Characteristics of PETE Doctoral Level Institutions: Descriptions of Programs, Faculty and Doctoral Students

2011 ◽  
Vol 30 (2) ◽  
pp. 103-115 ◽  
Author(s):  
B. Ann Boyce ◽  
G. Linda Rikard
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Demographic Data ◽  
Doctoral Program ◽  
Data Sets ◽  
Doctoral Graduates ◽  
Doctoral Level ◽  
Emerging Trends ◽  
Pete Programs ◽  
Program Characteristics

The present study of Doctoral PETE programs provided an extensive description of demographic data which included: (a) doctoral program characteristics, (b) faculty, and (c) doctoral graduates. Several data sets from the academic years of 2005–06 and 2008–09 as well as selected summary data from 1996–97 through 2008–09 were used to make comparisons and identify emerging trends. The number of 23 doctoral programs (2008–09) has decreased slightly compared with the 24 programs in 2005–06. Information on faculty and doctoral student ethnicity revealed that doctoral graduates were more diverse than D-PETE faculty. Almost 90% of doctoral graduates enter positions in higher education. There was a slight increase in the number of doctoral students who matriculated over time. Lastly, our graduates including non U.S. graduates are extremely marketable because of the high demand for pedagogists in higher education.

Attracting doctoral students: case of Baltic universities

2017 ◽  
Vol 31 (7) ◽  
pp. 1017-1041
Author(s):  
Alexander Tarvid
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Degree ◽  
Access To Higher Education ◽  
Content Type ◽  
Factors Affecting ◽  
Doctoral Level ◽  
Baltic Countries ◽  
The Baltic ◽  
Doctoral Programmes

Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.

Doctoral Student Experiences in an Online Degree Program

2013 ◽  
pp. 287-301 ◽  
Author(s):  
Edward C. Fletcher
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Adult Learners ◽  
Doctoral Students ◽  
Student Experiences ◽  
Delivery Mode ◽  
Emerging Trends ◽  
History Of ◽  
Online Degree ◽  
Educational Delivery

With the proliferation of distance education as a common educational delivery mode in higher education, increased scrutiny and criticism has seriously challenged its merit. Despite the widespread hesitancy to embrace distance education as a legitimate component of the higher educational system, the access it affords to adult learners pursuing graduate education is undeniable. To that end, this chapter briefly discusses the history of distance education; reviews the distance education literature; presents findings from a study exploring the experiences of doctoral students regarding the benefits and challenges of pursuing an online degree; discusses emerging trends for distance education; and concludes with recommendations for administrators, faculty, and students in higher education.

scholarly journals Doctoral Education as an Institutional Resource for Training Research and Higher Education Personnel (Article 1)

2019 ◽  
Vol 28 (8-9) ◽  
pp. 44-54 ◽  
Author(s):  
B. I. Bednyi ◽  
A. A. Mironos ◽  
N. V. Rybakov
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Empirical Data ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Information Support ◽  
Teaching Staff ◽  
Academic Degree

The diversification of professional trajectories of academic degree holders is now becoming a global trend, and it prompts us to take a fresh look at the problem of evaluating the effectiveness of existing institutions for the training of academic and research personnel – the systems of doctoral education in Russia and abroad – in terms of the training of academic researchers and higher education teaching staff. Our two articles which share the scope of problems and have a single general concept, consecutively address the following issues: the collection and analysis of empirical data on training in doctoral programs; the dynamics of dissertation defense by graduates after the completion of doctoral programs; the actual timeframe of doctoral students’ advancement to their degree; the proportion of graduates who continue their scientific career after graduating from the doctoral program. The first article analyzes the organizational and methodological aspects of information and analytical support of institutions responsible for doctoral education in the countries of the European Union, the United States and Russia. It provides information about the organization of the systems for monitoring doctoral education and doctoral program graduates’ professional careers in foreign countries. The authors note the insufficient information support for the programs aiming to develop doctoral education in Russia, as well as the lack of empirical data necessary to assess the effectiveness of Russian doctoral education in the reproduction of human resources for the research and education sector. The results of the authors’ scientometric research concerning doctoral program graduates’ retention in the field of research and higher education are announced. The second article will present the details of the method and the results of these studies.

Challenges faced by second language doctoral student writers in Hong Kong and their writing strategies

2016 ◽  
Vol 39 (2) ◽  
pp. 158-180
Author(s):  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Doctoral Students ◽  
Doctoral Program ◽  
Writing Strategies ◽  
Academic Collaboration ◽  
Student Writers ◽  
Postgraduate Students ◽  
Doctoral Level ◽  
Writing Problems ◽  
Writing Models

Writing at the doctoral level presents many challenges for second language writers. This paper reports on a longitudinal study investigating English as a second language (ESL) doctoral students’ writing problems and the strategies they developed to meet these challenges. Eight students were interviewed four times over a two-year period during their doctoral program and a questionnaire was sent to over 150 postgraduate students to investigate their major writing challenges and their self-initiated strategies. The findings suggested that students’ writing challenges were in two main areas: difficulties with expressing complex ideas in a second language; and difficulties with developing confidence and a convincing academic voice. This paper focuses on the strategies students developed to deal with their writing challenges and uses one case to show how these evolved over a two-year period. Strategies used consistently and successfully included using expert writing such as academic articles as writing ‘models’ and the use of peer support networks that provided advice and feedback on the students’ writing and also offered opportunities for academic collaboration. The study adds to our growing knowledge of the resources and support available to doctoral writers, highlighting the use of social and academic networking and the role played by textual resources such as articles and theses as textual mentors.

