affiliation of phd student

Ten types of PhD supervisor relationships – which is yours?

Lecturer, Griffith University

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It’s no secret that getting a PhD is a stressful process .

One of the factors that can help or hinder this period of study is the relationship between supervisor and student. Research shows that effective supervision can significantly influence the quality of the PhD and its success or failure.

PhD supervisors tend to fulfil several functions: the teacher; the mentor who can support and facilitate the emotional processes; and the patron who manages the springboard from which the student can leap into a career.

There are many styles of supervision that are adopted – and these can vary depending on the type of research being conducted and subject area.

Although research suggests that providing extra mentoring support and striking the right balance between affiliation and control can help improve PhD success and supervisor relationships, there is little research on the types of PhD-supervisor relationships that occur.

From decades of experience of conducting and observing PhD supervision, I’ve noticed ten types of common supervisor relationships that occur. These include:

The candidate is expected to replicate the field, approach and worldview of the supervisor, producing a sliver of research that supports the supervisor’s repute and prestige. Often this is accompanied by strictures about not attempting to be too “creative”.

Cheap labour

The student becomes research assistant to the supervisor’s projects and becomes caught forever in that power imbalance. The patron-client roles often continue long after graduation, with the student forever cast in the secondary role. Their own work is often disregarded as being unimportant.

The “ghost supervisor”

The supervisor is seen rarely, responds to emails only occasionally and has rarely any understanding of either the needs of the student or of their project. For determined students, who will work autonomously, the ghost supervisor is often acceptable until the crunch comes - usually towards the end of the writing process. For those who need some support and engagement, this is a nightmare.

The relationship is overly familiar, with the assurance that we are all good friends, and the student is drawn into family and friendship networks. Situations occur where the PhD students are engaged as babysitters or in other domestic roles (usually unpaid because they don’t want to upset the supervisor by asking for money). The chum, however, often does not support the student in professional networks.

Collateral damage

When the supervisor is a high-powered researcher, the relationship can be based on minimal contact, because of frequent significant appearances around the world. The student may find themselves taking on teaching, marking and administrative functions for the supervisor at the cost of their own learning and research.

The practice of supervision becomes a method of intellectual torment, denigrating everything presented by the student. Each piece of research is interrogated rigorously, every meeting is an inquisition and every piece of writing is edited into oblivion. The student is given to believe that they are worthless and stupid.

Creepy crawlers

Some supervisors prefer to stalk their students, sometimes students stalk their supervisors, each with an unhealthy and unrequited sexual obsession with the other. Most Australian universities have moved actively to address this relationship, making it less common than in previous decades.

Captivate and con

Occasionally, supervisor and student enter into a sexual relationship. This can be for a number of reasons, ranging from a desire to please to a need for power over youth. These affairs can sometimes lead to permanent relationships. However, what remains from the supervisor-student relationship is the asymmetric set of power balances.

Almost all supervision relationships contain some aspect of the counsellor or mentor, but there is often little training or desire to develop the role and it is often dismissed as pastoral care. Although the life experiences of students become obvious, few supervisors are skilled in dealing with the emotional or affective issues.

Colleague in training

When a PhD candidate is treated as a colleague in training, the relationship is always on a professional basis, where the individual and their work is held in respect. The supervisor recognises that their role is to guide through the morass of regulation and requirements, offer suggestions and do some teaching around issues such as methodology, research practice and process, and be sensitive to the life-cycle of the PhD process. The experience for both the supervisor and student should be one of acknowledgement of each other, recognising the power differential but emphasising the support at this time. This is the best of supervision.

There are many university policies that move to address a lot of the issues in supervisor relationships , such as supervisor panels, and dedicated training in supervising and mentoring practices. However, these policies need to be accommodated into already overloaded workloads and should include regular review of supervisors.

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•       Resources       Publish or Perish: Graduate Students' Guide to Publishing

Publish or Perish: Graduate Students' Guide to Publishing

In addition to endless piles of reading, demanding expectations in the classroom, student teaching responsibilities, and the always-looming awareness that they need to research, write, and edit a high-quality dissertation before graduating, today’s Ph.D. students also commonly feel stress about another topic: publishing. As more prospective employers expect degree seekers to get their names in academic journals and conferences while still in school, many learners feel overwhelmed by the prospects of making the grade. The following guide answers some of their most pressing questions, provides guidance on the ins and outs of publishing while still in school, and offers expert advice from a professor who knows better than most what it takes to publish rather than perish.

