Departmental Academic Support for Doctoral Students in Russia: Categorisation and Effects

Autor/inn/en	Zhuchkova, Svetlana; Terentev, Evgeniy; Saniyazova, Aray; Bekova, Saule
Titel	Departmental Academic Support for Doctoral Students in Russia: Categorisation and Effects
Quelle	In: Higher Education Quarterly, 77 (2023) 2, S.215-231 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhuchkova, Svetlana) ORCID (Terentev, Evgeniy) ORCID (Saniyazova, Aray) ORCID (Bekova, Saule)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12389
Schlagwörter	Doctoral Students; Doctoral Programs; Universities; Foreign Countries; Departments; Outcomes of Education; Case Studies; Doctoral Dissertations; College Faculty; Teacher Student Relationship; Supervisor Supervisee Relationship; Self Esteem; Correlation; Educational Attainment; Student Attitudes; Role; Russia + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; University; Universität; Ausland; Department; Abteilung; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Korrelation; Bildungsabschluss; Bildungsgut; Schülerverhalten; Rollen; Russland
Abstract	Departmental academic support plays an important role in a doctoral journey. However, different types of support may be related to different outcomes. This paper aims to provide a categorisation of types of departmental academic support and analyse the relationship between these different categories of support and doctoral students' confidence that they will complete their dissertations. The empirical base for the research is data from a cross-institutional survey of doctoral students at six Russian universities. Based on the results of latent class analysis (LCA), we distinguished six types of departmental academic support depending on the functions performed by supervisors, other faculty members and department heads. Consistent with previous research, we found that departmental academic support plays a crucial role in doctoral students' experiences and outcomes, while lack of support is related to a lower level of confidence about completing a dissertation. At the same time, our results provide evidence that excessive collective engagement in doctoral students' work from departmental staff may be less effective than the strong engagement of a supervisor, assisted by informational support from other staff members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01