박사

이공계 대학원생들의 연구스트레스 원인 및 대응 양상 분석 : 서울대학교 사례를 중심으로

임희진 2018년
논문상세정보
' 이공계 대학원생들의 연구스트레스 원인 및 대응 양상 분석 : 서울대학교 사례를 중심으로' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 교육
  • 과학기술인력
  • 대응 기제
  • 대학원 교육
  • 연구 스트레스
  • 이공계 박사과정
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
969 0

0.0%

' 이공계 대학원생들의 연구스트레스 원인 및 대응 양상 분석 : 서울대학교 사례를 중심으로' 의 참고문헌

  • 홍유나 외국인 대학원생의 학교생활 적응에 관한 연구-스트레 스 및 적응과정을 중심으로
    김영순 박미숙 외국어로서의 한국어교육, 40, 110-141 [2014]
  • 한국과학기술기획평가원(연도별). 연구개발활동조사보고서
    서울: 교육부․한국과학기 술기획평가원
  • 한국 대학원지원정책의 진화과정 분석
    김성수 한국공공관리학보, 27(2), 53-79 [2013]
  • 한국 근대대학의 성립과 전개: 대학모델의 전파연구(한용진 역)
    마월철 서울: 교육과학사 [2001]
  • 테러범이 된 대학원생, 우린 무엇을 고민해야 하는가. 프레시안
    안종주 출처: http://www.pressian.com/news/article.html?no=161009&ref=nav_search (검색일: 2017.10.03.) [2017]
  • 박사
    직무스트레스와 직무만족도의 관계 연구
    박희자 한양대학교 석사학위 논문 [2001]
  • 조직행태론
  • 조직행동의 이해
    서진형 윤대혁 서울: 무역경영사 [2014]
  • 조직행동
    박영배 서울: 도서출판청람 [2016]
  • 제3차 이공계 인력 지원 육성 기본계획의 추진방향
    홍성민 과학기술정책, 25(7), 20-27 [2015]
  • 장지선 ‘2017년판 신 노예제’ 천태만상. 일요시사
    출처: http://www.ilyosisa.co.kr/news/articleView.html?idxno=136971 (검색일: 2017.12.10.) [2017]
  • 일그러진 사제관계, 잠들어있는 대학원생 인권. 대학신문
    김나현 출처: http://www.snunews.com/news/articleView.html?idxno=12044 (검색일: 2017.10.08.) [2012]
  • 이공계 전문연구요원이 뭐길래. 조선일보
    권선미 출처: http://news.chosun.com/site/data/html_dir/2017/06/28/2017062801754.html (검색일: 2017.09.04.) [2017]
  • 이공계 대학원생 연구활동 지원방안
    최영훈 국가과학기술자문회의 [2005]
  • 연구비 1위 서울대 5460억원. 베리타스 알파
    박대호 출처: http://www.veritas-a.com/news/articleView.html?idxno=95611 (접속일: 2017.10.11.) [2017]
  • 연구관리에 묻혀버린 과학자의 자율과 창의
    이덕환 STEPI 과학기술정책지, 183, 42-50 [2011]
  • 연구개발을 통한 이공계 인력양성 모델. 정책연구 2012-19
    박기범 홍성민 서 울: 과학기술정책연구원 [2012]
  • 실험실 문화와 암묵지
    박진희 박희제 한국사회학회 사회학대회 논문집, 85-95 [2008]
  • 서울대학교 자연과학대학 해외전문가 평가보고서
    서울: 서울대학교 자연과학대학 [2006]
  • 서울대학교 서울대학교 통계연보
    서울: 서울대학교 [2015]
  • 서울대학교 서울대학교 미래발전위원회 연구보고서
    서울: 서울대학교 [2013]
  • 서울대학교 서울대학교 대학원 실태조사
    서울: 서울대학교 [2014]
  • 서울대학교 보건대학원 서울대학교 관악캠퍼스 내 우울증 실태 및 관련 요인 조사
    서울: 서울대학교 보건대학원 [2012]
  • 박사조사 2016
    송창용 세종시: 한국직업능력개발원 [2016]
  • 박사과정생의 학문사회화와 역량에 관한 연구. 서울대학교 박사학위 논문. 김세균(1999). 두뇌한국21(BK21) 사업의 문제점
