Access the full text.
Sign up today, get DeepDyve free for 14 days.
Diane Doberneck, John Schweitzer (2017)
Disciplinary variations in publicly engaged scholarship: An analysis using the Biglan classification of academic disciplinesJournal of Higher Education Outreach and Engagement, 21
Jenni Stubb, K. Pyhältö, K. Lonka (2011)
Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-beingStudies in Continuing Education, 33
R. Wierstra, G. Kanselaar, J. Linden, Hans Lodeewijks (1999)
Learning Environment Perceptions of European University StudentsLearning Environments Research, 2
M. Brauer, J. Abric, E. Drozda-Senkowska, P. Lemaire, F. Lorenzi‐Cioldi, P. Niedenthal, R. Sanitioso, Georges Schadron, D. Steiner, V. Yzerbyt (2003)
Doctoral training in the French-speaking countries of Europe: Objectives and suggestions for improvementEuropean Psychologist, 8
Li-tze Hu, P. Bentler (1999)
Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternativesStructural Equation Modeling, 6
Rosalie Jukier, Kate Glover (2014)
Forgotten? The Role of Graduate Legal Education in the Future of the Law FacultyAlberta law review, 51
Rob *, Jo Balatti, P. Turner, H. Whitehouse (2004)
The generic skills debate in research higher degreesHigher Education Research & Development, 23
Melanie Sinche, R. Layton, Patrick Brandt, Anna O'Connell, Joshua Hall, Ashalla Freeman, Jessica Harrell, J. Cook, P. Brennwald (2017)
An evidence-based evaluation of transferrable skills and job satisfaction for science PhDsPLoS ONE, 12
B. Durette, M. Fournier, M. Lafon (2016)
The core competencies of PhDsStudies in Higher Education, 41
A. Loughnan, Rita Shackel (2011)
The Travails of Postgraduate Research in LawLegal education review, 19
R. Spronken-Smith, C. Cameron, R. Quigg (2018)
Factors contributing to high PhD completion rates: a case study in a research-intensive university in New ZealandAssessment & Evaluation in Higher Education, 43
C. Casanave, Philip Hubbard (1992)
The Writing Assignments and Writing Problems of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research.English for Specific Purposes, 11
S. Sawilowsky (2009)
Very large and huge effect sizesJournal of Modern Applied Statistical Methods, 8
H. Pedersen (2014)
New doctoral graduates in the knowledge economy: trends and key issuesJournal of Higher Education Policy and Management, 36
Susan Gardner (2009)
Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven DisciplinesThe Review of Higher Education, 32
Susan Gardner (2008)
“What's too much and what's too little?”: The Process of Becoming an Independent Researcher in Doctoral EducationThe Journal of Higher Education, 79
Chris Golde (2005)
The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four DepartmentsThe Journal of Higher Education, 76
Tony Becher (1994)
The significance of disciplinary differencesStudies in Higher Education, 19
L. McAlpine, Judith Norton (2006)
Reframing our approach to doctoral programs: an integrative framework for action and researchHigher Education Research & Development, 25
I. Moses (1990)
Teaching, research and scholarship in different disciplinesHigher Education, 19
G. Thorsteinsson (2014)
Impact of Computer Technology on Design and Craft Education.Journal on Educational Technology, 10
G. Soutar, Julia Turner (2002)
Students’ preferences for university: a conjoint analysisInternational Journal of Educational Management, 16
Susan Gardner (2010)
Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One InstitutionThe Journal of Higher Education, 81
Miri Shacham, Yehudit Od-Cohen (2009)
Rethinking PhD learning incorporating communities of practiceInnovations in Education and Teaching International, 46
Ronald Roskens (1983)
Implications of Biglan model research for the process of faculty advancementResearch in Higher Education, 18
J. Pritchard, J. MacKenzie, Margaret Cusack (2009)
The response of Physical Science post‐graduates to training courses and the connection to their PhD studies, 1
K. Pyhältö, Jenna Vekkaila, J. Keskinen (2015)
Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activitiesInnovations in Education and Teaching International, 52
T. Mitchell, J. Carroll (2008)
Academic and research misconduct in the PhD: issues for students and supervisors.Nurse education today, 28 2
A. Parpala, Sari Lindblom-Ylänne (2012)
Using a research instrument for developing quality at the universityQuality in Higher Education, 18
L. Baird (1990)
Disciplines and doctorates: The relationships between orogram characteristics and the duration of doctoral studyResearch in Higher Education, 31
J. Swazey, Melissa Anderson, K. Lewis (1993)
Ethical Problems in Academic ResearchAmerican Scientist, 81
A. Biglan (1973)
The characteristics of subject matter in different academic areas.Journal of Applied Psychology, 57
Arja Haapakorpi (2017)