Understanding Publishing in Graduate School

Getting published as a grad student can feel overwhelming at first, because there’s so much to learn about the process and expectations surrounding it. With a bit of research, however, students can familiarize themselves with the specific language surrounding publishing and make in-roads towards getting their first paper published.

What Does it Mean to Get Published?

Within the context of graduate school, publishing refers to getting essays, papers, and research findings published in one of the academic journals or related forms seen as a leader in the field. As jobs in academia continue to become more competitive, it isn’t enough for learners to simply do well in their coursework. The degree seeker who hopes to land an important post-doctoral fellowship or find a teaching position at a college or university must make themselves stand out in other ways.

When Should a Ph.D. Candidate Get Published?

Getting a paper published takes a lot of time and effort, and those students who wait until the final year or two of a doctoral program may fail to actually have any published materials by the time they graduate. According to the University of Nebraska-Lincoln’s Graduate Connections program , getting a paper published – especially if it’s your first – can take up to three years. In addition to the fact that most journals publish quarterly, the panel review process typically takes a significant amount of time and those submitting for the first or second time usually need to make a large number of edits and complete rewrites in order to reach a publishable standard.

How to Get Published

In order to get published, students submit their work to the journal or conference of their choosing. They frequently also provide a cover letter outlining their research interests. Most journals put out generic calls for submissions once or twice a year, while some may ask for papers addressing specific topics that have a much shorter turnaround time. Grad students may find it intimidating to go up against more seasoned academics, but another option revolves around partnering with their dissertation supervisor or another professor with whom they work closely with to co-author a paper. This not only helps ensure the validity of their findings, but alerts the academic world know that this other, more recognized faculty member believes in the research the student is doing.

Who Should Get Published?

Learners most anxious to get published are those who see their future careers in teaching and research. Because the world of academia is relatively small when divided into individual subjects, it’s important for students who want to break into these ambitious arenas to make a name for themselves early on and create a curriculum vitae that captures the attention of hiring committees.

Where Should Students Get Published?

When deciding which publications to pursue, students should consider the research aims of each and their likelihood of getting published. Newer journals tend to take more submissions as they are still working on building up their roster of contributors. While less venerated than other publications, getting printed in these can help build up name recognition and make it easier to break into the top-tier publications over time.

In terms of where work is published, the majority of students look to academic journals when sending out cover letters and examples of their work. But other options exist as well. Presenting papers at conferences is a popular avenue, as are chapters in books. The following sections takes a more in-depth look at how and where to publish.

Realities & Challenges of Getting Published

Getting published, especially while still in grad school, takes tenacity, focus, and a thick skin. Those who continue working on their craft, presenting at conferences, collaborating with others, and not taking no for an answer, however, frequently find success. Some of the challenges students may encounter include:

Lack of time

It’s no secret that doctoral students have busy schedules that seldom allow for outside – or sometimes, even related – interests to take up much of their days. Because publishing is not a degree requirement, carving out the time needed to research, write, and edit the type of paper required for publishing can feel impossible. With this in mind, student should look for ways to multitask. If presenting at a conference, think about how that paper could be transformed into a journal article.

Lack of confidence

Studies have shown that mental stress and illness frequently increase in grad school as students feel intense pressure to stand out from their peers. These feelings are often intensified when considering publishing, as learners are going up against academics and researchers who have been working in the field far longer than them. It’s important to remember that each of those renowned individuals had to start somewhere.

Lack of funding

Completing the research needed for a competitive paper doesn’t only take time – it requires money. Whether traveling to archives or printing all the necessary documentation, funding for outside research can be scarce while in school. Some programs provide competitive grants for research travel to help offset these costs.

Intense competition

As discussed earlier, competition for publishing is fierce. Academic journals and conferences only have space for so many authors and trying to get noticed can feel like a losing battle. In addition to seeking out newer publications and co-authoring with more notable figures, consider taking part in symposiums at the school you attend to get your foot in the door. While research on the average number of rejections is lacking, don’t feel discouraged if it takes a long time to be chosen for publication.

Finding the right publisher

While getting your name in print within an academic journal you greatly admire is the ultimate goal, it may take some years for it to come to fruition. One of the biggest mistakes students make is applying to ill-suited publications. Look for journals with editorial board members whose names you recognize. If a professor knows one of them, don’t be afraid to ask if they can help get your paper in front of them.

