ISSN: 1556-8881

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International Journal of Doctoral Studies Q2 Unclaimed

Informing Science Institute United States

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International Journal of Doctoral Studies is a journal indexed in SJR in Education with an H index of 34. It has an SJR impact factor of 0,556 and it has a best quartile of Q2. It has an SJR impact factor of 0,556.

Type: Journal

Type of Copyright:

Languages:

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

International Journal of Doctoral Studies

0,556

SJR Impact factor

34

H Index

11

Total Docs (Last Year)

97

Total Docs (3 years)

730

Total Refs

241

Total Cites (3 years)

97

Citable Docs (3 years)

2.4

Cites/Doc (2 years)

66.36

Ref/Doc

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Aims and Scope

Best articles by citations

Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student

Using Education Informatics to Improve Library Services to Doctoral Students: An Embedded Approach

A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education

The Road to Doctoral Success and Beyond

Perceived Assessment Requirements in the Contemporary Biomedical Doctorate: A Case-Study from a Research Intensive Australian University

The Relationships between Doctoral Students' Perceptions of Supervision and Burnout

Postgraduate Research Supervision: An 'Agreed' Conceptual View of Good Practice through Derived Metaphors

The Need for Teaching Doctoral Students How to Teach

Educating Knowledgeable and Skilled Researchers in Doctoral Programs in Schools of Education: A New Model

Strategies for Doctoral Students Who Desire to Become Higher Education Faculty Members at Top Ranked Programs

Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?

On Utilizing Grounded Theory in Business Doctoral Research: Guidance on the Research Design, Procedures, and Challenges

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Feeling the Doctorate: Is Doctoral Research that Studies the Emotional Labor of Doctoral Students Possible?

Doctoral Students' Perceptions of Characteristics of Effective College Teachers: A Mixed Analysis

Doctoral Students' Social Support Profiles and Their Relationship to Burnout, Drop-Out Intentions, and Time to Candidacy

From One Culture to Another: Years One and Two of Graduate School for African American Women in the STEM Fields

Pre-Entry Doctoral Admission Variables and Retention at a Hispanic Serving Institution

Defining the Graduate College Experience: What it "Should" versus "Does" Include

Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

Creating a "Safe and Supportive Environment:" Mentoring and Professional Development for Recent Black Women Doctoral Graduates

Cohort-Based Doctoral Programs: What We Have Learned Over the Last 18 Years

How Supervisors Perceive PhD Supervision -And How They Practice It

Supporting a Humanizing Pedagogy in the Supervision Relationship and Process: A Reflection in a Developing Country

Identifying Effects of Institutional Resources and Support on Computing Faculty Research Productivity, Tenure, and Promotion