    김승정 사회비평. 21, 140-150 [2017]
  • 미래창조과학부 학생 인건비 통합관리 지침
    미래창조과학부 발표자료 [2013]
  • 대학원 중점육성 사업단 이공계 대학원 중점육성 지원사업 백서
    이공계 서울: 교육부 [2000]
  • 대학원 교육 운영 실태 및 발전방안 연구. 연구보고 RR 2013-11
    이정미 서 울: 한국교육개발원 [2013]
  • 대학교원의 박사학위 취득대학과 임용대학 간의 구조적 관계 분석
    이은혜 서울 대학교 석사학위 논문 [2013]
  • 박사
  • 대학 연구자의 행정부담 측정과 정책적 시사점. ISSUE PAPER 2016-14
    김소라 김이경 윤이경 서울: 한국과학기술기획평가원 [2016]
  • 기초과학의 도약을 위한 박사후 연구원 육성 방안
    홍승환 국가과학기술자문회의 [2006]
  • 글로벌 문화자본의 추구
    김종영 한국사회학, 42(6), 68-105 [2008]
  • 국가인권위원회 대학원생 연구 환경 실태 조사
    서울: 국가인권위원회 [2015]
  • 교육을 빙자한 대학원생 노동 착취. 시사인
    홍덕구 출처: http://www.sisain.co.kr/?mod=news&act=articleView&idxno=29777 (접속일: 2017.10.22.) [2017]
  • 교육과학기술부 Global Ph.D Fellowship 추진계획(안)
    교과부 발표자료 [2011]
  • 교수에 치이고, 일에 묻히고, 연구는 언제하나? 서울대저널
    김명우 출처: http://www.snujn.com/news/23896 (검색일: 2017.06.01.) [2016]
  • 과학기술인력의 생애주기별 주요 이슈 분석 및 개선방안 도출. 연구 보고. 2011-038
    변순천 서울: 한국과학기술기획평가원 [2011]
  • 고등교육 자본주의 관점에 입각한 BK21 사업 분석
    오승현 중앙대학교 박사학 위 논문 [2010]
  • 『변량분석과 회귀분석』
    박광배 서울: 학지사 [2003]
  • 「고급인적자원의 두뇌유출 현상의 이해: 과학기술분야 미국 박사의 국내 외 취업실태 비교를 중심으로」
    진미석 교육행정학연구, 25(3), 271-293 [2007]
  • ‘공돌이’ 희생 요구하는 ‘공밀레’ 슬픈 전설은 계속된다. 중앙일보
    최규진 출처: http://news.joins.com/article/22173586 (검색일: 2017.12.06.) [2017]
  • kerlind, G. S. (2005). Postdoctoral researchers: roles, functions and career prospects. Higher Education Research & Development, 24(1), 21-40.
  • Yin, R. K. (2006). Case Study Methods. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 111-122). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Yarbrough, S., Haas, B., Northam, S., Duke, G., & Wieck, K. L. (2016). Role overload theory as a framework for nurse educators to optimize graduate students’ learning environment. Journal of Nursing Education and Practice, 6(12), 105-112.
  • Wynaden, D., McAllister, M., Tohotoa, J., Al Omari, O., Heslop, K., Duggan, R., ... & Byrne, L. (2014). The silence of mental health issues within university environments: a quantitative study. Archives of Psychiatric Nursing, 28(5), 339-344.
  • Wright, T., & Cochrane, R. (2000). Factors influencing successful submission of PhD theses. Studies in Higher Education, 25(2), 181-195.
