Developing researching professionals in an EdD program

2014 ◽  
Vol 4 (2) ◽  
pp. 137-160 ◽  
Author(s):  
Ray R. Buss ◽  
Ron Zambo ◽  
Debby Zambo ◽  
Tiffany R. Williams
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Identity Status ◽  
Social Implications ◽  
Content Type ◽  
Identity Statuses ◽  
Education Doctorate ◽  
Leader Identity ◽  
Entering Students

Purpose – The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses. Design/methodology/approach – The paper employed a mixed method design. Findings – Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals. Research limitations/implications – SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status. Practical implications – Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program. Social implications – With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need. Originality/value – This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.

Recruiting business PhDs: US minority motives and concerns

2014 ◽  
Vol 33 (1) ◽  
pp. 2-41 ◽  
Author(s):  
Jeanie M. Forray ◽  
Janelle E. Goodnight
Keyword(s):  
Decision Making ◽  
Doctoral Students ◽  
Support Groups ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Small Sample ◽  
Minority Faculty ◽  
Sources Of Information ◽  
Master's Students ◽  
Content Type

Purpose – While institutional efforts have shown modest results, AACSB statistics suggest that current practices are insufficient to increase more substantively the representation of minorities among doctorally qualified business school faculty. The purpose of this paper is to explore antecedents to the faculty representation issue – that is, the motives, concerns, and resources of US minority individuals with respect to business doctoral program entry – as a basis for improving minority faculty representation outcomes. Design/methodology/approach – A small sample of doctoral program directors were interviewed to ascertain their perspective on recruitment, design and delivery of PhD programs in business and from which a survey instrument was developed. A sample of 292 US minority respondents surveyed indicated their top reasons for and concerns about pursuing a doctorate, program selection and rejection criteria, sources of information and financing, and, for those in the decision-making stage, reasons for waiting to apply to a program. The paper compares responses of those who graduated from or are currently enrolled in a doctoral program in business with those who decided not to enroll. The paper also explores factors most salient to individuals currently contemplating enrolling but who have not yet decided to do so. Findings – Results suggest that mentorship of promising undergraduate and master's students by business faculty and current doctoral students is critical to US minority enrollments in doctoral programs; however, a school's physical location, required time and energy, and financial considerations also play a role in the decision-making process. The role of international students in diversity efforts by doctoral programs is also salient. Originality/value – Previous studies in multiple disciplines note the under-representation of US minority faculty in academe. In business education, suggestions for overcoming this gap have focussed on recruitment, mentoring, and/or networks and support groups but little is known about antecedents to entry (motives, concerns, and resources of US minority individuals) with respect to business doctoral programs.

Supporting part-time students in doctoral programs: a technology-based situated learning model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaoan Zhang ◽  
Mark Carroll ◽  
Chengcheng Li ◽  
Emily Lin
Keyword(s):  
Doctoral Students ◽  
Situated Learning ◽  
Program Design ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Virtual Community ◽  
Learning Model ◽  
Content Type ◽  
Virtual Community Of Practice ◽  
Part Time

Purpose This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design. Design/methodology/approach A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework. Findings Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies. Research limitations/implications Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study. Practical implications Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice. Social implications This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program. Originality/value This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

scholarly journals Parents Pursuing a Doctorate of Education: A Mixed Methods Examination of How Parents Manage the Roles of Student and Parent

10.28945/4741 ◽  
2021 ◽  
Vol 16 ◽  
pp. 253-272
Author(s):  
Amy J Catalano ◽  
Susan T Radin
Keyword(s):  
Mixed Methods ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Future Research ◽  
Barriers To Advancement ◽  
Family Responsibilities ◽  
Education Doctorate ◽  
Student Parents ◽  
Decisions To Leave

Aim/Purpose: Doctoral students who are parents are increasingly more common, particularly in female-dominated disciplines, such as education. This study aims to examine the experiences of parents pursuing an education doctorate Background: This study examines the experiences of doctoral students who are parents and their perceptions of support in order to determine how programs and faculty can better serve students. Methodology: This mixed methods study examines the experiences of 52 doctoral students who were parents or became parents during their doctoral program. Methods includes surveys and interviews. Contribution: Very little published literature focuses on the experiences of both mothers and fathers who are doctoral students. This study is unique in that education doctoral students are generally established professionals with families and career success. Findings: Among participants, 37% were women who became pregnant during the program. While most parents persisted in the program to graduate with a doctorate, several participants, including fathers, discussed their decisions to leave the doctoral program due to family responsibilities. Recommendations for Practitioners: In order to uphold standards for a high-quality doctoral education, while also supporting student-parents, recommendations are presented for both doctoral programs and students. Recommendation for Researchers: Further research is needed on LGBTQ families and single-parent families of lower incomes. Impact on Society: Differences between workloads and barriers to advancement still persist for mothers in comparison to fathers. Future Research: Future research should examine the experiences of fathers more fully.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

