Departmental academic support for doctoral students in Russia: Categorisation and effects

Zhuchkova, S; Terentev, E; Saniyazova, A; Bekova, S

Departmental academic support for doctoral students in Russia: Categorisation and effects

Zhuchkova, S Terentev, E Saniyazova, A Bekova, S

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Publisher:: WILEY
Publication Type:: Journal Article
Citation:: Higher Education Quarterly, 2023, 77, (2), pp. 215-231
Issue Date:: 2023-04-01

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Field	Value	Language
dc.contributor.author	Zhuchkova, S
dc.contributor.author	Terentev, E
dc.contributor.author	Saniyazova, A
dc.contributor.author	Bekova, S https://orcid.org/0000-0003-4416-2194
dc.date.accessioned	2023-12-11T23:54:33Z
dc.date.available	2023-12-11T23:54:33Z
dc.date.issued	2023-04-01
dc.identifier.citation	Higher Education Quarterly, 2023, 77, (2), pp. 215-231
dc.identifier.issn	0951-5224
dc.identifier.issn	1468-2273
dc.identifier.uri	http://hdl.handle.net/10453/173796
dc.description.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.
dc.language	English
dc.publisher	WILEY
dc.relation.ispartof	Higher Education Quarterly
dc.relation.isbasedon	10.1111/hequ.12389
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems
dc.subject.classification	3903 Education systems
dc.title	Departmental academic support for doctoral students in Russia: Categorisation and effects
dc.type	Journal Article
utslib.citation.volume	77
utslib.for	1301 Education Systems
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
utslib.copyright.status	closed_access	*
dc.date.updated	2023-12-11T23:54:32Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	77
utslib.citation.issue	2

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.

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http://hdl.handle.net/10453/173796