Tornado of Life: A Doctor's Journey Through Constraints and Creativity in the ER

To advance evidence-based person-centered care, health professionals must see themselves as health scientists who possess the skills to administer healthcare and advance scholarship supporting healthcare practices. However, formal and objective assessment of critical thinking development along the doctoral journey is limited. This project sought to evaluate critical thinking development along a health science (HS) doctoral program using the Health Science Reasoning Test (HSRT). A cross-sectional study design was employed during Phase 1, for a snapshot of current students' critical thinking skills. All PhD in HS students at all points in their doctoral program in the University were invited to anonymously complete the HSRT survey. Total HSRT scores from 27 students were reviewed in relation to achieved program competencies to identify potential trends in the data. Administering the HSRT during that period enabled the researchers to link the HSRT scores to a specific point in the program and thus to assess the level of critical thinking at key points in the program. Phase 1 of this project supports the idea that academic programs can identify critical thinking skills of health sciences doctoral students and assess the doctoral journey success in meeting its mission to promote development of critical thinking using the HSRT. Based upon the study's findings, a blueprint is proposed for health science doctoral education to measure critical thinking development.

This qualitative study investigated how the impostor syndrome influenced Black women's experiences pursuing terminal degrees in science, technology, engineering, and mathematics (STEM) at a research institution in the southwestern United States. As a Black female researcher engaging with participants through one-on-one interviews, I used Collins’s (2006) Black Feminist Thought (BFT) tenets to collect and analyze data to understand the participants' doctoral journey. Race and gender regularly intersected to shape how they experienced the impostor syndrome during their doctoral journey. Findings revealed participants with low or moderate impostor feelings tended to have positive experiences while those who had frequent or intense impostor feelings had a more tumultuous academic journey. This study does not only highlight the need for continued research on reducing the impostor syndrome's influence on doctoral women in STEM fields but challenges higher education institutions to make concerted efforts to address their needs.

In some ways this introductory chapter follows tradition in that we outline the main focus of this book, including reflection on why and how the metaphor of a journey is relevant to all those involved in doctoral study (student, supervisor, examiner, significant others), and on why we believe this experience is emotional, embodied, and political. We also introduce the rest of the volume; the chapters and their authors. In other ways the chapter is less usual as we share (in between the other two sections and in our end reflections) some of our own doctoral journeys and our joint doctoral journey: with Bex (as Rebecca is known to friends) as student and Gayle as supervisor.

PurposeThe aims of this paper are to mobilize project management concepts in order to draw parallels with the doctoral project and to share the author’s experience and lessons learned.Design/methodology/approachThis paper is based on a qualitative inquiry using an autoethnographic approach.FindingsThis paper contributes a self-reflexive examination of the doctoral project experience that incites current and future doctoral students and early-career researchers to take advantage of opportunities that make the experience satisfying, lay the foundations of an academic career and help ensure the thesis is completed in a timely and orderly manner.Originality/valueExamining the doctoral project through the lens of one of the highest standards in project management, developed by the Project Management Institute (PMI), this paper enables PhD students in project management and other fields of study to understand the basics of a project and take action to structure their doctoral journey in a way that enhances both their experience and chances of success.

Surviving the Extremes: A Doctor's Journey to the Limits of Human Experience

An Assortment of Meditations

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This critical autoethnographic study examines the intersections of religion and sexuality by tracing my lived experiences as a Queer Muslim navigating higher education. Through a series of evocative vignettes spanning my undergraduate, master’s, and doctoral journeys, I illuminate how institutional structures, cultural narratives, and interpersonal dynamics shape identity negotiation and development. Framed by intersectionality identity theories, the study explores how Queer Muslim students resist binary logics, confront exclusion, and construct liberatory frameworks of belonging. By theorizing from lived experience, this work challenges dominant paradigms and underscores the urgent need for higher education institutions to critically engage with intersectional marginalization in order to foster inclusive and affirming academic environments.

The pursuit of a doctoral degree is a monumental academic undertaking, one that demands immense dedication and resilience, especially for educators navigating the complex landscapes of primary, secondary, and higher education.Brent Bradford's collection of narratives, The Doctoral Journey: Educationalist Perspectives, offers a powerful lens into this transformative process, revealing the balance between personal trials and professional growth in the quest for a terminal degree.These stories provide a rare glimpse into the lived experiences of doctoral candidates, exposing the challenges they overcome, the motivations that drive them, and the personal transformations they undergo.The reader will gain invaluable insights into the realities of the doctoral journey, making it a must-read for anyone seeking to understand the depths of academic achievement.In this edited collection, Bradford presents a continuation of their 2021 work, The Doctoral Journey: International Educationalist Perspectives, which they refer to as DOCJ Book 1, with a new emphasis on addressing the daily challenges, struggles, and triumphs that doctoral students may encounter.This volume marks an-

