Similar or different? Researcher Community and Supervisory Support Experiences among Danish and Finnish Social Sciences and Humanities PhD Students

Solveig Corner, Kirsi Pyhältö, Jouni Peltonen, Søren S.E. Bengtsen

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

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Purpose - This 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/approach - The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.

Findings - The 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 implications - The 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/value - This 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.

Alkuperäiskielienglanti
LehtiStudies in Graduate and Postgraduate Education
Vuosikerta9
Numero2
Sivut274-295
Sivumäärä22
ISSN2398-4686
DOI - pysyväislinkit
TilaJulkaistu - 15 marraskuuta 2018
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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abstract = "Purpose - This 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/approach - The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.Findings - The 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 implications - The 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/value - This 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.",
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Similar or different? Researcher Community and Supervisory Support Experiences among Danish and Finnish Social Sciences and Humanities PhD Students. / Corner, Solveig; Pyhältö, Kirsi; Peltonen, Jouni ; Bengtsen, Søren S.E.

julkaisussa: Studies in Graduate and Postgraduate Education, Vuosikerta 9, Nro 2, 15.11.2018, s. 274-295.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Similar or different?

T2 - Researcher Community and Supervisory Support Experiences among Danish and Finnish Social Sciences and Humanities PhD Students

AU - Corner, Solveig

AU - Pyhältö, Kirsi

AU - Peltonen, Jouni

AU - Bengtsen, Søren S.E.

PY - 2018/11/15

Y1 - 2018/11/15

N2 - Purpose - This 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/approach - The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.Findings - The 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 implications - The 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/value - This 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.

AB - Purpose - This 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/approach - The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.Findings - The 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 implications - The 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/value - This 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.

KW - Supervisory support

KW - Doctoral students

KW - Support fit

KW - Social support

KW - Researcher community support

KW - DOCTORAL STUDENTS

KW - SOCIALIZATION

KW - ATTRITION

KW - PROGRAMS

KW - PROGRESS

KW - 516 Educational sciences

U2 - 10.1108/SGPE-D-18-00003

DO - 10.1108/SGPE-D-18-00003

M3 - Article

VL - 9

SP - 274

EP - 295

JO - Studies in Graduate and Postgraduate Education

JF - Studies in Graduate and Postgraduate Education

SN - 2398-4686

IS - 2

ER -