[AISWorld] [IJDS] Announcement: IJDS Vol. 5 Content - International Journal of Doctoral Studies (IJDS) - http://www.ijds.org/

[Yair Levy]

INTERNATIONAL JOURNAL OF DOCTORAL STUDIES (IJDS)
http://www.ijds.org/
An official publication of the Informing Science Institute (ISI)
http://InformingScience.org/


*** Apologies for Multiple Postings *** 
*** Please share with colleagues via list-serves of your university/SIGs/etc ***

Dear Colleagues,

We are proud to announce the 5th volume content of the International Journal of Doctoral Studies (IJDS) (http://www.ijds.org/). Below please find the abstract of articles published in IJDS Volume 5, 2010. You can access the full text of all articles *free* by clicking on the link provided below each abstract. 
 
IJDS is published by the Informing Science Institute (ISI) and is available online without charge to ISI members and non-members alike, thanks to the members of ISI (http://InformingScience.org/). IJDS is a quality peer-reviewed scholarly journal. All submissions are double-blind refereed by three or more scholars. IJDS is published in print (ISSN: 1556-8881) by subscription and its articles also appear online free of charge (ISSN: 1556-8873).

The IJDS mission is available via: http://www.ijds.org/mission.html
 
I would like to thank all the IJDS International Review Board Members (http://www.ijds.org/editorialreviewboard.html) and the IJDS Associate Editors (http://www.ijds.org/editorial.html):
- Irma Becerra-Fernandez*, Florida International University (USA)
- Nicole Buzzetto-More, University of Maryland Eastern Shore (USA)
- Sue Conger, University of Dallas (USA)
- Nitza Geri, The Open University of Israel (Israel)
- Michael Jones, University of Wollongong (Australia)
- George M. Marakas, University of Kansas (USA)
- Bernd Carsten Stahl, De Montfort University (UK)
- Steven R. Terrell, Nova Southeastern University (USA)
- Victoria Wise, Deakin University (Australia) 

* - Stepped down on 12/2010 to pursue other responsibilities. We wish Irma great success in her future scholarly endeavors.  

Also, many thanks to our distinguished Advisory Board members:
Prof. Marc Schniederjans 
C. Wheaton Battey Distinguished Professor
University of Nebraska-Lincoln (USA)
and
Prof. Niv Ahituv 
The Marko and Lucie Chaoul Chair for Studies in Information Evaluation 
Academic Director of Netvision Institute for Internet Studies
Tel Aviv University (Israel)

We also would like to thank all the authors noted below for their contributions to IJDS.

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IJDS Volume 5, 2010 content:

Editorial Preface
Yair Levy, Editor-in-Chief
http://ijds.org/Volume5/IJDSv5pv-viiLevy.pdf
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Paper 1: "Potential Predictors of Timely Completion among Dissertation Research Students at an Australian Faculty of Sciences" by Vladimir Jiranek
ABSTRACT:
Successful and timely completion by Dissertation Research (DR) students (i.e. research Masters and PhD) is increasingly important for students, supervisors, the university, and funding bodies alike. Previous studies highlight the importance of contributing factors, which can be classified according to their relating to the student, the supervisory arrangement, or the research infrastructure. However, the relative importance of specific factors for individual students can vary markedly across studies. In recognition of this fact, a survey of DR student completion rates and candidature
duration within an Australian Faculty of Sciences (i.e. the author's home institution and broad field of research activity) was conducted. Available information was extracted for a 10-year window (1996-2006) from faculty-level and university-level databases and included data relating to demographics, field of study, attendance mode, scholarships held, and duration of candidature for up to 1688 students. The results suggest an attrition rate of 33% with shorter completion times being seen within the School of Chemistry & Physics and among male and/or international students with scholarships. Possible predictors of HRD student success are considered, thereby beginning to provide a framework within which to develop practices to increase retention and completion rates in other areas of the faculty.

Full text: http://ijds.org/Volume5/IJDSv5p001-013Jiranek273.pdf
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Paper 2: "Motives and Aspirations for Doctoral Study: Career, Personal, and Inter-personal Factors in the Decision to Embark on a History PhD" by Ian Brailsford
ABSTRACT:
While extensive research exists for both the doctoral experience and career paths after the doctorate, less is known about the initial motives for starting a PhD. In this study, 11 History PhD holders from an Australasian university were interviewed about their reasons for embarking on the doctorate. The motives and aspirations cited by the participants validate several of the categories identified in the limited existing literature, such as improving career prospects, personal development, and intrinsic interest in their discipline. Moreover, the data support the contention that candidates enter the doctorate with multiple motives. From this History sample, however, there were no overt motives relating to the participants' sense of their own identity and pressing social justice concerns or 'research as politics'. The data reveal that third parties (friends, colleagues, family members, and academics) when consulted prior to enrolment did play a generally encouraging role in the decision to start a doctorate. A recommendation emanating from this research is that universities consider offering workshops for would-be candidates before enrolment so that initial motives for doctoral study can be explored and reflected upon before a candidate embarks.

