Match!
Studies in Continuing Education
IF
1.14
Papers
709
Papers 705
1 page of 71 pages (705 results)
Newest
E. van Rooij (UG: University of Groningen), Marjon Fokkens-Bruinsma6
Estimated H-index: 6
(UG: University of Groningen),
Ellen Jansen16
Estimated H-index: 16
(UG: University of Groningen)
ABSTRACTHigh dropout rates, delay, and dissatisfaction among PhD students are common problems in doctoral education. Research shows that many different factors are associated with doctoral success,...
ABSTRACTThis paper examines the role of sociodemographic characteristics on non-traditional mature freshmen higher education dropout rates. One of Chile’s largest higher education institutions, whi...
Published on May 22, 2019in Studies in Continuing Education1.14
Petya Ilieva-Trichkova3
Estimated H-index: 3
(BAS: Bulgarian Academy of Sciences),
Pepka Boyadjieva7
Estimated H-index: 7
(BAS: Bulgarian Academy of Sciences)
ABSTRACTThis article aims to explore how the situation of unemployment and – more generally – early job insecurity affects young people’s scope for exercising agency with regard to decisions about continuing and improving their education. Drawing on the theoretical underpinnings of the capability approach, the article develops the concept of patterns of agency regarding continuing education. This concept refers to the mediating processes (interactions with others) whereby young people may conver...
Published on May 20, 2019in Studies in Continuing Education1.14
Fátima Antunes5
Estimated H-index: 5
(University of Minho)
ABSTRACTThe paper offers new insights into the Europeanisation of adult education, as an area of intervention and a component of the European education policy and sector, by tracing routes and processes that underpinned this pathway. The analysis provides some original findings, by pointing to four moments (thematisation; lifelong learning dimension; European agenda; political centrality/absence of policies; a new opportunity?) and two trends: on the one hand, one points out the creation of a Eu...
Published on May 19, 2019in Studies in Continuing Education1.14
Minghua Wu (Chongqing University), Yanjuan Hu (SWU: Southwest University)
ABSTRACTTo gain an in-depth understanding of the causes of the often implicit misunderstandings between Western supervisors and their Chinese doctoral students, we examined my lived experiences as a Chinese international doctoral student under the supervision of my Australian supervisors. Our data revealed how misunderstandings arose and evolved from mismatched assumptions that are rooted in the home and host cultures. We found that I was able to gain new insight in three key ways: developing se...
Published on May 4, 2019in Studies in Continuing Education1.14
Gill Adams3
Estimated H-index: 3
(SHU: Sheffield Hallam University)
Feedback has an important role in supporting learning. It is through feedback that learners can actively construct and clarify understanding, monitor their performance and direct their learning. Despite attention on feedback in higher education, limited research exists exploring the role and experience of feedback within doctoral programmes. This article focuses on student experiences of feedback during a professional doctorate in England. Analysis of the narrative of one recent Doctorate in Edu...
Published on May 4, 2019in Studies in Continuing Education1.14
Morag Gray2
Estimated H-index: 2
(University of Liverpool),
Lucilla Crosta1
Estimated H-index: 1
(University of Liverpool)
ABSTRACTThe aim of this systematic literature review was to ascertain the best practice available to provide high-quality online support to students during their thesis stage of an Online Doctorate in Higher Education programme. The review process involved a synthesis of available research literature to arrive a comprehensive and trustworthy picture. For completeness we reviewed literature related to both online and face-to-face doctoral supervision and how the latter could be applied to the gro...
Published on May 4, 2019in Studies in Continuing Education1.14
T. W. Maxwell (UNE: University of New England (Australia))
ABSTRACTHigher education in Bhutan changed irrevocably in 2003 with the amalgamation of disparate colleges to form the country’s first university. Research was not well known or understood. Over the last two decades doctorates were obtained outside Bhutan. The focus of this study is the impact of those who returned with an education doctorate. Using a questionnaire addressed to all but one education doctorate holder in Bhutan and a similar one to key persons in Bhutan, a range of impacts was evi...
Published on May 4, 2019in Studies in Continuing Education1.14
Martin Eubank9
Estimated H-index: 9
(LJMU: Liverpool John Moores University),
Mark Forshaw8
Estimated H-index: 8
(LJMU: Liverpool John Moores University)
ABSTRACTThis paper aims to articulate the multi-regulatory and complex territory that programme developers of professional doctorates are required to navigate, and, using examples from Health Psychology and Sport and Exercise Psychology, discusses the impact of this territory on programme development. ‘Practitioner Psychologist’ is a legally protected title for use by those listed on the UK’s Health and Care Professions Council (HCPC) register of practitioner psychologists. Achieving registratio...
Published on May 4, 2019in Studies in Continuing Education1.14
Mark J. Hager2
Estimated H-index: 2
(Menlo College),
Frances Turner (Menlo College), Stephanie Dellande5
Estimated H-index: 5
(Menlo College)
ABSTRACTThis research presents a three year case study examining the impact of social support and isolation in the doctorate of business administration (DBA) on professional outcomes these graduates have experienced. Through individual reflections, participant-observer conversations and a short open-ended questionnaire, social support derived from multiple developmental networks contributed to reducing academic and social isolation in their DBA programme. Academic and social engagement also rela...
12345678910