A steep mountain to cross: adequacy assessment process through the eyes of students of PhD
Yükleniyor...
Dosyalar
Tarih
2022
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ani Publishing
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
In Turkiye, postgraduate students are required to take the "Ph.D. proficiency exam" to pass the thesis stage and complete their education after completing their doctoral course period. The "proficiency process," which manifests itself as a long, difficult and stressful process, seems like a "steep mountain to cross" in the lives of doctoral students. This research examines the Ph.D. proficiency process from doctoral students' perspectives and determines the results. The interpretative phenomenological design, one of the qualitative research methods, was used; with the criterion sampling method, which is one of the purposive sampling methods, interviews were conducted with 9 participants and 55 pages of data were obtained, and the data were analyzed with thematic analysis. When the proficiency exam is evaluated as a whole, it has been determined that it has some positive and negative results. At the end of this whole process, the proficiency exam has gained meaning as a "compelling process," "learning and development process," "great exam," "understanding of inadequacy," and "an indescribable process." The information obtained from the research is a guide for students who will take the exam in the future. In addition, based on the research results, suggestions for students and suggestions for the exam are presented.
Açıklama
Anahtar Kelimeler
Postgraduate education, Doctorate education, Proficiency exam, Proficiency process, Qualitative research
Kaynak
Journal of Qualitative Research in Education
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
Sayı
32
Künye
Ertümer, A. G., Erdem, R., İzgüden, D., Güngör, S., Fettahoğlu, R., Kuh, Z., Özer, E., Ceylan, B., Demirhan, H., Üzümcü, F., & Yıldız, E. (2022). A Steep Mountain to Cross: Adequacy Assessment Process Through the Eyes of Students of PhD. Journal of Qualitative Research in Education, 22(32).
