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Reflexivity In International Contexts: Implications For U.S. Doctoral Students International Research Preparation, Christina W. Yao, Louise Michelle Vital
Reflexivity In International Contexts: Implications For U.S. Doctoral Students International Research Preparation, Christina W. Yao, Louise Michelle Vital
Department of Educational Administration: Faculty Publications
Aim/Purpose Learning to conduct research, including considerations for concepts such as reflexivity, is a key component of doctoral student preparation in higher educa-tion. Yet limited attention is given to doctoral student training for conducting international research, particularly in understanding researcher reflexivity within international contexts.
Background Incorporating reflexive practices in one’s scholarship is of particular importance because international research often includes U.S.-based researchers working with cultural groups and contexts that are very different from them. Thus, we examined the following: how do novice U.S. trained researchers understand the role of their reflexivity in qualitative international research?
Methodology We utilized qualitative inquiry …
The Road To Researcher: The Development Of Research Self-Efficacy In Higher Education Scholars, Elizabeth Niehaus, Crystal Garcia, Jillian N. Reading
The Road To Researcher: The Development Of Research Self-Efficacy In Higher Education Scholars, Elizabeth Niehaus, Crystal Garcia, Jillian N. Reading
Department of Educational Administration: Faculty Publications
Aim/Purpose: Understanding how students develop a sense of efficacy as researchers can pro-vide faculty members in higher education doctoral programs insight into how to be more effective teachers and mentors, necessitating discipline-specific research on how graduate programs are and can be fostering students’ research self-efficacy (RSE). Thus, the purpose of this study was to explore how doctoral pro-grams and early research experiences contribute to the development of RSE in higher education scholars.
Background: Participants identified elements of the formal and “hidden” curriculumt pro-moted and inhibited RSE development.
Methodology: We employed multiple case study analysis of 17 individual early career scholars …