Enriching PhD Education through Professor Assistantships and Research Collaborations-Insights from Columbia Teachers College and Drawing Parallels with PhD Programs in Georgian Universities
Abstract
Postgraduate education has always been a vital component of academic development, delivering specific expertise and knowledge and advancing innovation throughout different sectors of science and industry. In the context of an ever-changing environment, universities seek to improve their postgraduate programs by embracing successful models from different parts of the world. This endeavor of improvement necessitates an integrating approach to forward-looking postgraduate studies, designed to equip learners with the knowledge and competencies needed to thrive not only in conventional scholarly careers but also in a broader spectrum of positions within non-academic circles. All earnest efforts should be made to nurture the competencies of doctoral students to become applicable for diverse fields, such as industry, public or private sectors, non-profit institutions, and business organizations, therefore facilitating graduates to find their way in a competitive labor market successfully. To this end, higher education institutions should adjust the curricula of their postgraduate programs to support doctoral students in utilizing the instructions and knowledge they receive in real-life situations beyond their academic surroundings. The paper explores the substantial role of university programs for professor assistantships and research collaborations, which aim to merge the academic and professional development of doctoral students, therefore leading to sustainable change in postgraduate education. Through qualitative methodology, the article examines the benefits of integrating practical teaching-learning experiences and collaborative research into doctoral studies. By examining the institutional policy papers and primary documents, including the curricula and policies for teaching/learning in postgraduate studies of Columbia Teachers College, NYU, and the latest changes to institutional regulations at International Black Sea University (IBSU), this paper demonstrates the benefits of professor assistantships and research collaborations for both PhD students and university staff. In addition, the paper aims to provide applicable recommendations for Georgian universities to focus on how these policies could be translated into practice to enhance the quality of postdoctoral education at the national level.
Downloads
Metrics
References
2. Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94-122.
3. Baker, R. S., & Ghosh, A. (2020). The role of funding in graduate student research: A systematic review. Journal of Higher Education, 91(5), 745-768.
4. Barnes, B. J., & Austin, A. E. (2009). What predicts faculty interest in serving as mentors? Research in Higher Education, 50(5), 469-489.
5. Bozeman, Barry & Elizabeth Corley (2004). ‘Scientists’ Collaboration Strategies: Implications for Scientific and Technical Human Capital.’ Research Policy, 33(4), 599–616.
6. Halse, C., & Thomas, P. (2007). The productivity of doctoral researchers: What motivates and satisfies them? Higher Education Research & Development, 26(1), 59-73.
7. Gardner, S. (2009). The development of doctoral students: Phases of challenge and support. ASHE Higher Education Report. 34(6), 1-14.
8. Lee, S. & Bozeman, B. (2005). The Impact of Research Collaboration on Scientific Productivity. Social Studies of Science, 35(5), 763-792.
9. Mason, A., Griffin, A., & Brough, P. (2009). Work–life enrichment and social support: Buffering against the effects of stress. International Journal of Stress Management, 16(2), 137-152.
10. National Academies of Sciences, Engineering, and Medicine. (2019). Graduate STEM education for the 21st century. The National Academies Press.
11. National Center for Education Statistics (NCES); Retrieved on February 27, 2025 from https://nces.ed.gov/.
12. Nyquist, J. D., & Woodford, B. J. (2000). Re-envisioning the Ph.D.: What concerns do we have? Retrieved on March 10, 2025, from http://www.grad.washington.edu/envision/project_resources/national_recommend.html
13. Pfeffer, J., & Salancik, G. R. (2003). The external control of organizations: A resource dependence perspective. Stanford University Press.
14. Pyhältö, K., Toom, A., Allais, S., & Salo, P. (2011). Student well-being and approaches to learning in different university learning environments. Journal of Further and Higher Education, 35(2), 261-277.
15. Shannon, D. M., & Twale, D. J. (2009). The role of graduate teaching assistant experience in faculty socialization. Innovative Higher Education, 34(3), 143-156.
16. Simmons, N., Korte, R., & Nelson, T. (2011). Improving graduate student instruction through teaching assistant training. Collected Essays on Learning and Teaching, 4, 129-134.
17. Steinert, Y., Cruess, R., Cruess, S., Snell, L., & Group, F. D. (2012). Faculty development for educators in the health professions: a synthesis of best practices. Medical Teacher, 34(3), 129-142.
18. Stephan, P. E. (2012). How economics shapes science. Harvard University Press.
19. Thompson, A. (2018). Quality Assurance in Research: The Role of Scientific Committees. Journal of Academic Research, 10(4), 78-89.
Copyright (c) 2025 Irma Machitidze, Irina Bakhtadze
This work is licensed under a Creative Commons Attribution 4.0 International License.