Adequately addressing feedback

Getting a paper published often requires intense editing and even completely restructuring and rewriting what you conceived in the initial abstract. If an academic journal shows interest in your essay but suggests rewrites, pay close attention to their requests and try to work with an advisor to ensure you meet all the stated requirements.

What do Graduate Students Publish?

Academic journals may receive the lion’s share of discussion in the publishing world, but graduate students can actually choose from numerous outlets and paths for getting their work to a larger audience. Students should review the options listed below and think about which format might showcase their work best.

Tips for Publishing

Despite the great amount of work required to publish, students who meet the challenges and persevere stand to position themselves favorably for future job opportunities. The following section addresses some of the most common questions about the process and alleviates general fears about how publishing (or not) reflects upon them.

How many papers should a Ph.D. student try to publish before graduating?

According to scholar-practitioner Dr. Deniece Dortch, no single answer exists. “There is no hard and fast rule as to the number of publications students should have prior to graduation,” she notes. “The reality is students in STEM disciplines and those who use quantitative methods are more likely to have publications prior to graduation because they often work in research teams and labs. This is not to say that qualitative scholars or those in other disciplines aren’t, but it’s a much more standardized practice in STEM for students to graduate with two or three publications. Personally, I had one sole-authored publication accepted prior to graduation, one first-authored piece, and one second-authored piece.”

How many journal articles is it possible to publish during a PhD?

“The answer varies and is determined by factors such as length of program, research team access, and faculty relationships,” says Dr. Dortch. “I’ve seen folks finish with as many as 10 publications, although this is extreme and doesn’t happen often.” She continues, “Imagine you are in a four-year program and you get your idea to write an article in year two. You submit that article in year three after getting approval, collecting data, analyzing it, and then writing your paper. Year three you submit that paper; it may be accepted in year four after months of revisions at the request of the editor. You finally have one published paper as you graduate.”

Are there PhD students who have no journal publications? Should they be worried about that?

“It depends on the type of employment the student is seeking upon graduation,” says Dr. Dortch, “Students applying to or wanting to work in institutions and organizations with the highest levels of research productivity who have no publications may want to consider post-doctoral positions so they have the time and space to work on increasing their publication record after graduation.” She continues, “Postdocs are a very common practice in many disciplines and are used as a way to gain additional training and expertise in research and teaching.”

Is it absolutely essential to have publications to apply for a PhD program?

In a word, no. Individuals working toward doctoral degrees have many reasons for doing so, not all of which require them to publish. Admissions panels also recognize that students focus their efforts on many different goals (e.g. jobs, internships, presenting at symposiums) throughout bachelor’s and master’s programs. As long as learners can demonstrate an ongoing commitment to scholarship, publishing is not an absolute requirement.

Does publish or perish begin before starting a PhD program?

It’s true that many students begin worrying about publishing before starting a Ph.D. program, but the reality is that they have ample time during and after completing a doctorate to make their mark on the world of scholarship. According to a recent article by Inside Higher Ed , some individuals in the academy now wonder if too much emphasis is being placed on grad students publishing. Learners unsure about this should speak to a trusted advisor or mentor to figure out when to focus on getting published.

What is the difference between a published article and a Ph.D. thesis?

While a Ph.D. thesis is required for satisfactory completion of a degree, a published article is not. A Ph.D. also takes a much longer form than a published article, averaging approximately 90,000 words. Academic journal entries, conversely, are usually between 4,000 and 7,000 words.

Should I first write my Ph.D. thesis or publish journal articles?

Though publishing at the doctoral level is increasingly seen as a requirement in the job market, it is not part of degree requirements. With this in mind, students should prioritize the research and writing of their thesis above all else. If they have the time and mental clarity needed to publish journal articles, this can be a secondary focus.

From the Expert

Dr. Deniece Dortch is a scholar-practitioner known for her commitment to diversity, social justice and activism. Dr. Dortch holds a Ph.D. in Educational Leadership & Policy Analysis from the University of Wisconsin-Madison, an Ed.M. in Higher & Postsecondary Education from Columbia University, an M.A. in Intercultural Service, Diversity Leadership & Management from the School for International Training and a B.A. in Spanish from Eastern Michigan University. Hailed a graduate school expert by NPR, she has published numerous articles on the experiences of historically underrepresented undergraduate and graduate students. She is the creator of the African American Doctoral Scholars Initiative at the University of Utah and currently a Visiting Assistant Professor of Higher Education at The George Washington University .