  • Wichmann-Hansen, G., & Herrmann, K. J. (2017). Does external funding push doctoral supervisors to be more directive? A large-scale Danish study. Higher Education, 74(2), 357-376.
  • Whiting, L. S. (2008). Semi-structured interviews: guidance for novice researchers. Nursing Standard, 22(23), 35-40.
  • Walsh, J. P., & Lee, Y. N. (2015). The bureaucratization of science. Research Policy, 44(8), 1584-1600.
  • Walsh, E. (2010). A model of research group microclimate: environmental and cultural factors affecting the experiences of overseas research students in the UK. Studies in Higher Education, 35(5), 545-560.
  • Vekkaila, J., Pyh lt , K., Hakkarainen, K., Keskinen, J., & Lonka, K. (2012). Doctoral students' key learning experiences in the natural sciences. International Journal for Researcher Development, 3(2), 154-183.
  • Vanroelen, C., Levecque, K., & Louckx, F. (2009). Psychosocial working conditions and self-reported health in a representative sample of wage-earners: A test of the different hypotheses of the demand–control–support–model. International Archives of Occupational and Environmental Health, 82(3), 329-342.
  • Tytherleigh, M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK higher education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), 41-61.
  • Thune, T. (2010). The training of “triple helix workers”? Doctoral students in university–industry–government collaborations. Minerva, 48(4), 463-483.
  • The Graduate Assembly (2014). Graduate student happiness and well-being report 2014. Retrieved on 10 th September, 2017 from http://ga.berkeley.edu/wp-content/uploads/2015/04/wellbeingreport_2014.pdf
  • Tecjmocal University of Denmark (2018). ‘Salary paid to PhD Students’ in 2018. Retrieved on 20 th November, 2017 from http://www.dtu.dk/english/Education/phd/Applicant/Pre_acceptance-1-/Salary
  • Szeleny, K(2013). The Meaning of Money in the Socialization of Science and Engineering Doctoral STudents: Nurturing the Next Generation of Academic Capitalist? The Journal of Higher Education, 84(2), 266-294.
  • Stubb, J., Pyh lt , K., & Lonka, K. (2012). The experienced meaning of working with a PhD thesis. Scandinavian Journal of Educational Research, 56(4), 439-456.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, C A: Sage.
  • Somech, A., & Bogler, R. (1999). Tacit knowledge in academia: Its effects on student learning and achievement. The Journal of Psychology, 133(6), 605-616.
  • Smith, E., & Brooks, Z. (2015). Graduate student mental health 2015. Retrieved on 9 th September, 2017 from http://nagps.org/wordpress/wp-content/uploads/2015/06/NAGPS_Institute_ment al_health_survey_report_2015.pdf
  • Smeby, J. C. (2000). Disciplinary differences in Norwegian graduate education. Studies in Higher Education, 25(1), 53-67.
  • Smart, J. C., Feldman, K. A., & Ethington, C. A. (2000). Academic disciplines: Holland's theory and the study of college students and faculty. Nashville, TN Vanderbilt University Press.
  • Slaughter, S., Campbell, T., Holleman, M., & Morgan, E. (2002). The “traffic” in graduate students: Graduate students as tokens of exchange between academe and industry. Science, Technology, & Human Values, 27(2), 282-312.
  • Sinclair, M. (2004). The pedagogy of 'good' Ph.D. supervision: A national cross-disciplinary investigation of Ph.D. supervision. Canberra: Australian Government.
  • Shin, J. C., Jung, J., Postiglione, G. A., & Azman, N. (2014). Research productivity of returnees from study abroad in Korea, Hong Kong, and Malaysia. Minerva, 52(4), 467-487.
  • Shin, J. C., & Lee, S. J. (2015). Evolution of research universities as a national research system in Korea: Accomplishments and challenges. Higher Education, 70(2), 187-202.
  • Shin, J. C. (2009). Building world-class research university: The Brain Korea 21 project. Higher Education, 58(5), 669-688.
  • Serow, R. C. (2000). Research and teaching at a research university. Higher Education, 40(4), 449-463.
