3. And financial aid has failed to keep up with ri sing costs. Most aid now comes in the form of loans, and studen ts from lower income families are less willing than more affluent students to take on large loan burdens to finance their education. There has also been a movement from need-based aid toward non-need -based aid. Fewer than 15-20 private institutions provide finan ci l aid based solely on students’ financial need.

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The Future of Higher Education

This article addresses the importance of giving greater pedagogical attention to writing for publication in higher education. It recognizes that, while doctoral research is a major source of new knowledge production in universities, most doctoral students do not receive adequate mentoring or structural support to publish from their research, with poor results. Data from a case study of graduates in science and education are examined to show how the different disciplinary and pedagogic practices of each discourse community impact on student publication. It is argued that co‐authorship with supervisors is a significant pedagogic practice that can enhance the robustness and know‐how of emergent scholars as well as their publication output. There is a need, however, to rethink co‐authorship more explicitly as a pedagogic practice, and create more deliberate structures in subject disciplines to scaffold doctoral publication – as it is these structures that influence whether graduates publish as informed profes...

Rethinking doctoral publication practices: writing from and beyond the thesis

This paper engages with Diana Leonard's writing on how gender is constituted in the academy. It offers an international review of feminist knowledge on how gender and power interact with leadership in higher education. It interrogates the ‘leaderist turn’ or how leadership has developed into a popular descriptor and a dominant social and organisational technology in academia. It considers some of the explanatory frameworks that have been marshalled to analyse women's leadership aspirations and absences. In doing so, it attempts to unmask the ‘rules of the game’ that lurk beneath the surface rationality of academic meritocracy. It also poses questions about the relentless misrecognition of women's leadership capacities and suggests the need for an expanded lexicon of leadership with which to move into the university of the future.

http://library.pcw.gov.ph/sites/default/files/rules%20of%20the%20game_women%20and%20the%20leaderist%20turn_Morley.pdf

The rules of the game: women and the leaderist turn in higher education

Denham and Onwuegbuzie (2013) provided evidence that relatively few qualitative researchers include any mention of nonverbal communication in their empirical articles. Of those who do include this information, the vast majority of qualitative researchers devote as little as one sentence to nonverbal communication data in their published articles. However, this lack of reporting of nonverbal communication data likely stems from the scant guidance in this area given by authors of qualitative research textbooks. Thus, the purpose of the present article is to provide a framework for collecting, analyzing, and interpreting nonverbal communication behavior. This framework yields guidelines for students to collect, to analyze, to interpret, and to report nonverbal communication data. Underlying this framework is a 13-step nonverbal communication process that serves as a conceptual framework that we use in our qualitative research methodology courses to help students develop a nonverbal communication way of thinking. This 13-step nonverbal communication process occurs at the following three stages: the Conceptualization Stage, the Planning Stage, and the Implementation Phase. Rather than representing a linear process, the nonverbal communication methodological steps within each stage and across stages are interactive and recursive. After providing this framework, we present an exemplar for reporting nonverbal communication data.

/pdf/an-exemplar-for-combining-the-collection-analysis-and-kbkdhzxw0o.pdf

An Exemplar for Combining the Collection, Analysis, and Interpretations of Verbal and Nonverbal Data in Qualitative Research

This paper explores doctoral students' experiences of their scholarly communities in terms of socio-psychological well-being. Further, the study examines how experiences were related to study engagement and to self-reported stress, exhaustion, and anxiety. Altogether 669 doctoral students from the University of Helsinki, Finland, responded a survey. The answers to an open-ended question were content analysed and then statistically compared to well-being and study engagement items. The results showed that there was variation in students' experiences of the scholarly community regarding socio-psychological well-being. More than half of the answers, where students had explicitly described their experience (n = 383), emphasised the scholarly community as source of burden (56%), but experiences of inspiration and empowerment were also frequently reported in the answers (44%). Feelings of empowerment were positively related to study engagement and negatively related to stress, exhaustion, and anxiety.

Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being

It is a major commitment to undertake doctoral study but relatively little is known about what motivates students to enrol or what they subsequently see as the benefits they have gained and they costs accrued. This report on a study of alumni who completed theses in Education in 1992, 1997 and 2002 in the UK argues that although the doctorate plays a key role in continuing professional development in this field, the benefits of the doctorate are perceived post facto as equally, and for some more, in terms of intrinsic interest and personal development. This runs counter to the rational/effectiveness thrust of current policy directives and could result in students being less eager to meet the costs of their studies in future.

To prove myself at the highest level: The benefits of doctoral study

This article reports on a study of alumni who completed their doctorates 2, 5 and 10 years ago at a Graduate School of Education in the University of London (n=162). It investigates the circumstances within which these research students started and completed their research and how they have subsequently used their studies, showing the particular place of the Ph.D. and the new Ed.D. in professional development in the field of education internationally. It questions current national proposals to ‘improve’ doctoral ‘training’ in the UK by enhancing students' employability and suggests that policy should be based on the actual employment and other life needs of postgraduate students in different disciplines. It argues that research students are paying for the privilege of satisfying their intellectual curiosity and making an original contribution to knowledge and are as concerned with personal growth as with vocational development.

Rosamunde Becker

Papers

To prove myself at the highest level: The benefits of doctoral study

Continuing professional and career development: the doctoral experience of education alumni at a UK university