Shifting the existing lens of mentorship in graduate education to one that frames graduate students as mentors, rather than mentees, I explore how 10 STEMM doctoral student mentors considered social identities and organizational power structures in mentoring undergraduates. Using sociospatial and in-depth interview data, findings illuminate how…

College student leadership development is a commonly stated learning outcome in U.S. higher education including doctoral education. This dissertation study examines the leadership development of international doctoral students in Education at a U.S. university using a socialization lens. I employed a phenomenological qualitative inquiry and…

Nationwide, there has been a decline in the number of applicants to PharmD programs. Additionally, there is a lack of diversity in the healthcare workforce that leads to inequitable healthcare for diverse populations of patients. As a result, various recruitment tactics, including pipeline programs, have been used to develop a larger, more diverse…

The goal of this qualitative study was to learn more about how online Ed.D. students are persistent and resilient in pursuing their academic goals during the Coronavirus pandemic. With the ongoing pandemic and remote learning circumstances, doctoral students are facing more challenges they must overcome to stay on track with their academics. More…

The SELTEC model of Level I fieldwork was developed and published in 2020. The SELTEC model combines service and experiential learning to benefit student learners, the educational system, and the community. The purpose of the study was to determine students' perceptions of a SELTEC model experience compared to a traditional Level I fieldwork…

Recent education policies and laws such as a new rule to "Title IX" by the U.S. Department of Education (2020) and the "Parental Rights in Education" (HB 1557, 2022) also known as the "Don't Say Gay" law in Florida have important implications for how educational leaders are expected to address issues of gender,…

Doctoral students' program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their…

Drawing loosely upon strategies associated with collaborative autoethnography we conceptualise the place of practice in the professional doctorate through four distinct moves each of which compel us towards the conclusion that research, and practice are mutually entangled. In our first move 'research informs practice'. In this space practice is a…

Based on statistical analysis of the Higher Education Statistics Agency (HESA) international student data from 1998 to 2014, we provide the first detailed analysis of UK international doctoral student data (and the gaps therein). We highlight missing and ambiguous data and develop the profiles of these students, with a particular focus on gender,…

The purpose of this study was to explore the socialization experiences of Black men doctoral students in the United States, using critical race theory as a theoretical and methodological framework. Specifically, we sought to understand the role of race and racism in Black men doctoral students' socialization experiences; how race, racism, and…

In distance cross-cultural supervision scenarios PhD students are supported by supervisors located in different cultural contexts, which may, or may not be, the same as that of the student. Very little research has been conducted into experiences of cross-cultural supervision. This paper aims to explores opportunities and challenges for students…

Thinking with four non-EU academic migrants from the global South, and their experiences of working/studying or starting to work/study during the COVID-19 pandemic, we are unravelling the current geopolitics of the internationalised higher education in the global North. Our central argument is that COVID-19 has not simply affected the national and…

Over the last two decades, the French doctorate has evolved significantly after the introduction of national policies defined by law in 2003. The most important change was the creation of about 250 doctoral schools, where students spend 3 to 4 years. At the same time, they are attached to an accredited research laboratory to do a thesis and become…

Past studies on doctoral education have mostly focused on the critical role of supervisors in students' research experience. However, the role of peers has been relatively neglected. It is not clear how both supervisors and peers contribute to doctoral students' research experience. One possibility is that they are additive, which means that both…

The aim of this study was to determine how participation in a community service project impacts entry-level OT doctoral (OTD) students at different time points in their education. This study employed a mixed-method, prospective cohort design. The Community Service Attitudes Scale (CSAS) is an instrument to measure college students' attitudes about…