Full text: http://ijds.org/Volume5/IJDSv5p015-027Brailsford283.pdf
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Paper 3: "Managing Perceived Coping Behavior While Mentoring Doctoral Students" by Robert Samuel and Frederick Kohun
ABSTRACT:
This exploratory research study examined the perceived behaviors of doctoral students by faculty member mentors through a concurrent triangulation design using quantitative survey and ethnography observational methods. Through the perspective of Kirton's Adaption-Innovation theory, a doctoral cohort class was observed over the length of their studies. The cohort's faculty members, acting as mentors, hypothesized that some student's behavioral attitude changed from the initial course to the final stages of dissertation submission. This study shows that some doctoral students exhibited coping behaviors that indicated a perceived behavioral shift. Through the awareness of these behaviors, faculty members could develop techniques to help manage the mentor and mentee relationship.
 
Full text: http://ijds.org/Volume5/IJDSv5p029-037Samue291.pdf
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Paper 4: "Faculty Perspectives on Doctoral Student Socialization in Five Disciplines" by Susan K. Gardner
ABSTRACT: 
Socialization has become a common framework through which to view the doctoral student experience. A growing body of literature has examined the student perspective of this socialization experience but the perspective of the faculty member has been relatively absent in these discussions, despite the vital role they play in the process. Sixteen doctoral faculty members in the disciplines of engineering, oceanography, psychology, history, and a self-designed interdisciplinary program at one institution were interviewed to determine their perspectives on the doctoral student socialization process and their role in it. Using Bragg's (1976) and Weidman, Twale, and Stein's (2001) framework of socialization to analyze these interviews, findings emerged regarding faculty perspectives often on programmatic and structural components but rarely on the role of peers or their own informal role in the socialization process. Implications for policy, practice, and future research are included. 

Full text: http://ijds.org/Volume5/IJDSv5p039-053Gardner293.pdf
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Paper 5: "Doctoral Students' Perceptions of Barriers to Reading Empirical Literature: A Mixed Analysis" by Cindy L. Benge, Anthony J. Onwuegbuzie, Marla H. Mallette, and Melissa L. Burgess
ABSTRACT:
Little is known about reading ability among doctoral students. Thus, we used a multi-stage mixed analysis to examine 205 doctoral students' levels of reading ability, their perceptions of barriers that prevented them from reading empirical articles, and the relationship between these two sets of constructs. Approximately 10% of doctoral students attained reading ability scores that repre-sented the lower percentiles of a normative sample of undergraduate students. A thematic analysis revealed 8 themes (subsumed by 3 meta-themes: Research Characteristics; Comprehension; Text Characteristics) that represented barriers to reading empirical articles and that predicted both per-ceived and actual reading ability. Combinations of these themes and meta-themes were related to both perceived reading ability and actual reading ability (reading comprehension, reading vocabu-lary). The implications of these and other findings are discussed and recommendations are pro-vided for helping doctoral students successfully negotiate the path of emergent scholarship.
 
Full text: http://ijds.org/Volume5/IJDSv5p055-077Benge304.pdf 
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Paper 6: "Starting to Publish Academic Research as a Doctoral Student" by Dorian Stoilescu and Douglas McDougall
ABSTRACT:
This article presents some opinions, views and advice that graduate students might consider in order to assess and improve their success as new scholars. Contrary to the famous motto 'publish or perish,' we argue that publishing academic research should be headed by intrinsic motivation for becoming a scholar and not by external pressures of social or professional requirements to produce scholarly work. This paper gives practical recommendations about building and sustain-ing the initial momentum in publishing. First, we discuss the importance of practicing academic writing as a way to improve scholarship and modalities to practice it. Some important issues about social collaboration, ethics, and policies that should be considered in the process of publica-tion are also presented.
 
Full text: http://ijds.org/Volume5/IJDSv5p079-092Stoilescu299.pdf
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Paper 7: "Book Review: Write to the Top! How to Become a Prolific Academic" by Dorian Stoilescu 

Full text: http://ijds.org/Volume5/IJDSv5p093-095Stoilescu289.pdf
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Regards,
Yair 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Yair Levy, Ph.D.
Associate Professor of Information Systems
Graduate School of Computer and Information Sciences
Nova Southeastern University
The DeSantis Building - Room 4058
3301 College Avenue
Fort Lauderdale, FL 33314
Tel.: 954-262-2006 or 1-800-541-NOVA ext. 22006
Fax: 954-262-3915
E-mail: levyy at nova.edu 
Website: http://scis.nova.edu/~levyy/
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