Publishing as a student can feel intimidating. Why is this process important for learners to go through?

Long gone are the days of getting a good job by just having a solid dissertation or an award-winning thesis. Publishing your work while in school demonstrates a commitment to answering and understanding our world’s most complex problems. Further, institutions want to know that you have the capacity to publish. Now, publishing doesn’t mean you have to be first author or that you must publish sole-authored pieces only. Collaboration is also sufficient and often encouraged. The publishing process is intimidating for folks because it involves critique and, most often, rejection.

Receiving and giving critical feedback is part of the learning process and students should not shy away from it because it will only serve them well in the end as they learn to cope with disappointment and reward. But more importantly, there is no point spending months and years conducting research if you are just going to keep your findings to yourself. What you learn is meant to be shared.

What are some common mistakes these learners make when preparing their first papers?

Common mistakes that individuals make include not adhering to the guidelines outlined in the submission process. Examples of this can include ignoring formatting requirements (e.g. APA, MLA, etc.), going over the stated word count, inadequately proofreading, and not submitting a cover letter. This is probably the most important one.

What specific advice do you have for them in terms of finding the right outlet, preparing their work, and submitting to journals?

Students should have multiple individuals read over their work before submission. Writing is a process and even after it is submitted, it will need to be revised many more times before you will read it in print. It is part of the process. To find a good outlet for your work, pay attention to where other scholars are submitting their work. If you’re subject is aligned with theirs, you have a shot. Make a list of at least three outlets that fit your article. Also look out for special calls. A special call for submissions usually goes a lot faster than the regular submission process, so if you’re a student who is about to go on the job market, submit to those first. Also, the more competitive the academic, the longer the process, so keep that in mind. If you are rejected, just re-submit to the the next journal on your list.

In addition to publishing in journals, how else might a student go about getting recognition in their field while still in school?

Apply for all fellowships, grants, and awards that are specific to you and what you do. People in the academy love an award winner and they especially love people whose work has been recognized and/or funded by outside groups. A great way to increase a student’s visibility is to publish outside academic journals and publish in other media outlets. Also attend conferences in your field. Try to get on the program as a presenter or facilitator so that people in your field will start to know who you are and your research interests.

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• Published: 10 May 2006

What makes a good PhD student?

• Georgia Chenevix-Trench 1  

Nature volume  441 ,  page 252 ( 2006 ) Cite this article

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Some tips for PhD students.

Doing a PhD should be fun and rewarding, because you can spend all your working time discovering things and pursuing ideas — and getting paid for it, without any administrative responsibilities. Those who stick with a career in science do so because, despite the relatively poor pay, long hours and lack of security, it is all we want to do.

Unfortunately most new PhD students are ill-prepared, and as a consequence very few will fulfil their aspirations to be independent scientists. The main reasons for this are the 'grade creep' inherent at most universities, making it difficult to identify the really talented first-class graduates from the rest, and the pressure on universities to graduate as many PhD students as possible. The consequence is that we enrol far too many of them without telling them clearly what doing a doctorate should entail. We therefore set ourselves, and the students, on a path of frustration and disappointment.

So what should we be telling prospective PhD students?

Choose a supervisor whose work you admire and who is well supported by grants and departmental infrastructure.

Take responsibility for your project.

Work hard — long days all week and part of most weekends. If research is your passion this should be easy, and if it isn't, you are probably in the wrong field. Note who goes home with a full briefcase to work on at the end of the day. This is a cause of success, not a consequence.

Take some weekends off, and decent holidays, so you don't burn out.

Read the literature in your immediate area, both current and past, and around it. You can't possibly make an original contribution to the literature unless you know what is already there.

Plan your days and weeks carefully to dovetail experiments so that you have a minimum amount of downtime.

Keep a good lab book and write it up every day.

Be creative. Think about what you are doing and why, and look for better ways to go. Don't see your PhD as just a road map laid out by your supervisor.

Develop good writing skills: they will make your scientific career immeasurably easier.

To be successful you must be at least four of the following: smart, motivated, creative, hard-working, skilful and lucky. You can't depend on luck, so you had better focus on the others!