A complementary examination of author characteristics of finance journals

2016 ◽  
Vol 42 (4) ◽  
pp. 365-375 ◽  
Author(s):  
Kam C. Chan ◽  
Annie Wong ◽  
Hannah Wong
Keyword(s):  
Doctoral Programs ◽  
Doctoral Program ◽  
Journal Editor ◽  
Valuable Insight ◽  
Content Type ◽  
Journal Rankings ◽  
Final Sample ◽  
Accredited Schools ◽  
Important Publication ◽  
Acceptance Rates

Purpose – The purpose of this paper is to provide a complementary analysis of finance journals that are often being overlooked in prior studies. Specifically, the authors examine the Australian Business Dean Council’s (ABDC’s) C-ranked journals in terms of their authors’ affiliations with US colleges, US colleges with Association to Advance Collegiate Schools of Business (AACSB) accreditations, and US colleges with AACSB doctoral program accreditations. Design/methodology/approach – A list of C-ranked journals is downloaded from the ABDC’s website. Full-text articles of these journals are downloaded from library databases for the five-year period of 2009-2013. Author affiliations are collected from the corresponding articles. Journal histories, journal editor locations, Cabell’s journal rankings, and acceptance rates are collected from the ABDC’s database, Cabell’s Directory, journal websites, and library databases. The final sample consists of 28 finance journals. Findings – The authors find that these journals have a substantial number and percentage of authors from US colleges. Among the US authors, about 92 percent of them are from AACSB accredited schools and most of them are from AACSB accredited schools with doctoral programs. The findings support the notion that these journals are important publication outlets for US researchers. The authors also find that journals with longer histories and US-based editors have a higher percentage of US authors. In addition, journals with better Cabell’s journal rankings and higher rejection rates have higher percentage of US authors from AACSB accredited schools with doctoral programs. Originality/value – C-ranked journals are often neglected in prior studies on journal characteristics because they are less well-known and less likely to be cited. However, these journals constitute as many as half of all finance journals in the ABDC database and can be important publication outlets for finance researchers. This study contributes to the literature by examining the author characteristics of these journals, namely, the proportions of authors who come from US colleges and authors who come from AACSB accredited US programs. Such an analysis will provide valuable insight into the value of these journals.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

Social work doctoral education: Are doctoral students being prepared to teach?

2016 ◽  
Vol 17 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Brandy R Maynard ◽  
Elizabeth M Labuzienski ◽  
Kristina S Lind ◽  
Andrew H Berglund ◽  
David L Albright
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Social Work Practice ◽  
Assessment Methods ◽  
Course Content ◽  
Social Work Practitioners

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

The Training of Doctoral Students of Psychology in the United States

2003 ◽  
Vol 8 (1) ◽  
pp. 48-53 ◽  
Author(s):  
David H. Silvera ◽  
Bruno Laeng ◽  
Tove I. Dahl
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Psychology Students ◽  
The United States ◽  
Training System ◽  
Working Environment ◽  
Doctoral Training ◽  
Close Supervision

This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.

The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs

2018 ◽  
Vol 10 (4) ◽  
pp. 478-492 ◽  
Author(s):  
Amanda Rockinson-Szapkiw
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Expert Panel ◽  
Practitioner Research ◽  
Research Development ◽  
Validity And Reliability ◽  
Content Type ◽  
Research Competencies ◽  
Professional Doctorate ◽  
Faculty And Administrators

Purpose The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs. Practical implications The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources. Social implications Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society. Originality/value There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.

Experiences of underrepresented doctoral students in counselor education

2015 ◽  
Vol 9 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Caroline A. Baker ◽  
James L. Moore, III
Keyword(s):  
Critical Race Theory ◽  
Counselor Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Underrepresented Students ◽  
Individual Characteristics ◽  
White Female ◽  
Education Programs ◽  
Doctoral Study ◽  
Content Type

Purpose – This study aimed to qualitatively examine the perceived cultural competence of counselor education doctoral programs through narratives of 19 racially or ethnically underrepresented students using Critical Race Theory as a theoretical framework. Design/methodology/approach – The authors used a qualitative study of 19 racially or ethnically underrepresented students. Findings – Six major themes were identified: playing the game; individual characteristics and attributes; intersectionality; support; voice; and talk the talk, walk the walk. Research limitations/implications – The limitations of the study included the identity of the primary researcher being a White female in a PhD program during the collection of data. While this was disclosed to the participants, it meant that they made decisions about what or how much to share about their experiences regarding race or doctoral study. The findings are only transferable to the reader’s experiences and interpretation and not generalizable to all counselor education programs. Practical implications – Practical and social implications for counselor education programs are discussed in the paper, including measures to enhance program climate and proactive behaviors that may contribute to student success. Originality/value – The study represents one of few that explore the cultural climate of counselor education programs for underrepresented students.

Sign in / Sign up

Export Citation Format

Share Document