What Sustains Doctoral Students' Interest? Comparison of Finnish, UK and Spanish Doctoral Students' Perceptions

Autor/inn/en	Pyhältö, Kirsi; Peltonen, Jouni; Castelló, Montserrat; McAlpine, Lynn
Titel	What Sustains Doctoral Students' Interest? Comparison of Finnish, UK and Spanish Doctoral Students' Perceptions
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 5, S.726-741 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castelló, Montserrat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1585229
Schlagwörter	Foreign Countries; Comparative Education; Graduate Students; Student Interests; Learner Engagement; Doctoral Programs; Student Attitudes; Student Research; Educational Attitudes; Burnout; Student Satisfaction; Potential Dropouts; Finland; United Kingdom; Spain + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studieninteresse; Doktorandenprogramm; Schülerverhalten; Studentenforschung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Finnland; Großbritannien; Spanien
Abstract	Interest plays a major role in the doctoral experience. However, previous research has not considered how the national context might influence interest. This study focused on exploring cross-national variation in doctoral students' experiences by comparing Finnish, UK and Spanish doctoral students' research interests. Participants (n = 2.426) responded to the "Doctoral Experience" survey. Spanish students sustained higher levels of researcher and "instrumental interest" compared to both UK and Finnish students. Finnish students displayed the lowest levels of "instrumental interest" while UK students combined the lowest level of "development interest" with the highest level of "cynicism." Interest was determinant for experienced exhaustion, cynicism, study satisfaction and reducing risk of abandonment across the three contexts. Results suggest that national differences in labour market, career expectations or programme structure can be powerful enough to overcome the incredible variation that has been proven to exist at the more local levels of doctoral nested contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01