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<DIV>
<DIV><FONT face=Calibri>INTERNATIONAL JOURNAL OF DOCTORAL STUDIES
(IJDS)</FONT></DIV>
<DIV><FONT face=Calibri><A
title="http://www.ijds.org/
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href="">http://www.ijds.org/</A><BR>An official publication of the Informing
Science Institute (ISI)</FONT></DIV>
<DIV><FONT face=Calibri><A
title="http://InformingScience.org/
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href="">http://InformingScience.org/</A><BR></FONT></DIV>
<DIV><FONT face=Calibri></FONT> </DIV>
<DIV><FONT face=Calibri>
<DIV><FONT face=Calibri>*** Apologies for Multiple Postings *** </FONT></DIV>
<DIV><FONT face=Calibri>*** Please share with colleagues via list-serves of your
university/SIGs/etc ***</FONT></DIV></FONT></DIV>
<DIV><FONT face=Calibri></FONT> </DIV>
<DIV><FONT face=Calibri>Dear Colleagues,<BR><BR>We are proud to announce
the 5th volume content of the International Journal of Doctoral Studies
(IJDS) (<A title="http://www.ijds.org/
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href="">http://www.ijds.org/</A>). 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. <BR> <BR>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 (<A title="http://informingscience.org/
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href="">http://InformingScience.org/</A>). 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).</FONT></DIV>
<DIV><FONT face=Calibri></FONT> </DIV>
<DIV><FONT face=Calibri>The IJDS mission is available via: <A
title="http://www.ijds.org/mission.html
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href="http://www.ijds.org/mission.html">http://www.ijds.org/mission.html</A><BR> <BR>I
would like to thank all the IJDS International Review Board Members (<A
title="http://www.ijds.org/editorialreviewboard.html
CTRL + Click to follow link"
href="http://www.ijds.org/editorialreviewboard.html">http://www.ijds.org/editorialreviewboard.html</A>) and
the IJDS Associate Editors (<A
href="http://www.ijds.org/editorial.html">http://www.ijds.org/editorial.html</A>):<BR>-
Irma Becerra-Fernandez*, Florida International University (USA)<BR>- Nicole
Buzzetto-More, University of Maryland Eastern Shore (USA)<BR>- Sue Conger,
University of Dallas (USA)<BR>- Nitza Geri, The Open University of Israel
(Israel)<BR>- Michael Jones, University of Wollongong (Australia)</FONT></DIV>
<DIV><FONT face=Calibri>- George M. Marakas, University of Kansas (USA)<BR>-
Bernd Carsten Stahl, De Montfort University (UK)<BR>- Steven R. Terrell, Nova
Southeastern University (USA)<BR>- Victoria Wise, Deakin University (Australia)
</FONT><FONT face=Calibri><BR></DIV></FONT><FONT face=Calibri></FONT></DIV>
<DIV><FONT face=Calibri>
<DIV>* - Stepped down on 12/2010 to pursue other responsibilities. We wish
Irma great success in her future scholarly endeavors. </DIV>
<DIV><BR>Also, many thanks to our distinguished Advisory Board members:<BR>Prof.
