MA and doctoral public relations research in Turkey (1984–2007): A quantitative study of dissertations contribution to public relations field

In this article, MA and doctoral dissertations (673) on public relations written at Turkish universities (1984–2007) are examined in order to gain an understanding of the level of the theses within the discipline and that subjects are studied, too. The conclusion is that their contribution to public relations’ improvement and especially theory building has been negligible. Written theses are standing out the practical or operational, and no existence any dissertations related to public relations theory.     

Forty years of doctoral public relations research in Spain: A quantitative study of dissertation contribution to theory development

In this article, doctoral dissertations on public relations written at Spanish universities (1965–2004) are examined in order to gain an understanding of the level of theory development within the discipline. The following subjects are studied: growth over time, universities where they were written, use of language, gender and the topics of doctoral dissertations. Although still in its early development, public relations doctoral research in Spain is a well-established and burgeoning field in terms of the total of theses examined (62). The conclusion, however, is that their contribution to theory building in public relations has been negligible, with the practical or operational side of public relations standing out more than the conceptual and theoretical side.     

Is theory development essential for the social work dissertation?

Grounded theory methodology (GTM) is a popular methodology used in social work dissertation research. GTM entails the development of theory ‘grounded in’ and generated from data systematically gathered and analyzed through qualitative methods. But little is known of its theory development and relationship to social work education at the doctoral level. In this article, we reflect on contemporary usage of GTM with respect to the state of theory development in social work education by reviewing a sample of Canadian social work doctoral dissertations that utilize GTM, identifying if and how theory was developed. Our analysis draws from a broader review of GTM research published as social work doctoral dissertations in Canada using the Qualitative Research Quality Checklist (QRQC). The findings indicate that almost half of the dissertations in the sample did not contribute to theory development, and for many, theory development was not the intention. This raises a question about whether theory development when utilizing GTM is essential in social work dissertation research, and perhaps, whether the focus should be on exploring a social work issue rather than generating theory. The paper concludes with considerations for social work educators in regards to research methodology, epistemology, and theory.     

Examining Foundations of Qualitative Research: A Review of Social Work Dissertations, 2008–2010

This study examined the treatment of epistemology and methodological rigor in qualitative social work dissertations. Template-based review was conducted on a random sample of 75 dissertations completed between 2008 and 2010. For each dissertation, we noted the presence or absence of four markers of epistemology: theory, paradigm, reflexivity, and power. We also examined methods choices and the strategies used for ensuring rigor. Results suggested that most (96%) doctoral students completing qualitative dissertations address theory, but fewer refer to reflexivity (45%), paradigm (13%), or power dynamics (8%). Students typically used multiple strategies for ensuring rigor. Grounded theory and phenomenology were the most popular methods choices, followed by case studies, ethnography, or narrative methods. Implications for doctoral education are offered.     

Learning Through Teaching: A Study of Social Work PhD Students in Their Roles as Educators and Learners of Research

PhD social work education programs train students to become effective researchers. Less recognized are the potential opportunities for PhD students to develop in their role as educators and the possible benefits of honing doctoral students’ knowledge of research through their role as educators. This study explored these opportunities for social work PhD students who taught an introductory research methods course to MSW students. Findings suggest that potential strong, mutual benefits for PhD and MSW students exist, and institutional supports improved PhD students’ confidence as educators and researchers. Finally, integration of Kolb’s experiential learning theory and Feynman’s mental model in the doctoral social work curriculum may enhance the profession’s development of future leaders.     

Queers on the Tenure Track: Notes on the Civilization of Transgressive Sexualities in the Academy

The job search success of recent doctoral recipients in the humanities and social sciences who submitted dissertations on queer topics was compared to the job search success of a control group. Members of the queer group were more likely to be employed in academe. Writing on a general queer topic, graduating from prestigious institutions, and publishing books or articles were found to be significant predictors of a successful academic job search. The results are discussed within the theoretical context of queer theory.     

Research trends in nonprofit graduate studies in China: An inside perspective

This paper explores the growth of the academic study of nonprofit management and organizations in China by examining theses and dissertations written in China between 2000 and 2018. Using a keyword search, we collect and review 5,346 abstracts available in the China National Knowledge Infrastructure Thesis and Dissertation database. The number of these theses and dissertations accelerated between 2000 and 2015 and slowed thereafter. Most theses and dissertations focus on the external context of nonprofit organizations (78%) and fewer on nonprofit management per se (22%). Thematic analysis reveals several broad subjects of study including organizational development, the character of the external environment and internal operations, financial and other resource support, and organizational performance. Trends across the 19‐year study period relating to national regions of origin, discipline, and theme are also explored. The development of nonprofit studies in China in some ways resembles the growth of this field in the United States and other western countries in past decades, but with distinct Chinese historical, sociocultural, and geographical characteristics.     

Sociology and the graduate program at the university of massachusetts-amherst

The Department of Sociology at the University of Massachusetts-Amherst offers a unique graduate program. The program is demanding but collegial, with faculty and students working together to produce mutually authored articles, monographs, and books. Many students concentrate their doctoral dissertations on applied topics, that is, social policy and evaluation research. These students are trained in theory and methods of sociology; their graduate training is the same as all other students in the program. Graduates have been well placed in the academy and in other occupational sectors.     