  • Schuler, R. S.(1980), "Definition and Conceptualization of Stress in Organizations," Organizational Behavior and Human Performance, 25(2), 184-215.
  • Salmi, J. (2009). The challenge of establishing world-class universities. Washington D.C.: World Bank Publications.
  • Sadlak, J. (ed.) (2004) Doctoral studies and qualifications in Europe and the United States: Status and prospects. Bucarest: UNESCO/CEPES.
  • Robotham, D. (2008). Stress among higher education students: towards a research agenda. Higher Education, 56(6), 735-746.
  • Pyh lt , K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of doctoral students' problems and well-being. International Scholarly Research Network, 12(3), 1-12.
  • Pop-Vasileva, A., Baird, K., & Blair, B. (2011). University corporatisation: The effect on academic work-related attitudes. Accounting, Auditing & Accountability Journal, 24(4), 408-439.
  • Podsakoff, N. P., LePine, J. A., & LePine, M. A. (2007). Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, turnover, and withdrawal behavior: a meta-analysis. J ournal of applied psychology, 92(2), 438-454.
  • Petersen, A. M., Riccaboni, M., Stanley, H. E., & Pammolli, F. (2012). Persistence and uncertainty in the academic career. Proceedings of the National Academy of Sciences, 109(14), 5213–5218.
  • Pervin, L. A., & Rubin, D. B. (1967). Student dissatisfaction with college and the college dropout: A transactional approach. The Journal of Social Psychology, 72(2), 285-295.
  • Opstrup, N., & Pihl-Thingvad, S. (2016). Stressing academia? Stress-as-offence-to-self at Danish universities. Journal of Higher Education Policy and Management, 38(1), 39-52.
  • OECD (2014). Doctorate holders. In OECD Science, Technology and Industry Scoreboard 2014: Innovation for growth and society. Paris: OECD Publishing.
  • Neumann, R. (2001). Disciplinary differences and university teaching. Studies in Higher Education, 26(2), 135-146.
  • Nettles, M. T., & Millet, C. M. (2006). Three magic letters: Getting to Ph. D. Baltimore: Johns Hopkins University Press.
  • Nerard, M., & Heggelund, M(Eds).(2008). Toward a global PhD? Forces and forms in doctoral education worldwide. Seattle: University of Washington Press.
  • Nerad, M., & Cerny, J. (1999). Postdoctoral patterns, career advancement, and problems. Science, 285(5433), 1533-1535.
  • Nerad, M. (2010). Increase in PhD Production and Reform in Doctoral Education. Worldwide. In Higher Education Forum, 7 (pp. 69-84). Research Institute for Higher. Education, Hiroshima University.
  • Navarro, M. L. A., Mas, M. B., & Jim nez, A. M. L. (2010). Working conditions, burnout and stress symptoms in university professors: validating a structural model of the mediating effect of perceived personal competence. The Spanish Journal of Psychology, 13(1), 284-296.
  • Murphy, N. (2009). Research supervision: matches and mismatches. International Journal of Electrical Engineering Education, 46(3), 295-306.
  • Morrison, E., Rudd, E., Zumeta, W., & Nerad, M. (2011). What Matters for Excellence in PhD Programs? Latent constructs of doctoral program quality used by early career social scientists. The Journal of Higher Education, 82(5), 535-563.
  • Mody, C. C., & Kaiser, D. (2008). Scientific Training and the Creation of Scientific Knowledge. In E. J. Hackett, O. Amsterdamska, M. Lynch, & J. Wajcman (eds.), The Handbook of Science and Technology Studies (pp. 377-402). Cambridge, MA: MIT Press.
  • Merton, R. K. (1938). Science and the social order. Philosophy of Science, 5(3), 321-337.
  • Mendoza, P. (2007). Academic capitalism and doctoral student socialization: A case study. The Journal of Higher Education, 78(1), 71-96.