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Ph.D. Student Affiliation and Backstop Funding Policy

Last updated: September 30, 2022

To clarify The Graduate School (TGS) expectations regarding the financial obligation for Ph.D. student funding.

Full time Ph.D. students who are in good academic standing and are making adequate progress toward their degree are guaranteed financial support for their first five consecutive academic years beginning at the date of matriculation into the Graduate School. In order to make this guarantee, The Graduate School must have a Management Center backstop for each graduate student in order to protect each student from the potential loss of external funding during his or her projected years of study. Continued support is, as always, contingent on acceptable academic and research performance as determined in an ongoing manner by the student’s advisor, Director of Graduate Studies, and committee, where appropriate. The term “affiliate” is used in this document exclusively to mean the choice of a degree program open to Ph.D. students who have matriculated into an admitting program in which the student can complete the degree in any one of the programs or departments designated as affiliates of the admitting program.

• In the event that a student selects a thesis advisor from a department or program other than the admitting department or program, and therefore opts to affiliate with the advisor’s department or program to complete the Ph.D., the student should be funded in accordance with the compensation model of the department or program with which the student affiliates. Students must be advised by their admitting program Director of Graduate Studies that their stipend level will correspond to that practiced in the department or program of their chosen affiliation. Funding can be provided through any combination of departmental or competitive fellowship, teaching or research assistantship, or external support.  
• In the event that a Ph.D. student’s thesis advisor is the primary source of the student’s support and is unable to meet the five-year funding commitment, the student’s support (tuition remission, fees, and stipend) will be covered by the department or program that receives the indirect cost revenues (ICRs) generated by the thesis advisor’s grants until such a time as suitable rearrangements can be made for renewed support. In most cases, such “backstop” support will come from the department in which the thesis advisor holds his/her primary appointment. Backstop funding agreements are expected to occur for the first five consecutive years of study, which is the standard institutional funding commitment to Ph.D. students. In some schools or graduate programs, this commitment continues until the end of the Ph.D. student’s career.  
• When a graduate student’s thesis advisor has a primary, tenure track appointments in one unit but the ICR revenue from the advisor’s grants flows to another organizational unit within Duke, such as in the University Institutes and Centers (UICs) that are jointly funded by the Provost Area Management Center (PAMC) and the Medical Center Management Center (MCMC), the backstop agreement will be as follows:  
• 50 percent from the UIC budget
• 25 percent from Graduate School reserves, on behalf of the PAMC
• 25 percent from School of Medicine graduate student reserves, on behalf of the MCMC  
• Backstop funding should be provided when there are changes in faculty advisor, whether due to the advisor leaving the institution or other reasons causing interruptions or delays in mentor support. The funding can be provided through any combination of departmental or competitive fellowship, teaching or research assistantship, or external support.
• Faculty advisors will be expected to commit and attest to the financial obligations outlined herein by completing and signing the Statement of Financial Support form (PDF) .
• The director of graduate studies assistant (DGSA) of the admitting department or program should complete the form, obtaining all required signatures.
• Electronic copies (PDF) of the completed forms should be uploaded into the student’s electronic record in Perceptive Content ( Instructions ).
• For admitting programs in the School of Medicine, an electronic copy should also be available to the Office of Biomedical Graduate Education (OBGE) upon request.

How to develop a researcher mindset as a PhD student

Entering the postgraduate sphere is a whole new ball game. Shaif Uddin Ahammed shows how to hone a PhD mindset

Shaif Uddin Ahammed

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Life as a PhD student is challenging – and one of the most testing aspects of it is the change in mindset it requires. 

You switch from being a consumer of knowledge to a producer of knowledge. In other words, you transition from passively absorbing information to actively generating new insights through original research. To do that, you have to develop the mindset of a researcher. Here, I’ll reflect on my own academic journey and experiences of supervising others, to share my thoughts on how to do just that.

Have a career plan

A PhD can be long and the prospect of writing a thesis is daunting. It can even be distracting, because you’re leaving the very idea of long-term goals on the back burner.

• Viving la viva: how to answer viva questions
• What I have learned on the journey towards commercialising my PhD
• Five tips for surviving your doctorate after moving over from industry

That’s exactly why it’s worth having a career plan. It will remind you why you’re doing all of this and carry you through the more draining aspects of your studies and research. Trust me, this will help. 