The participatory research approach in non‐Western countries: practical experiences from Central Asia and Zambia

This paper focuses on the application of the participatory research approach in non‐Western contexts. The aim is to provide critical insights into the participatory research discourse through an examination of its theory and practice based on our own experiences of using this approach in our doctoral research in five Central Asian countries and Zambia. Firstly, we summarise the published literature on the approach in both disability and development studies which are our academic disciplines. Secondly, we critically analyse some of the challenges we came across in applying participatory research in our doctoral studies in practice. By this we wish to contribute to making this approach more viable and to increase research participation by disabled persons in non‐Western contexts. Finally, based on our own experiences we give some suggestions for the use of the participatory research approach in non‐Western contexts.     

Erratum

This study explores research methodology courses and their potential impact on the doctoral process in one university in Spain. Specifically, it analyses the role and usefulness of research methodologies courses for students as they prepare for their dissertation work. Data were collected using semi‐structured interviews with 11 students. Syllabi from five different doctoral programmes and 54 educational research projects conducted by students were also analysed. Contrary to prior research, our results indicate that students are motivated and interested in methodological matters. These courses are a valuable component to the doctoral programme providing general orientation to inquiry and aiding students in becoming educational researchers. Furthermore, we found that methodological pluralism was adopted and used by students in their research projects when this same pluralism was covered in their coursework. Implications for teaching research methodology courses are included.     

Research in play therapy: A 10-year review in Taiwan

This study represented a 10-year review of 86 master's theses and doctoral dissertations on play therapy that had been conducted in Taiwan from 2002 to 2011. Particular attention was directed to the intention of research, the traits of participants, the characteristics of play therapy, and the research methods. Results indicated that the most frequently studied population was children and adolescents (54.6%), followed by play therapists (25.6%), parents/care-givers of children (16.3%), and teachers of children (1.2%). Findings revealed the types of research were qualitative (n = 59; 68.6%), quantitative (n = 7; 8.1%), and mixed methods (n = 20; 23.3%). Results are discussed concerning implications for counselor educators and further research on play therapy.     

Integrating Family Resilience and Family Stress Theory

The construct, family resilience, has been defined and applied very differently by those who are primarily clinical practitioners and those who are primarily researchers in the family field. In thisarticle, the family resilience perspective is integrated with conceptual definitions from family stress theory using the Family Adjustment and Adaptation Response (FAAR) Model in an effort to clarify distinctions between family resiliency as capacity and family resilience as a process. The family resilience process is discussed in terms of (a) the meaning of significant risk exposure (vs. the normal challenges of family life) and (b) the importance of making conceptual and operational distinctions between family system outcomes and family protective processes. Recommendations for future family resilience research are discussed.     

How I demystified academe and got a Ph.D.

Graduate education is more than simply taking courses, taking comprehensive exams, and writing theses and dissertations. It is also a process of personal intellectual growth that results in a redefinition of identity. This transformation of self is tantamount to a demystification process such that students must debunk the “Ph.D. mystique” to identify with sociologists and become members of the sociological community. Faculty can aid this process by sharing their own transformative experiences, but the structured inequality of the faculty-student relationship is a harrier against such personal disclosures. Yet transcending those structural barriers may be necessary to enhance the quality of graduate education in sociology. She is specializing in political economy and is writing a dissertation on economic change and work-time reduction.     

Grounded and Indigenous Theories and the Politics of Pragmatism*

Grounded theory (GT): the writing is direct, and immediate, subversive, no big words. To wit:

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A content analysis of intervention research in social work doctoral dissertations

It is imperative for the social work profession that the on-going schism between researchers and practitioners commented on in the literature for the past 40 years be effectively addressed. Doctoral programs are in a unique position to affect the production of research focusing on intervention. The purpose of this study was to determine if social work doctoral programs are currently successful in encouraging their doctoral candidates to engage in intervention research. A content analysis was conducted on 252 dissertation abstracts produced by social work doctoral students in 2006. Only 13.49% of the abstracts indicated a focus on social work intervention. The researchers argue that this finding indicates a need for a paradigm shift in social work education and practice.     

Using feminist ‘reflexive practice’ to explore stress and well-being of local researchers in South Sudan

ABSTRACT

This article discusses using feminist methods of reflexive practice to support and learn about the well-being of researchers working on gender-based violence research in South Sudan. In particular, we focus on the experiences of South Sudanese researchers undertaking this research in their own country. We share key findings and offer personal reflections on and suggestions for improving fieldwork. As feminists ourselves we placed a high value on sharing personal reflections on emotional challenges that the research team faced. However, our South Sudanese colleagues did not find these approaches very useful, preferring to discuss technical challenges, and placed emphasis on the importance of professionalism. This experience suggests the need for more culturally diverse feminist research tools, and for better recognition of the crucial role played by national researchers in international research projects. We end with recommendations.