  • Mechanic, D. (1962). Students under stress: A study of the social psychology of adaptation. Oxford, England: Free Press Glencoe.
  • McCoy, S. K., Newell, E. E., & Gardner, S. K. (2013). Seeking balance: The importance of environmental conditions in men and women faculty’s well-being. Innovative Higher Education, 38(4), 309-322.
  • Maslach, C., & Schaufeli, W. B. (1993). Historical and conceptual development of burnout. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Series in applied psychology: Social issues and questions. Professional burnout: Recent developments in theory and research (pp. 1-16). Philadelphia: Taylor & Francis.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113.
  • Martinson B. C., Crain A. L., Anderson M. S., & De Vries R. (2009). Institutions' expectations for researchers' self-funding, federal grant holding and private industry involvement: Manifold drivers of self-interest and researcher behavior. Academic Medicine, 84(11), 1491–1499.
  • Marginson, S. (2010). Higher education in East Asia and Singapore: rise of the Confucian Model. Higher Education, 61(5), 587-611.
  • Maister, D. H. (2003). Practice what you preach: What managers must do to create a high achievement culture. New York: Simon & Schuster.
  • Mainhard, T., Van Der Rijst, R., Van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor–doctoral student relationship. Higher Education, 58(3), 359-373.
  • Maehr, M. L. (1974). Culture and achievement motivation. American Psychologist, 29(12), 887-896.
  • Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman & Littlefield.
  • Lonka, K., Joram, E., & Bryson, M. (1996). Conceptions of learning and knowledge: does training make a difference? Contemporary Educational Psychology, 21(3), 240-260.
  • Long, J. S., & Fox, M. F. (1995). Scientific careers: Universalism and particularism. Annual Review of Sociology, 21(1), 45-71.
  • Litalien, D., Guay, F., & Morin, A. J. (2015). Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41, 1-13.
  • Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.
  • Leonard, D., Becker, R., & Coate, K. (2004). Continuing professional and career development: the doctoral experience of education alumni at a UK university. Studies in Continuing Education, 26(3), 369-385.
  • Le, T., & Gardner, S. K. (2010). Understanding the doctoral experience of Asian international students in the science, technology, engineering, and mathematics (STEM) fields: An exploration of one institutional context. Journal of College Student Development, 51(3), 252-264.
  • Lazarus, R. S., & Folkman, S. (1984). Coping and Adaptation. In W. D. Gentry (Ed.), The Handbook of Behavioral Medicine (pp. 282-325.). New York: Guilford.
  • L fstr m, E., & Pyh lt , K. (2014). Ethical issues in doctoral supervision: The perspectives of PhD students in the natural and behavioral sciences. Ethics & Behavior, 24(3), 195-214.
  • Kurtz‐Costes, B., Andrews Helmke, L., & lk ‐Steiner, B. (2006). Gender and doctoral studies: The perceptions of Ph. D. students in an American university. Gender and Education, 18(2), 137-155.
  • Kram, K. E., & Isabella, L. A. (1985). Mentoring alternatives: The role of peer relationships in career development. Academy of Management Journal, 28(1), 110-132.
  • Kinman, G., & Jones, F. (2008). Effort-reward imbalance and overcommitment: Predicting strain in academic employees in the United Kingdom. International Journal of Stress Management, 15(4), 381-395.
  • Kinman, G., & Court, S. (2010). Psychosocial hazards in UK universities: adopting a risk assessment approach. Higher Education Quarterly, 64(4), 413-428.
  • Kerlin, S. P. (1995). Surviving the doctoral years. Education Policy Analysis Archives, 3, 17-53.
  • Kenny, M., 1987. The ethical dilemmas of university–industry collaborations. Journal of Business Ethics 6, 127–135.
  • Kehm, B. M. (2007). Quo vadis doctoral education? New European approaches in the context of global changes. European Journal of Education, 42(3), 307-319.
  • Kehm, B. M. (2006). Doctoral education in Europe and North America: A comparative analysis. Wenner Gren International Series, 83, 67-78.
