
ent perceived
associate fit
d with the contribut
progress es to
of students’
doctoral satisfactio
cross- Question Qualitativ qualitativ qualitativ
survey Survey qualitativ
sectional naire e face to e ely usingdata e
survey survey face in- three collected 1184
depth individual methods doctoral e-mail
General Internet- interviews interviews of data online students survey
Health based were , focus collection
surveys
Question survey conducte groups namely three
naire d among and individual
Likert- themes:
(GHQ) the informal interviewtype thesis
Doctoral sessions. sessions,statement process,
Candidate focus s and supervisio
(n = 19) triangulat group open- n, and
at the e the discussioended doctoral
Malaysian responses n and questions studies
Public given by informal focusing and
Universiti my session. on three backgrou
es, by participan themes: nd
focusing ts Thirty (1) thesis questions
on those eight process
who students (2) Qualitativ
pursue supervisio e analysis
their n, and (3)
study in doctoral
the field studies,
of Science
and
Technolo
gy. A
framewor
k analysis
was
PhD plan 10 major The data superviso in general students
students commitm themes shows rs were the emphasis
were ent has a related to that capable doctoral ed less
consistent positive the certain of students the
ly more effect on training facets in providing and the variety of
affected progress needs the three superviso superviso
(as in fundamen professio kinds of rs ry
indicated completin tal model n as support, identified resources
by the g for a PhD university namely: rather than
higher coursewo candidate lecturers Professio similar superviso
number rk ; the have nal, kinds of rs did.
of training turned Personal resources
symptom of (1) out to be and and reported
s) than research the Financial. challenge receiving
the highly methodol reasons s. supervisio
educated ogy, (2) for the supervise n
general motivatio female es and integratin monthly;
populatio n, (3) participan superviso g into a the
n, highly financial, ts opting rs rely on scholarly superviso
educated (4) to do a each communit rs, in turn,
employee religious PhD. other in y to being reported
s and knowledg the quest interested their
higher e, (5) The new to ensure in students
education health, (6) policy successful research, typically
students supervisio regarding PhD whereas receiving
n, (7) the endeavou the it weekly
mental sharing qualificati rs. challenge
health experienc on of s varied the
problems e, (8) academic from a students
were less foreign staff has lack of and
prevalent language also funding superviso
feelings The In doing a students both the superviso
of being findings PhD to make students’ rs had
under of study because the effort and more
constant suggest a of the to ensure superviso diverse
strain, model of RARE their rs’ perceptio
unhappin doctoral factors, supervisio descriptio ns
ess and training which are n is ns of the concernin
depressio program requirem fruitful as main g the
n, for PhD ent, exemplifie resources actors
sleeping candidate advancem d by the and involved
problems were the ent, second challenge in
due to training recognitio assumpti s in the supervisio
worries, of (1) n and on in doctoral n than
inability research expertise; Knowles’ process doctoral
to methodol my concept were students.
overcome ogy, (2) participan of adult related to
difficulties motivatio ts learning the having an
and not n, (3) expected which scholarly opportuni
being financial, that they concerns communit ty to use
able to (4) would the ability y and different
enjoy religious gain of adults supervisio superviso
day-to- knowledg knowledg to be n, ry
day e, (5) e and responsib structures resources
activities. health, (6) opportuni le for and promotes
supervisio ties. In their own resources, student
work- n, (7) addition, learning personal satisfactio
family sharing they also regulators n with
conflict is experienc hoped husbands , and supervisio
the most e, (8) that are research- n
important foreign would be capable specific
predictor language able to of factors students
22 : Tagg, 23 : taylor 24 : vanderlinden, 2018
doctoral Doctoral Doctoral
studies education persistenc
e

examines outline to
four key recent develop a
sub- changes large pool
themes in in of items
relation doctoral for
to how educationthe need
participan support
ts go assess and need
about their satisfactio
selecting implicatio n scales;
their ns for
overseas superviso to
doctoral rs who translate
degree are items
destinatio developin from
n. g early scales
career originally
(1) the researche written in
participan rs English
ts’ into
reasons French
for
choosing to select
an two sets
overseas- of items
based on the
doctoral basis of
program, explorato
(2) a ry factor
considera analyses
tion of (EFA),
qualitativ online
e ques-
tionnaire
in-depth that was
semi- emailed
structured to 3228
interviews doctoral
with nine students
participan
ts A revised
online
questionn
aire was
sent to an
independ
ent
sample of
1963
doctoral
students
leave the the
Malaysian number
higher of
education research
system students
has risen
took host sharply at
nation a time
scholarshi when, in
ps rather many
than research-
Malaysian intensive
governme institution
nt s, the
scholarshi pool of
ps superviso
seemed rs has not
actively grown
determine pro rata,
d to not in many
pursue cases the
further result has
studies in been an
Malaysia. increase
in the
numbers
of early
career
researche
rs whom
staff are
central
role
played by
the local
research

communit
y in
filtering
disciplinar
y norms
and in
shaping
doctoral
students'
experienc
e.

superviso
r is not
the
primary
provider
of
relatedne
ss-
enhancin
g support
at the
level of
the
doctoral
persistenc
e has
mainly
focused
on three
sets of
factors:
Characteri
stics of
doctoral
students,
characteri
stics of
superviso
rs or
features
of
doctoral
programs,
and
features
of the
superviso
ry process
(for a
review,
see Bair &
Haworth,
2004).