To prove myself at the highest level: The benefits of doctoral study

By Diana Leonard *, Rosa Becker, K. Coate. 2005

180 citations recorded by the source corpus.

Subfields: Finance

View Paper: https://www.semanticscholar.org/paper/a26b46503558826dd3fb515859772c7d89754b2a

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Citations in the corpus

Writing in the company of other women: exceeding the boundaries (2006, background): “While the ‘continuing importance of intellectual and emotional growth’ have been remarked upon in relation to doctoral study (Leonard et al., 2005, p. 146), there is no doubt that these are also important, although not necessarily abundant, aspects of ongoing academic lives.”
The purpose of the PhD: theorising the skills acquired by students (2010, background): “@… you have to fight every inch of the way.”
An Exemplar for Combining the Collection, Analysis, and Interpretations of Verbal and Nonverbal Data in Qualitative Research (2014, background): “Although this research was limited to a single case, we do see similarities between Ellie’s account of her challenges and benefits and those reported by other researchers, such as competing responsibilities due to identities and increased confidence (Leonard et al., 2005; Maher et al., 2004).”
Graduate attribute development and employment outcomes: tracking PhD graduates (2009, background): “In addition, they reported that the qualification had resulted in career advancement over time (Leonard et al. 2005).”
Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being (2011, background): “It has, for example, been argued that science students are typically younger, full time, better funded and working in research groups, whereas PhD students in education are typically part-time, mid-career and in employment, which leads them to juggle between academic and career responsibilities (Leo”
Searching for ‘doctorateness’ (2013, background): “Some reasons may be intrinsic and very personal; for example, ‘I wanted to prove to myself that I could reach the highest level’ (cf. Leonard, Becker, and Coate 2005).”