Doctorate holders outside the academy in Finland: academic engagement and industry-specific competenceJournal of Education and Work, 30
S. Sawilowsky (2009)
New Effect Size Rules of ThumbJournal of Modern Applied Statistical Methods, 8
Margaret Kiley, D. Liljegren (1999)
Discipline-related Models for a Structured Program at the Commencement of a PhDTeaching in Higher Education, 4
Sari Lindblom-Ylänne, K. Trigwell, A. Nevgi, P. Ashwin (2006)
How approaches to teaching are affected by discipline and teaching contextStudies in Higher Education, 31
Elena Golovushkina (2013)
Employability Development in the Context of Doctoral Studies: Systemic Tensions and the Views of Key StakeholdersHuman Resource Management & Organizational Behavior eJournal
Oili-Helena Ylijoki (2000)
Disciplinary cultures and the moral order of studying – A case-study of four Finnish university departmentsHigher Education, 39
Tony Becher (1981)
Towards a definition of disciplinary culturesStudies in Higher Education, 6
M. Browne, R. Cudeck (1992)
Alternative Ways of Assessing Model FitSociological Methods & Research, 21
L. Fabrigar, D. Wegener, R. Maccallum, E. Strahan (1999)
Evaluating the use of exploratory factor analysis in psychological research.Psychological Methods, 4
Gary Malaney (1986)
Characteristics of graduate students in Biglan areas of studyResearch in Higher Education, 25
Diana Dabby, B. Hastie, Jocelyn Stacey (2015)
Doctoral Studies in Law: From the Inside OutThe Dalhousie Law Journal, 39
John Weidman, E. Stein (2003)
Socialization of Doctoral Students to Academic NormsResearch in Higher Education, 44
Susan Gardner (2007)
“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and HistoryHigher Education, 54
Dongbin Kim, Cindy Otts (2010)
The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional CharacteristicsThe Journal of Higher Education, 81
Journal of the Australasian Law Teachers Association, 5
A. Simpson (2017)
The surprising persistence of Biglan's classification schemeStudies in Higher Education, 42
Journal of Educational Technology and Society, 10
Yusuke Sakurai, K. Pyhältö, Sari Lindblom-Ylänne (2012)
Factors affecting international doctoral students' academic engagement, satisfaction with their studies, and dropping out, 3
B. Martinson, Lauren Crain, R. Vries, Melissa Anderson (2010)
The Importance of Organizational Justice in Ensuring Research IntegrityJournal of Empirical Research on Human Research Ethics, 5
J. Posselt (2015)
Disciplinary Logics in Doctoral Admissions: Understanding Patterns of Faculty EvaluationThe Journal of Higher Education, 86
Anne Haarala-Muhonen, M. Ruohoniemi, Nina Katajavuori, Sari Lindblom-Ylänne (2011)
Comparison of students’ perceptions of their teaching–learning environments in three professional academic disciplines: A valuable tool for quality enhancementLearning Environments Research, 14
This study aims to explore the disciplinary characteristics of doctoral students’ generic skills learning experience at a Finnish university.Design/methodology/approachAn online survey measuring doctoral students’ generic skills learning experience was administered to all doctoral students of the university and 1,184 responses were obtained. The study conducted exploratory and confirmatory factor analysis, principal component analysis and heatmap analyses.FindingsThe results suggested three major trends. First, students’ scores for research integrity skills were consistently lower in the hard sciences, such as biological and environmental sciences, pharmacy, veterinary medicine, science and medicine. Second, students of the law showed a unique trend; their scores for research integrity, leadership and entrepreneurship skills learning were remarkably higher than those in other faculties, but they had the lowest scores for communication skills.Research limitations/implicationsThe data represented students at one Finnish university, so institutional and geographical differences fell beyond the scope of this paper. Furthermore, the results could reflect either the authentic levels of students’ acquired skillsets or self-interpretation of experiences governed by their disciplinary values. Accordingly, the immediate generalisability of the findings to individuals and different contexts should carefully be considered.Originality/valueThe findings can contribute to improve doctoral training practices. In addition, the survey results are useful for the further development of inventories, as doctoral students’ engagement in generic skills development has been attracting attention in higher education.
Studies in Graduate and Postdoctoral Education – Emerald Publishing
Published: Aug 2, 2021
Keywords: Finland; Doctoral students; Disciplinary differences; Generic skills
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.