Marc Schniederjans <BR>C. Wheaton Battey Distinguished Professor<BR>University
of Nebraska-Lincoln (USA)<BR>and<BR>Prof. Niv Ahituv <BR>The Marko and Lucie
Chaoul Chair for Studies in Information Evaluation <BR>Academic Director of
Netvision Institute for Internet Studies<BR>Tel Aviv University
(Israel)<BR></DIV>
<DIV>
<DIV>We also would like to thank all the authors noted below for their
contributions to IJDS.</DIV></DIV>
<DIV><BR>------------------------------------------------------------<BR>IJDS
Volume 5, 2010 content:<BR><BR>Editorial Preface<BR>Yair Levy,
Editor-in-Chief<BR><A
title="http://ijds.org/Volume5/IJDSv5pv-viiLevy.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5pv-viiLevy.pdf">http://ijds.org/Volume5/IJDSv5pv-viiLevy.pdf</A><BR>*************** <BR>Paper
1: "Potential Predictors of Timely Completion among Dissertation Research
Students at an Australian Faculty of Sciences" by Vladimir
Jiranek<BR>ABSTRACT:<BR>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<BR>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.</DIV>
<DIV><BR>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p001-013Jiranek273.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5p001-013Jiranek273.pdf">http://ijds.org/Volume5/IJDSv5p001-013Jiranek273.pdf</A></DIV>
<DIV>*************** <BR>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</DIV>
<DIV>ABSTRACT:<BR>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.</DIV>
<DIV><BR>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p015-027Brailsford283.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5p015-027Brailsford283.pdf">http://ijds.org/Volume5/IJDSv5p015-027Brailsford283.pdf</A></DIV>
<DIV></FONT><FONT face=Calibri>*************** </FONT></DIV>
<DIV><FONT face=Calibri>Paper 3: "Managing Perceived Coping Behavior While
Mentoring Doctoral Students" by Robert Samuel and Frederick Kohun</FONT></DIV>
<DIV><FONT face=Calibri>ABSTRACT:<BR>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.<BR> <BR>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p029-037Samue291.pdf
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href="http://ijds.org/Volume5/IJDSv5p029-037Samue291.pdf">http://ijds.org/Volume5/IJDSv5p029-037Samue291.pdf</A></FONT><FONT
face=Calibri></DIV>
<DIV><FONT face=Calibri>*************** </FONT></DIV>
<DIV>Paper 4: "Faculty Perspectives on Doctoral Student Socialization in Five
Disciplines" by Susan K. Gardner</DIV>
<DIV>ABSTRACT: <BR>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. <BR></DIV>
<DIV>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p039-053Gardner293.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5p039-053Gardner293.pdf">http://ijds.org/Volume5/IJDSv5p039-053Gardner293.pdf</A></DIV>
<DIV><FONT face=Calibri>*************** </FONT></DIV>
<DIV>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</DIV>
<DIV>ABSTRACT:<BR>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.<BR> <BR>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p055-077Benge304.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5p055-077Benge304.pdf">http://ijds.org/Volume5/IJDSv5p055-077Benge304.pdf</A>
</DIV>
<DIV><FONT face=Calibri>*************** </FONT></DIV>
<DIV>Paper 6: "Starting to Publish Academic Research as a Doctoral Student" by
Dorian Stoilescu and Douglas McDougall</DIV>
<DIV>ABSTRACT:<BR>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.<BR> <BR>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p079-092Stoilescu299.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5p079-092Stoilescu299.pdf">http://ijds.org/Volume5/IJDSv5p079-092Stoilescu299.pdf</A></DIV>
<DIV><FONT face=Calibri>*************** </FONT><FONT
face=Calibri> </FONT></DIV>
<DIV>
<DIV>Paper 7: "Book Review: Write to the Top! How to Become a Prolific Academic"
by Dorian Stoilescu </DIV>
<DIV><BR>Full text: <A
title="http://ijds.org/Volume5/IJDSv5p093-095Stoilescu289.pdf
CTRL + Click to follow link"
href="http://ijds.org/Volume5/IJDSv5p093-095Stoilescu289.pdf">http://ijds.org/Volume5/IJDSv5p093-095Stoilescu289.pdf</A></DIV>
<DIV><FONT face=Calibri>***************</FONT></DIV>
<DIV> </DIV></DIV>
<DIV>------------------------------------------------------------</FONT></DIV><FONT
face=Calibri></FONT>
<DIV><FONT face=Calibri>
<DIV><BR>Regards,<BR>Yair </DIV></DIV>
<DIV> </DIV>
<DIV>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<BR>Yair Levy,
Ph.D.<BR>Associate Professor of Information Systems<BR>Graduate School of
Computer and Information Sciences<BR>Nova Southeastern University<BR>The
DeSantis Building - Room 4058<BR>3301 College Avenue<BR>Fort Lauderdale, FL
33314<BR>Tel.: 954-262-2006 or 1-800-541-NOVA ext. 22006<BR>Fax:
954-262-3915<BR>E-mail: <A
title="mailto:levyy@nova.edu
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href="">levyy@nova.edu</A> <BR>Website: <A
title="http://scis.nova.edu/~levyy/
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href="">http://scis.nova.edu/~levyy/</A><BR>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<BR></FONT></DIV></DIV></BODY></HTML>