  • Kehm, B. (2008). Germany. In M. Nerad & M. Heggelund (Eds.), Towards a Global PhD? Forces and Forms in Doctoral Education Worldwide (pp.19-35). Seattle, WA: University of Washington. Press.
  • Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. Oxford, England: John Wiley.
  • Jairam, D., & Kahl Jr, D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311-329.
  • Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph. D. students’ progress and outcomes. Studies in Higher Education, 30(5), 535-555.
  • Institute of Management Development (2015). IMD World Talent Report 2015. Lousanne, Switzerland: IMD.
  • Hyun, J. K., Quinn, B. C., Madon, T., & Lustig, S. (2006). Graduate student mental health: Needs assessment and utilization of counseling services. Journal of College Student Development, 47(3), 247-266.
  • Hwang, E., Smith, R. N., Byers, V. T., Dickerson, S. H., McAlistar-Shields, L., Onwuegbuzie, A. J., & Benge, C. (2015). Doctoral Students’ Perceived Barriers that Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis. Journal of Eductaional Issues, 1(1), 165-190.
  • Hunter, K. H., & Devine, K. (2016). Doctoral students’ emotional exhaustion and intentions to leave academia. International Journal of Doctoral Studies, 11(2), 35-61.
  • Honeycutt, E. D., Thelen, S. T., & Ford, J. B. (2010). Evaluating and motivating faculty performance: Challenges for marketing chairs. Marketing Education Review, 20(3), 203-214.
  • Hogan, V., Hogan, M., Hodgins, M., Kinman, G., & Bunting, B. (2014). An examination of gender differences in the impact of individual and organizational factors on work hours, work-life conflict and psychological strain in academics. The Irish Journal of Psychology, 35(2-3), 133-150.
  • Heller, K., & Rook, K. S. (1997). Distinguishing the theoretical functions of social ties: Implications for support interventions. In S. Duck (Ed.), Handbook of personal relationships: Theory, research and interventions (pp. 649-670). Hoboken, NJ: John Wiley.
  • Heath, T. (2002). A quantitative analysis of PhD students' views of supervision. Higher Education Research & Development, 21(1), 41-53.
  • Haynes, C., Bulosan, M., Citty, J., Grant-Harris, M., Hudson, J., & Koro-Ljungberg, M. (2012). My world is not my doctoral program... or is it? Female students’ perceptions of well-being. International Journal of Doctoral Studies, 7(1), 1-17.
  • Hargreaves, C. E., De Wilde, J. P., Juniper, B., & Walsh, E. (2017). Re-evaluating doctoral researchers’ well-being: What has changed in five years? Retrieved on 7 th October, 2017 from https://www.imperial.ac.uk/media/imperial-college/study/graduate-school/public /well-being/Wellbeing-for-GS.pdf
  • Gutmann, D. (1977). The cross-cultural perspective: Notes toward a comparative psychology of aging. In J. E. Birren & K. W. Schaie (Eds.), Handbook of the Psychology of Aging (pp. 302–326). New York: Van Nostrand Reinhold.
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research, 2, 163-194.
  • Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis, 11(3), 255-274.
  • Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology?. Journal of Mixed Methods Research, 2(1), 7-22.
  • Grant, B. M. (2005). Fighting for space in supervision: Fantasies, fairytales, fictions and fallacies. International Journal of Qualitative Studies in Education, 18(3), 337-354.
  • Gosselin, E., Lemyre, L., & Corneil, W. (2013). Presenteeism and absenteeism: Differentiated understanding of related phenomena. Journal of Occupational Health Psychology, 18(1), 75-86.
  • Goodyear, R. K., Crego, C. A., & Johnston, M. W. (1992). Ethical issues in the supervision of student research: A study of critical incidents. Professional psychology. Research and Practice, 23(3), 203-210.
  • Gomm, R., Hammersley, M., & Foster, P. (Eds.). (2000). Case study method: Key issues, key texts. London: Sage.
  • Golembiewski, R. T. (1989). A note on Leiter's study: Highlighting two models of burnout. Group & Organization Studies, 14(1), 5-13.
  • Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of today's doctoral students reveal about doctoral education. Philadelphia, PA: The Pew Charitable Trusts.
  • Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76(6), 669-700.
  • Golde, C. M. (1998). Beginning graduate school: Explaining first-year doctoral attrition. New Directions for Higher Education, 101, 55–64.
  • Gillespie, N. A., Walsh, M. H. W. A., Winefield, A. H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work & Stress, 15(1), 53-72.
  • Gerholm, T. (1990). On tacit knowledge in academia. European Journal of Education, 25(3), 263-271.
  • Gardner, S. K. (2009). Special Issue: The Development of Doctoral Students-Phases of Challenge and Support. ASHE Higher Education Report, 34(6), 1-127.
  • Gardner, S. K. (2008b). What's too much and what's too little?: The Process of Becoming an Independent Researcher in Doctoral Education. The Journal of Higher Education, 79(3), 326-350.
  • Gardner, S. K. (2008a). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education, 33(2), 125-138.
  • Fong, C. M. (2016). Role overload, social support, and burnout among nursing educators. Journal of Nursing Education, 29(3), 102-108.
  • Fochler, M., Felt, U., & M ller, R. (2016). Unsustainable Growth, Hyper-Competition, and Worth in Life Science Research: Narrowing Evaluative Repertoires in Doctoral and Postdoctoral Scientists’ Work and Lives. Minerva, 54(2), 175-200.
  • Fischer, B. A., & Zigmond, M. J. (1998). Survival skills for graduate school and beyond. New Directions for Higher Education, 101, 29-40.
  • Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-student collaborations. American Psychologist, 48(11), 1141.
  • Etzkowitz, H. (2003). Research groups as ‘quasi-firms’: the invention of the entrepreneurial university. Research Policy, 32(1), 109-121.
  • Esping, A. (2010). Motivation in doctoral programs: A logotherapeutic perspective. The International Forum for Logotherapy, 33, 72-78.
  • Else, H. (2015). Forty percent of PhDs at Exeter suffer ill health, study reveals. The Times Higher Education. April 9, 2015. Retrieved on 4th October, 2017 from https://www.timeshighereducation.com/news/forty-per-cent-of-phds-at-exeter-s uffer-ill-health-study-reveals/2019540.article
  • El-Ghoroury, N. H., Galper, D. I., Sawaqdeh, A., & Bufka, L. F. (2012). Stress, coping, and barriers to wellness among psychology graduate students. Training and Education in Professional Psychology, 6(2), 122.
  • Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American Journal of Orthopsychiatry, 77(4), 534.
  • Edwards, B. (2002). Postgraduate supervision: Is having a PhD enough? In Australian Association for Research in Education Conference. Brisbane, Australia.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Coverman, S. (1989). Role overload, role conflict, and stress: Addressing consequences of multiple role demands. Social Forces, 67(4), 965-982.
  • Council of Graduate Schools. (2004). Ph.D. completion and attrition: Policy, numbers, leadership, and next steps. Washington, DC: Council of Graduate Schools.
  • Cordes, C. L., & Dougherty, T. W. (1993) “A review and an integration of research on job burnout”. Academy of management review, 18(4), 621-656.
  • Conrad, L., & Phillips, E. M. (1995). From isolation to collaboration: A positive change for postgraduate women? Higher Education, 30(3), 313-322.
  • Collins, K. M., Onwuegbuzie, A. J., & Sutton, I. L. (2006). A model incorporating the rationale and purpose for conducting mixed methods research in special education and beyond. Learning Disabilities: A Contemporary Journal, 4(1), 67-100.
  • Churchill, H., & Sanders, T. (2007). Getting your PhD: A practical insider's guide. London: Sage.
  • Cetina, K. K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.
  • Catano, V., Francis, L., Haines, T., Kirpalani, H., Shannon, H., Stringer, B., & Lozanzki, L. (2010). Occupational stress in Canadian universities: A national survey. International Journal of Stress Management, 17(3), 232.
  • Cassuto, M. (2015). The graduate school mess. Cambridge, MA: Harvard University Press.
  • Cahir, N., & Morris, R. D. (1991). The psychology student stress questionnaire. Journal of Clinical Psychology, 47(3), 414-417.
  • Biron, C., Brun, J.-P., Ivers, H., 2008. Extent and sources of occupational stress in university staff. Work 30(4), 511–522.
  • Biglan, A. (1973b). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57(3), 204.
  • Biglan, A. (1973a). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195.
  • Berg, H. M., & Ferber, M. A. (1983). Men and women graduate students: Who succeeds and why? The Journal of Higher Education, 54(6), 629-648.
  • Behrens, T. R., & Gray, D. O. (2001). Unintended consequences of cooperative research: impact of industry sponsorship on climate for academic freedom and other graduate student outcome. Research Policy, 30(2), 179-199.
  • Beeler, K. D. (1991). Graduate student adjustment to academic life: A four-stage framework. NASPA Journal, 28(2), 163-171.
  • Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. London, UK: McGraw-Hill Education.
  • Becher, T. (1981). Towards a definition of disciplinary cultures. Studies in Higher Education, 6(2), 109–122.
  • Barnett, J. E., & Chesney, J. L. (2009). Preventing and addressing impaired professional competence among graduate students in psychology. Psychotherapy Bulletin, 44(1), 22-26.
  • Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33(5), 297-315.
  • BK21 사업 재정지원의 상대적 효율성 분석
    김병주 교육재정경제연구, 15(2), 221-245 [2006]
  • Austin, A. E., Campa, H., Pfund, C., Gillian‐Daniel, D. L., Mathieu, R., & Stoddart, J. (2009). Preparing STEM doctoral students for future faculty careers. New Directions for Teaching and Learning, 117, 83-95.
  • Austin, A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career. The Journal of Higher Education, 73, 94 –121.
  • Ara jo, E. 2007. O doutoramento, a estrutura da investiga o e a gest o do tempo. In Como fazer um doutoramento. Pr ticas institucionais e gest o do tempo, edited by Em lia Ara jo and Sofia Bento, 177–200. Porto: Ecopy. [in Portuguese]
  • Appel, M. L., & Dahlgren, L. G. (2003). Swedish doctoral students' experiences on their journey towards a PhD: Obstacles and opportunities inside and outside the academic building. Scandinavian Journal of Educational Research, 47(1), 89-110.
  • Anderson, M. S., Louis, K. S., & Earle, J. (1994). Disciplinary and departmental effects on observations of faculty and graduate student misconduct. The Journal of Higher Education, 65(3), 331-350.
  • Anderson, M. S., & Swazey, J. P. (1998). Reflections on the graduate student experience: An overview. New Directions for Higher Education, 101, 3-13.
  • Altbach, P. G., & Bal n, J. (2007). World class worldwide: Transforming research universities in Asia and Latin America. Baltimore: Johns Hopkins University Press.
  • Altbach, P. G. (2011). The past, present, and future of the research university. Economic and Political Weekly, 46(16), 65-73.
  • Ali, A., & Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21-33.
  • Alberts, B., Kirschner, M. W., Tilghman, S., & Varmus, H. (2014). Rescuing US biomedical research from its systemic flaws. Proceedings of the National Academy of Sciences, 111(16), 5,773-5,777.
  • Adler, P. A., & Adler, P. (2005). The identity career of the graduate student: Professional socialization to academic sociology. The American Sociologist, 36(2), 11-27.
  • 6년간 11명 자살, 카이스트에 무슨 일이. 경향신문
    노도현 출처: http://news.khan.co.kr/kh_news/khan_art_view.html?artid=201607242256005&cod e=940100 (검색일: 2017.10.03.) [2016]