But there’s a difference between simply having goals and having a plan. A plan involves steps to help you achieve the goals you’re aiming towards and gives you boxes to tick. For example, your plan could involve attending conferences, publishing articles and teaching and supporting students. It should also identify skills gaps and outline plans to address them. 

Make sure your targets are realistic and achievable, and discuss them with your supervisor, who will guide you accordingly. Having a well-considered plan will help to motivate you and provide a map to help you chart your progress. Aside from anything else, this is important in helping you maintain a healthy work-life balance. 

Take every opportunity that you can to learn

If you’re studying towards a PhD, you have already demonstrated a desire to learn. Make sure you now take every opportunity to do so and that you learn from sources beyond your supervisor or supervisory team. 

Postgraduate research students can attend regular events and workshops organised by the academic skills teams and career advisors within their universities. By leveraging these resources, you can develop the knowledge and skills required to complete your doctoral degree and also learn about the skills required to secure a job with potential employers. 

It is particularly important to attend workshops organised by the university’s doctoral school. I would strongly urge you not to ignore these sessions. Some students choose to select only those workshops they believe will be beneficial, but attending all workshops – particularly in the early stages of your degree – will help you to develop skills and knowledge that could prove vital in the future. 

For instance, if you are a qualitative researcher, you might choose only to attend workshops related to qualitative research. However, in a future job you might need to teach quantitative methodology or be involved in research using quantitative methods. So it’s good practice not to be selective and to attend all workshops, allowing you to gain wider knowledge and develop networks with individuals from diverse backgrounds.

Involve yourself in academic activities

In research-related careers, applicants are generally expected to have experience of teaching, so it’s hugely important to actively seek teaching and supervisory opportunities both within your university and outside of it. You should also engage in grant applications with others, including your supervisory team – this will provide hands-on experience of the daily challenges faced by academics. 

Many PhD students – and even some supervisors – think these activities could delay the completion of a doctoral degree, but they really do help you to acquire the skills you will need going forward. Supervising undergraduate and postgraduate students will offer insight into mentoring and managing expectations, including those of your supervisor. Involvement with teaching and assessments will give you an intuition when it comes to academic life, and the opportunity to directly apply new skills with the students you work with. This will foster the mindset that you are not only a PhD student but also an active academic. 

Attend conferences and engage with journals

Seek out opportunities to publish in academic journals and attend relevant conferences. If you don’t, your work might not have the desired impact, regardless of its merit. 

Conferences offer a platform for feedback, peer review opportunities, research visibility and invaluable networking. Similarly, involvement in publications and conferences can inspire new ideas and perspectives for research.

The PhD journey is never an easy one, given the number of commitments involved. Remind yourself that you are a researcher and an academic, and that your work has the potential to shape knowledge and understanding for years to come. Research is challenging – but if you’re in a position to study for a PhD, that means you already have the tools to overcome them. 

Shaif Uddin Ahammed is programme leader of MSc International Management and lecturer in strategy and leadership at the University of the West of Scotland. 

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Facilitating the Academic Success of International PhD Students

Affiliation.

• 1 About the Authors Joanne Kraenzle Schneider, PhD, RN, is a professor, Saint Louis University School of Nursing, St. Louis, Missouri. Catherine M. Bender, PhD, RN, FAAN, is a professor, Nursing and Clinical and Translational Science Institute, Nancy Glunt Hoffman Endowed Chair in Oncology Nursing, University of Pittsburgh School of Nursing, Pittsburgh, Pennsylvania. Elizabeth A. Madigan, PhD, RN, FAAN, was Independence Foundation Professor of Nursing at the Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Marie T. Nolan, PhD, RN, FAAN, is a professor and executive vice dean, Johns Hopkins School of Nursing, Baltimore, Maryland. The authors thank Chuntana Reangsing for her help with the literature review. For more information, contact Dr. Schneider at [email protected].
• PMID: 31860480
• DOI: 10.1097/01.NEP.0000000000000489

Aim: This article discusses the challenges of international PhD nursing students and recommends strategies to support them.

Background: Approximately 10 percent of the students enrolled in research-focused nursing doctoral programs in the United States are non-US residents, challenging schools of nursing to examine ways to support these students.

Method: We searched five electronic databases using international student* AND doctoral OR graduate as search terms; we integrated the authors' experiences.