Doctoral researchers are increasingly harnessing social media to interact with academic communities and to develop professional identities online. This chapter analyses the findings from two surveys and a series of interviews with doctoral researchers about their uses of social media. The results confirm that prime motivations are a desire to feel part of a wider research culture and to learn from peers. In addition, the interview findings suggest that researchers become social media savvy during their doctoral journeys, demonstrating an understanding of the rules of engagement, confidence in an online voice, and carefully constructing an online identity that is both professional and authentic. This savvy is developed through a combination of trial and error, observation of online interactions, and, occasionally, through academic role models. Given that not all doctoral researchers have access to social media role models within their supervisory teams, the chapter argues that institutions can usefully provide this function for all, by offering steer on social media best practice and highlighting the opportunities it affords.

This study explores the self-organized activities undertaken across Web 2.0 and social media services by individual PhD researchers in their doctoral journey. It aims to add to the emergent body of knowledge reporting the doctoral students' experience in the digital venues for scholarly purposes. This chapter is based upon an international and multi-method research carried out to canvass the variety of social media practices characterizing the PhD researchers' digital engagement. The findings offer a detailed and unprecedented repertoire of individual experiments in taming social media to scholarly tasks. The results suggest that complex negotiations occur between technology and practice, where the tension between the need for supporting existing tasks and the attempt for expanding opportunities for personal development is always at work and prefigures an approach to digital engagement always on the move. Furthermore, the research sparks questions about any institution-led initiatives to support the sort of ‘do-it-yourself' PhD emerging from the participants' narratives.

In this paper, boundary management illuminates understanding of the doctoral supervisory relationship. Boundary management is presented as a theoretical vehicle that helps to define and explain roles that supervisors employ at different junctures along the doctoral journey and how transitions between these are negotiated. The paper draws on the work of Ashforth, Kreiner, and Fugate who suggest that the concept of boundaries ‘in numerous disciplines’ refers to ‘physical, temporal, emotional, cognitive and/or relational limits’ that define how, for example, roles are distinguished from one another. Adapting this work to the doctoral supervisory relationship, temporal and cognitive dimensions are defined as primary boundaries and physical emotional and relational aspects as secondary ones. Managing primary boundaries is integral to supervising the entire doctoral journey. However, engaging with secondary dimensions is also critical to shape how supervisors construct and negotiate the key elements of time and cognitive development throughout that journey.

This chapter introduces the Integrated Growth Model (IGM), a reflective, stage-based framework designed to embed employability development into the doctoral journey. Recognizing the limited and often fragmented professional development support available to PhD students—especially first-generation scholars and non-traditional candidates—the IGM reframes academic milestones as opportunities to cultivate key career skills. Drawing on experiential learning and career construction theory, the model outlines five iterative stages: foundational coursework, conference engagement, editorial experience, dissertation project management, and grant writing/career transitioning. Each stage integrates practical strategies for leveraging everyday academic tasks to build competencies relevant across academic, industry, nonprofit, and policy sectors. The chapter offers inclusive tools for students, advisors, and institutions to promote sustainable, embedded professional development and broaden doctoral employability beyond traditional academic pathways.

This article shares insights into the Māori and Indigenous Doctoral support programme, MAI Te Kupenga, as one assertion of Indigenous approaches within the Higher Education sector. Including the views of Māori and Indigenous staff and scholars from a larger project “Te Tātua o Kahukura” which explored Māori and Indigenous postdoctoral capacity building, this article provides an overview of Māori staff and students reflections on the role of MAI Te Kupenga in supporting Māori and Indigenous scholars throughout their doctoral journey. Key areas of focus for this article are (i) the implications of systemic racism for Māori and Indigenous scholars; (ii) the effectiveness of supervision for Māori and Indigenous scholars and (iii) the role of MAI Te Kupenga in providing positive support mechanisms for Māori and Indigenous scholars studying in mainstream university contexts.

The journey towards a doctoral degree, the highest academic degree, is challenging. It is a journey full of emotions and experiences that provides a feeling of achievement and fulfilment. The doctoral research process is sometimes overwhelming, and scholars are lost in the wilderness of the activities. Navigating a social science doctoral programme, including the business and management streams, requires understanding the pathways and the nuances. This paper presents metaphors of the doctoral journey that helps scholars in developing a better mindset and plan an enriching journey. The methodology used is a qualitative- conceptual metaphor analysis. The study considers the heutagogical framework and develops analogies from the travel and tour domain and applies it to the doctoral programme. The paper compares self-guided tours, Driver Vs Passenger, Roller coaster, pilgrimage model and self-experience that the scholars need to take up in their doctoral journey.