Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants
The doctorate implies growing demands in terms of scientific professionalization. In particular, doctoral students are expected to contribute to the scientific community, a major challenge for those who experience lack of support resulting in poor psychological health. In response to this problem, v...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Association Internationale de Pédagogie Universitaire
2025-03-01
|
| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/6157 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849735385895141376 |
|---|---|
| author | Cynthia Vincent Ève Lejot |
| author_facet | Cynthia Vincent Ève Lejot |
| author_sort | Cynthia Vincent |
| collection | DOAJ |
| description | The doctorate implies growing demands in terms of scientific professionalization. In particular, doctoral students are expected to contribute to the scientific community, a major challenge for those who experience lack of support resulting in poor psychological health. In response to this problem, various doctoral support programs in the form of academic writing groups have recently been developed in Canada and Europe, including the Canadian Thèsez-vous writing retreats and the Luxembourg University writing seminars. The aim of this study was to compare how these two doctoral writing support programs can influence doctoral students’ sense of scientific community and psychological health. To this end, a mixed methodology was used. The quantitative part of the study analysed changes in responses between a pre-test (two weeks before the program) and a post-test (at the end of the program). Then, the qualitative part of the study aimed to explore the pedagogical aspects of the programs responsible for improving doctoral well-being. The results showed that the writing retreats were effective in improving both psychological health and the sense of scientific community, whereas the seminars only improved the sense of scientific community. Nevertheless, according to the participants, the different pedagogical aspects of the two programs were all conducive to well-being. |
| format | Article |
| id | doaj-art-9605482f115544648f6f4da69a4b77ce |
| institution | DOAJ |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2025-03-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-9605482f115544648f6f4da69a4b77ce2025-08-20T03:07:34ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272025-03-014110.4000/13gp7Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorantsCynthia VincentÈve LejotThe doctorate implies growing demands in terms of scientific professionalization. In particular, doctoral students are expected to contribute to the scientific community, a major challenge for those who experience lack of support resulting in poor psychological health. In response to this problem, various doctoral support programs in the form of academic writing groups have recently been developed in Canada and Europe, including the Canadian Thèsez-vous writing retreats and the Luxembourg University writing seminars. The aim of this study was to compare how these two doctoral writing support programs can influence doctoral students’ sense of scientific community and psychological health. To this end, a mixed methodology was used. The quantitative part of the study analysed changes in responses between a pre-test (two weeks before the program) and a post-test (at the end of the program). Then, the qualitative part of the study aimed to explore the pedagogical aspects of the programs responsible for improving doctoral well-being. The results showed that the writing retreats were effective in improving both psychological health and the sense of scientific community, whereas the seminars only improved the sense of scientific community. Nevertheless, according to the participants, the different pedagogical aspects of the two programs were all conducive to well-being.https://journals.openedition.org/ripes/6157dispositif d’accompagnement doctoralgroupe de rédaction académiqueprofessionnalisation scientifiquesanté psychologique au doctoratsentiment de communauté scientifique |
| spellingShingle | Cynthia Vincent Ève Lejot Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants Revue Internationale de Pédagogie de l’Enseignement Supérieur dispositif d’accompagnement doctoral groupe de rédaction académique professionnalisation scientifique santé psychologique au doctorat sentiment de communauté scientifique |
| title | Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants |
| title_full | Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants |
| title_fullStr | Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants |
| title_full_unstemmed | Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants |
| title_short | Des groupes de rédaction académique pour favoriser la professionnalisation scientifique des doctorants |
| title_sort | des groupes de redaction academique pour favoriser la professionnalisation scientifique des doctorants |
| topic | dispositif d’accompagnement doctoral groupe de rédaction académique professionnalisation scientifique santé psychologique au doctorat sentiment de communauté scientifique |
| url | https://journals.openedition.org/ripes/6157 |
| work_keys_str_mv | AT cynthiavincent desgroupesderedactionacademiquepourfavoriserlaprofessionnalisationscientifiquedesdoctorants AT evelejot desgroupesderedactionacademiquepourfavoriserlaprofessionnalisationscientifiquedesdoctorants |