Results: Faculty and peer support can promote a smooth transition into the United States. Participating on research teams or school committees promotes academic socialization. Dissertation work has multiple unique challenges, including international relevance of topics, translation, funding, and location of the research.

Conclusion: Faculty advisers and universities can facilitate student adjustment. Once international students become familiar with the academic requirements and culture, they have the capacity to contribute rich, diverse perspectives that greatly enhance the quality of PhD education.

• Academic Success*
• Education, Nursing, Graduate*
• Internationality
• Students, Nursing*
• United States

TeachBeyond Affiliation

Teachbeyond: developing christian teachers throughout the world.

The M.A. in TESOL and Intercultural Studies is teaming up with TeachBeyond to equip and develop Christian teachers throughout the world.

Are you teaching English as a volunteer, developing a new program, or seeking a position as a professional English language teacher? Whatever your goals, Wheaton has a training program for you. All of our workshops and courses are delivered online, so you can benefit from the training wherever you are. Our highly qualified faculty can provide consulting and can tailor course assignments to meet your particular needs.

Our training options are organized into three categories:

• General Training in TESOL (non-credit workshops and certificates)
• Targeted Training (2-credit courses taken as a special student)
• Professional Credentials (M.A. and graduate Certificate degree programs)

The affiliation agreement provides a 15% tuition discount for all credits taken in the Targeted Training courses and MA/Certificate program.

OPTION 1: General TESOL Training Through the Institute for Cross-Cultural Training (ICCT)

Reach Out with English (ROWE) A basic 30-hour non-credit certificate

Basics Series Workshops (Saturdays, online) A comprehensive 100-hour non-credit certificate

• Basics 101 - Fall
• Basics 102 - Spring
• Basics 103 – Spring

The workshops can be taken in any order. If students desire to receive graduate credit for completing all of the workshops, they can register for LING 601 Introduction to TESOL (Dow) in the spring semester.

For more information visit the ICCT website .

• Dianne Dow, Associate Director of TESOL, Institute for Cross-Cultural Training

OPTION 2: Targeted Training Through “Special Student” Graduate Courses

Do you have a particular project or goal involving English language teaching, such as the development of an English camp program, creation of a placement test, or teaching a literacy or conversational English course? If so, you can register as a “special student” and take one or more of the following courses at a discounted tuition rate. You’ll be mentored by highly qualified, experienced faculty. Each two-credit course is eight weeks long, and the credits can transfer into Wheaton’s MA TESOL & Intercultural Studies degree or other MA TESOL programs.

• LING 615 Teaching Reading/Composition (2 credits) – August – October
• LING 619 Teaching Speaking/Listening (2 credits) – October – December
• LING 614 Curriculum & Materials Development (2 credits) – January – March
• LING 617 Principles of Assessment (2 credits) – March – May

For information about a Special Student application, please contact Graduate Admissions at [email protected]

Instructors

• Alan Seaman, Ph.D., Professor of TESOL, Director of TESOL
• Dr. Pam Barger, Ph.D., Assistant Professor of TESOL, ELIC Partnership Director

OPTION 3: Professional Credentials (MA and Certificate degrees).

If you are seeking professional training for a full-time position in the field of TESOL, we offer these high-quality programs. Wheaton has been offering the MA and Certificate in TESOL for over 30 years, with over 800 graduates serving globally. Through the partnership agreement, all staff receive a tuition discount for every course credit.

MA in TESOL and Intercultural Studies (36 credits). This is a valuable professional credential that opens doors to teaching positions throughout the world. Students typically complete the program in 2-3 years by taking online courses during the fall and spring semesters and on-campus (or online) courses in the summer session. The unique blended residential/ online course format allows online students to collaborate with each other and with on-campus sections taught by a Wheaton TESOL professor. The degree can be completed entirely in an asynchronous online format.

Graduate Certificate in TESOL (24 credits) The 24-credit Certificate in TESOL focuses on the core TESOL courses in the MA and meets the ESL endorsement requirements for Illinois and most other states. Like the MA in TESOL, this program can be completed residentially in two semesters or in a fully online format. This is a particularly appealing option for licensed teachers who want to add a state-approved endorsement without leaving their jobs.

For more information: contact the TESOL Program Director, Dr. Alan Seaman, at [email protected]

ESL Endorsement

Students with an M.A. in teaching can add Bilingual and ESL Endorsements to their degree and license. More on this endorsement.

Unique Flexibility