Studies in Graduate and Postdoctoral Education: Volume 14 Issue 2

Faculty perceptions on (implicit) bias during the graduate admission review process

Brandy Pieper, Masha Krsmanovic

The purpose of this study is to examine whether implicit bias exists within the graduate admissions process at a large public research university in the Southeast United States…

Is there a fit between PhD candidates’ and their supervisors’ perceptions on the impact of COVID-19 on doctoral education?

Kirsi Pyhältö, Lotta Tikkanen, Henrika Anttila

The COVID-19 pandemic has had its impact on research and researchers, potentially influencing the future of academia. Yet, to the best of the authors’ knowledge, there are no…

The impact on graduate students when a university closes

Wendy B. Schiff, K. Marinka Gadzichowski, Matthew G. Le Brasseur, Melissa C. Carlin

This study aimed to investigate the impact of a university’s abrupt closure on the lives of graduate students and examined the role of grit, social support and school…

Doctoral education in Europe: models and propositions for transversal skill training

Adekola Afolabi Ashonibare

This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and…

Exploring motivation and satisfaction in part-time PhD students

Heather Turner

This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT).

Good critical friends are hard to find: promoting peer review among doctoral students

Deborah Tyndall, Shannon Baker Powell

This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of…

Demographic characteristics of participants in graduate college professional and sociocultural development programming

Laura N. Schram, Emma M. Flores-Scott, Paula Clasing-Manquian

The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate…