When the Student Becomes the Teacher
Determinants of Self-Estimated Successful PhD Completion Among Graduate Teaching Assistants
Bibliographic Data
| ID | 3260602 |
|---|---|
| Authors | Anaïs Glorieux (0000-0002-8127-792X, Vrije Universiteit Brussel, corresponding author), Bram Spruyt (0000-0003-0573-724X, Vrije Universiteit Brussel), Petrus Te Braak (0000-0002-6534-6593, Vrije Universiteit Brussel), Joeri Minnen (0000-0002-7494-2004, Vrije Universiteit Brussel), Theun Pieter Van Tienoven (0000-0003-1532-254X, Vrije Universiteit Brussel) |
| Year | 2024 |
| Volume | 14 |
| Issue | 2 |
| Publication date | 2024-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440241245090 |
| OpenAlex | W4397009538 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
This study investigates how graduate teaching assistants (GTAs) differ from regular graduates in terms of input characteristics (i.e., who they are), process characteristics (i.e., how they experience the PhD trajectory), and the self-estimated likelihood of successfully completing the PhD. Additionally, it assesses to what extent and how the input and process characteristics explain the self-estimated success rate between the two groups. The data come from four waves of the PhD Survey (2018, 2019, 2020 and 2021; N = 1,766) conducted at a large university in Brussels (Belgium). Results show that GTAs estimated their likelihood of successful completion of their PhD lower compared to regular graduates. This difference is mediated by a lower satisfaction with the supervisor support and a higher amount of time pressure among GTAs. Additionally, GTAs' surplus of time spent on teaching duties and the lack of a research plan was negatively related to the self-estimated likelihood of successful completion to a greater extent than regular graduates
Graduate students · Mathematics education · Medical education · Pedagogy · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education and Employability · Medicine · Psychology
Calling it quits
Caught between academic calling and academic pressure? Working time characteristics, time pressure and time sovereignty predict PhD students’ research engagement
Graduate Teaching Assistants (GTAs)
Experienced student or rookie employee? A quantitative study on PhD candidates’ role perceptions and its influence on their expectations and self-efficacy
Factors that influence PhD candidates’ success
Do People Have Insight Into Their Abilities? A Metasynthesis
Preparing the Next Generation of Faculty
Student Peer Assessment in Higher Education
Challenges of being a graduate teaching assistant
How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program
Using the Correct Statistical Test for the Equality of Regression Coefficients
STEM doctoral student agency regarding funding
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |