International Counseling Doctoral Students' Teaching Preparation: A Phenomenological Study

AbstractCurrent conceptions of shame emphasize its negative communication value as a phenomenon of conscious experience. A tendency in our contemporary society is to view this phenomenon as an extremely disparaging and undesirable experience that every person should avoid or eliminate. It has become a cultural norm now that shame, perceived as human failure or sickness, is to be rejected, hidden, and not discussed. It is believed to stand in the way of personal progress and self-realization. The research literature mirrors not only the lack of interest in understanding but the ignorance of this central-to-human-life experience. The present study examines the meaning and communicative structure of shame through an application of the phenomenological method of Merleau-Ponty and Lanigan. My analysis is grounded in empirical phenomenology and focuses on meaning as reflected in verbal protocols. The results obtained dispel the misleading notion of shame as primarily a negative, to-be-avoided experience. Rather, reflection on the empirical data indicates that the subjects do not adopt the negative theoretical model of shame but accept it as a universal positive experience of communication that is fundamental in their self-improvement process.

A Phenomenological Study on International Doctoral Students’ Acculturation Experiences at a U.S. University

Journal of International Students ◽

10.32674/jis.v5i3.422 ◽

2015 ◽

Vol 5 (3) ◽

pp. 285-299

Author(s):

Throy A. Campbell

Keyword(s):

Doctoral Students ◽

Family Relationships ◽

Phenomenological Study ◽

Social Activity ◽

Theoretical Premise ◽

Academic Settings ◽

International Doctoral Students ◽

Past Experiences ◽

The U.S

A phenomenological method was used to analyze ten international doctoral students’ description of their lived experiences at a United States (U.S.) university. The analysis was based on the theoretical premise of how students acculturate to their new educational settings. Three broad overlapping themes emerged: (1) participants’ past experiences that influenced their desire to study in the U.S.; (2) participants’ interactions within academic and non-academic settings; and (3) the role of family relationships during their studies within the U.S. The study revealed that the students: were optimistic about the societal opportunities from studying in the U.S., were appreciative of their interaction with instructors, had inadequate relationship with supervising professors, participated in limited social activity outside of academic settings, and made adjustment to family relationships.

A Phenomenological Study of Attrition from a Doctoral Cohort Program: Changes in Feelings of Autonomy and Relatedness in the Dissertation Stage

International Journal of Doctoral Studies ◽

10.28945/4158 ◽

2018 ◽

Vol 13 ◽

pp. 517-537 ◽

Cited By ~ 2

Author(s):

Ellie M. Burns ◽

Catherine W Gillespie

Keyword(s):

Secondary Education ◽

Doctoral Students ◽

Phenomenological Study ◽

Doctoral Program ◽

Doctoral Degree ◽

Cohort Model ◽

Post Secondary Education ◽

Post Secondary ◽

Cohort Programs ◽

Program Changes

Aim/Purpose: This study examined why Ed.D students discontinued their doctoral programs during the dissertation phase as well as how a student’s needs of autonomy, relatedness, and competence were met during different stages of the program. Background: Time to complete the doctoral degree continues to increase. Between 40-60% of doctoral students are making the decision to discontinue work toward a degree they have already invested significant amounts of time, money, and energy into earning. Methodology: This phenomenological study utilized the lens of Self-Determination Theory. Seven participants (three women and four men) with between nine and sixteen years of post-secondary education, were interviewed three times each to gain a better understanding of the factors that impacted their attrition. Contribution: Past research has suggested using a cohort model to encourage retention of doctoral students. All seven participants were enrolled in cohort programs. This study incorporated suggestions from prior research such as a cohort model of learning and ensuring the students’ needs of autonomy, relatedness, and competence are met. The study investigates the experience of students in cohort programs who did not finish their dissertations. Findings: This study found that the doctoral students who did not complete their dissertations experienced changes in feelings of autonomy and relatedness between their coursework and their dissertations. This made it difficult for them to persist through the dissertation stage of the program. Changes in autonomy and relatedness, when coupled with changes in advisors, career, or family responsibilities resulted in students reprioritizing their goals and thus leaving the dissertation incomplete. Recommendations for Practitioners: Evaluate students’ autonomy needs as they progress through the program and attempt to pair students with advisors based on needs. Offer opportunities for students to gather and work on the dissertation after they finish the coursework stage of the program. Recommendation for Researchers: Understand the importance of advocating for one’s own needs as one moves through the doctoral program. Attempt to finish the dissertation as quickly as possible after the coursework stage of the doctoral program. Do not to allow the dissertation to move to the back burner. Impact on Society: Attrition at any level of post-secondary education is costly to both students and institutions. Doctoral students are often funding their own education while balancing careers and families. There is great potential financial impact on society if more students’ complete programs that they have already invested in heavily. Future Research: Examine the needs of autonomy in people who complete the doctoral program. Assess student needs and compare the results with advisor behaviors. Conduct a study with participants who have not earned a specialist degree. Conduct a study to determine the degree to which finances played a role in a students’ decision to discontinue working toward the doctoral degree. Study the impact of taking time off after completing the coursework and comprehensive exam stage of the program.

Mentorship Experiences of Doctoral Students: Understanding Desired Attributes of Doctoral Student Mentors

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2021.1967 ◽

2021 ◽

Author(s):

Stephanie Singe ◽

Lauren Sheldon ◽

Kelsey Rynkiewicz ◽

Ciara Manning ◽

Erica Filep ◽

...

Keyword(s):

Doctoral Students ◽

Phenomenological Study ◽

Doctoral Programs ◽

Doctoral Student ◽

Independent Learning ◽

Mentoring Relationships ◽

Exercise Science ◽

Structured Interviews ◽

Qualitative Research Study ◽

Student Mentors

Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback. Mentors were identified as needing to demonstrate humanistic qualities that were rooted in being interpersonal. The importance of a mentor serving as a professional advocate to help the student grow and develop as a professional was also discussed. Conclusions: Doctoral students need their mentors to demonstrate both personal and professional attributes in the mentor relationship. Specifically, they are looking for guidance and feedback through independent learning, as well as a mentor who values them, is relatable, and is invested in their development as a professional.

Chatbots: A Tool to Supplement the Future Faculty Mentoring of Doctoral Engineering Students

International Journal of Doctoral Studies ◽

10.28945/4579 ◽

2020 ◽

Vol 15 ◽

pp. 373-392

Author(s):

Sylvia Mendez ◽

Katie Johanson ◽

Valerie Martin Conley ◽

Kinnis Gosha ◽

Naja A Mack ◽

...

Keyword(s):

Data Analysis ◽

Doctoral Students ◽

Engineering Students ◽

Phenomenological Study ◽

Mentoring Relationships ◽

Future Research ◽

Underrepresented Minority ◽

Faculty Mentoring ◽

Personal Connections ◽

Intent To Use

Aim/Purpose: The purpose of this paper is to explore the efficacy of simulated interactive virtual conversations (chatbots) for mentoring underrepresented minority doctoral engineering students who are considering pursuing a career in the professoriate or in industry. Background: Chatbots were developed under the National Science Foundation INCLUDES Design and Developments Launch Pilot award (17-4458) and provide career advice with responses from a pre-programmed database populated by renowned emeriti engineering faculty. Chatbots have been engineered to fulfill a myriad of roles, such as undergraduate student advisement, but no research has been found that addresses their use with supplemental future faculty mentoring for doctoral students. Methodology: Chatbot efficacy is examined through a phenomenological design with focus groups with underrepresented minority doctoral engineering students. No theoretical or conceptual frameworks exist relative to chatbots designed for future faculty mentoring; therefore, an adaptation and implementation of the conceptual model posited on movie recommendations was utilized to ground this study. The four-stage process of phenomenological data analysis was followed: epoché, horizontalization, imaginative variation, and synthesis. Contribution: No studies have investigated the utility of chatbots in providing supplemental mentoring to future faculty. This phenomenological study contributes to this area of investigation and provides greater consideration into the unmet mentoring needs of these students, as well as the potential of utilizing chatbots for supplementary mentoring, particularly for those who lack access to high quality mentoring. Findings: Following the data analysis process, the essence of the findings was, while underrepresented minority doctoral engineering students have ample unmet mentoring needs and overall are satisfied with the user interface and trustworthiness of chatbots, their intent to use them is mixed due to a lack of personalization in this type of supplemental mentoring relationship. Recommendations for Practitioners: One of the major challenges faced by underrepresented doctoral engineering students is securing quality mentoring relationships that socialize them into the engineering culture and community of practice. While creating opportunities for students and incentivizing faculty to engage in the work of mentoring is needed, we must also consider the ways in which to leverage technology to offer supplemental future faculty mentoring virtually. Recommendation for Researchers: Additional research on the efficacy of chatbots in providing career-focused mentoring to future faculty is needed, as well as how to enhance the functionality of chatbots to create personal connections and networking opportunities, which are hallmarks of traditional mentoring relationships. Impact on Society: An understanding of the conceptual pathway that can lead to greater satisfaction with chatbots may serve to expand their use in the realm of mentoring. Scaling virtual faculty mentoring opportunities may be an important breakthrough in meeting mentoring needs across higher education. Future Research: Future chatbot research must focus on connecting chatbot users with human mentors; standardizing the process for response creation through additional data collection with a cadre of diverse, renowned faculty; engaging subject matter experts to conduct quality verification checks on responses; testing new responses with potential users; and launching the chatbots for a broad array of users.

A Phenomenological Study of International Students in US Graduate Programs Through the Lens of Personal Growth Initiative Construct

The Qualitative Report ◽

10.46743/2160-3715/2020.4496 ◽

2020 ◽

Author(s):

Hannah Acquaye ◽

Cari Welch ◽

Leah Jacobs ◽

Arielle Ross

Keyword(s):

International Students ◽

Doctoral Students ◽

Personal Growth ◽

Qualitative Methodology ◽

Phenomenological Study ◽

Structured Interview ◽

Effect Change ◽

Personal Growth Initiative ◽

Growth Initiative ◽

Collectivist Cultures

Humans, unlike other creatures, have an inherent desire to develop and grow. This desire to grow, Personal Growth Initiative, is an intentional way that humans cognitively and behaviorally navigate their environment and resources to effect change. While many researchers argue that this construct works only in individualistic cultures, others contend that the construct is applicable to collectivist cultures as well. We therefore undertook an exploration of the lived experiences of eight international students from predominantly collectivist cultures, through the lens of the Personal Growth Initiative theory. Using a phenomenological qualitative methodology, we interviewed these doctoral students via semi-structured interview questions. Results of the data indicated that participants cycled through the four factors in the construct to handle both successes and challenges in school. Recommendations for international students’ offices and recruitment agencies are provided.

Group Differences Between Counselor Education Doctoral Students’ Number of Fieldwork Experiences and Teaching Self-Efficacy

The Professional Counselor ◽

10.15241/egs.11.3.340 ◽

2021 ◽

Vol 11 (3) ◽

pp. 340-351

Author(s):

Eric G. Suddeath ◽

Eric R. Baltrinic ◽

Heather J. Fye ◽

Ksenia Zhbanova ◽

Suzanne Dugger ◽

...

Keyword(s):

Counselor Education ◽

Doctoral Students ◽

Self Efficacy ◽

Doctoral Programs ◽

Group Differences ◽

Future Research ◽

Teaching Preparation

This study examined differences in 149 counselor education doctoral students’ self-efficacy toward teaching related to their number of experiences with fieldwork in teaching (FiT). Results showed counselor education doctoral students began FiT experiences with high levels of self-efficacy, which decreased after one to two FiT experiences, increased slightly after three to four FiT experiences, and increased significantly after five or more FiT experiences. We discuss implications for how counselor education doctoral programs can implement and supervise FiT experiences as part of their teaching preparation practices. Finally, we identify limitations of the study and offer future research suggestions for investigating FiT experiences in counselor education.

International Counseling Students’ Practicum Experience in a Counseling Program in the United States

Journal of International Students ◽

10.32674/jis.v12i3.3444 ◽

2021 ◽

Vol 12 (3) ◽

Author(s):

Yiying Xiong ◽

Matthew Bonner ◽

Sterling Travis ◽

Feng Xing ◽

Qingyun Zhang

Keyword(s):

Lived Experiences ◽

Phenomenological Study ◽

Counseling Students ◽

The United States ◽

Limited Attention ◽

Counseling Program ◽

International Counseling ◽

Impacting Factors ◽

Practicum Experience ◽

International Counseling Students

Limited attention has been given to international counseling students (ICSs) enrolled in U.S. counseling programs. This phenomenological study examined the lived experiences of six ICSs in a U.S. counseling program regarding factors that impacted their practicum experience. The study identified three themes: learning and growth process, positive impacting factors, and negative impacting factors. It also provided stakeholder recommendations

Are Sport Management Doctoral Programs Meeting the Needs of the Faculty Job Market? Observations for Today and the Future

Journal of Sport Management ◽

10.1123/jsm.18.2.91 ◽

2004 ◽

Vol 18 (2) ◽

pp. 91-110 ◽

Cited By ~ 7

Author(s):

Daniel F. Mahony ◽

Michael Mondello ◽

Mary A. Hums ◽

Michael R. Judd

Keyword(s):

Doctoral Students ◽

Sport Management ◽

Doctoral Programs ◽

Doctoral Program ◽

Job Market ◽

Teaching Preparation ◽

Faculty Positions ◽

The Future ◽

Current Article

Weese (2002) recently expressed concerns about the faculty job market in sport management. The purpose of the current article is to examine and discuss both the number of doctoral students being produced and the adequacy of their preparation for faculty positions. The authors surveyed doctoral-program faculty and reviewed advertised open positions to provide the basis for observations regarding current and future issues relative to this job market. Whereas the authors found that approximately 70 jobs are advertised each year in sport management, doctoral programs produce only about 15 graduates annually, suggesting that the numbers produced are clearly insufficient. When examining the adequacy of the students’ preparation, the authors found research preparation is considered to be most important. Doctoral programs in sport management, however, also place high emphasis on teaching preparation. It is unclear whether these efforts are adequate to meet the needs of the students or the job market.

Interracial Trust between Black Doctoral Student Protégés and White Mentors

International Journal of Multicultural Education ◽

10.18251/ijme.v23i2.2613 ◽

2021 ◽

Vol 23 (2) ◽

pp. 70-87

Author(s):

Eric Montrece Brown ◽

Tim Grothaus

Keyword(s):

United States ◽

Doctoral Students ◽

Protective Factor ◽

Phenomenological Study ◽

Doctoral Student ◽

The United States ◽

Systemic Racism ◽

White Faculty ◽

Clinical Supervisor ◽

Trusting Relationships

Psychologists have found that many Black persons in the United States have significant levels of mistrust of White persons. This serves as a protective factor in response to pervasive structural and systemic racism. Yet interracial trusting relationships exist. In this phenomenological study, 10 Black counseling doctoral students described their interracial trust experiences with White faculty and/or clinical supervisor mentors. The authors constructed six themes from the data: setting less rigid boundaries, practicing transparency, taking the initiative, being congruent, honoring the proteges’ strengths and experiences, and advocating for equity. Implications and strategies for supervisors and educators are shared.