Bridging the Pathway From the Masters to a Doctoral Program in Higher Education Through Portfolio Learning Assessment

2018 ◽  
pp. 36-53
Author(s):  
Mette L. Baran ◽  
Janice E. Jones
Keyword(s):  
Higher Education ◽  
Doctoral Program ◽  
Academic Experiences ◽  
Learning Assessment ◽  
Doctoral Level ◽  
Master Of Science ◽  
Student Affairs Leadership ◽  
Opt Out ◽  
Education Today ◽  
The University

Cardinal Stritch University (CSU) is private Franciscan institution of higher education located in Milwaukee, WI. The university has successfully offered Ph.D. and Ed.D. programs in Leadership for the Advancement of Learning and Service for 20 years. Eight years ago, an additional program was added, namely the Leadership for the Advancement of Learning and Service in Higher Education. Today about 40% of students enrolled are electing this option. A pathway program to this degree will be offered starting in the fall of 2017 with a new Master of Science in Higher Education Student Affairs Leadership. It is proposed that graduates of this program will be able to opt out of up to three doctoral level courses totaling 11 credits if they decide to complete a portfolio learning that demonstrates the accomplishment of program objectives including students' own perceptions of their academic experiences and learning. This is an incentive to matriculate as many of the SAL graduates into the Doctoral Leadership program in higher education saving students resources.

scholarly journals Ranking of Accounting Doctoral Programs Based on Student Ratings in Ratemyprofessors.com and the Effect of Formal Teaching Training on the Rankings

10.28945/4252 ◽  
2019 ◽  
Vol 14 ◽  
pp. 307-324
Author(s):  
Kam C Chan ◽  
Barbara R Farrell ◽  
Patricia Healy ◽  
Annie Wong
Keyword(s):  
Doctoral Students ◽  
Student Perceptions ◽  
Teaching Effectiveness ◽  
Doctoral Programs ◽  
Research Output ◽  
Doctoral Program ◽  
Student Ratings ◽  
Future Research ◽  
Doctoral Graduates ◽  
Program Administrators

Aim/Purpose: Although there are calls for better teaching training for accounting doctoral students, there are limited research findings on rankings of accounting doctoral programs based on the teaching effectiveness of their graduates. Background: There are two research objectives of this study. First, we rank the US accounting doctoral programs based on the student perceptions of the teaching effectiveness of their graduates using student ratings in ratemyprofessors.com. Second, we examine whether the ranking is associated with the presence of formal teaching training in the doctoral programs. Methodology: Overall quality ratings posted in ratemyprofessors.com are collected for 822 accounting professors who graduated in 2001-10 from 75 US accounting doctoral programs. The curriculum information is collected from the web pages of their doctoral programs. Contribution: This study fills two voids in the literature. Unlike previous accounting doctoral studies that rank programs based on the amount of research output of the graduates, this paper ranks programs based on the perceived teaching effectiveness of the graduates. It also adds insights into the importance of offering formal teaching training to doctoral students, which is called for by the AACSB. Findings: We find that the teaching ranking in this study is only mildly related to previous research rankings that were based on the research output of doctoral graduates. We also find that doctoral programs with higher rankings in this study are more likely to have formal teaching training in their programs. Recommendations for Practitioners: Given the findings in this study and the literature, accounting doctoral program administrators should incorporate or strengthen a formal teaching training component in doctoral programs. Recommendation for Researchers: There is a need for researchers on doctoral program evaluations to broaden their scope of assessment to include both teaching scholarship and research output of the doctoral graduates. Impact on Society: The findings in this study show that there is limited formal teaching training for accounting doctoral students, which is consistent with results in the literature of other fields. This study echoes the calls for more training on how to teach to improve the teaching ability of the graduates. When doctoral graduates become more effective professors, the learning outcome among college students can be improved as a result. Future Research: Future research can explore other better and more direct measures of teaching effectiveness in the evaluation of the accounting doctoral graduates and the accounting doctoral programs. The effect and the methods of more innovative pedagogical training on doctoral students can also be examined.

scholarly journals Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

10.28945/4879 ◽  
2021 ◽  
Vol 16 ◽  
pp. 777-794
Author(s):  
Inusah Salifu ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Doctoral Students ◽  
Learning Experiences ◽  
Doctoral Program ◽  
Sampling Technique ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Multiple Perspectives ◽  
Higher Education System

Aim/Purpose: To utilize Pierre Bourdieu’s (1984, 1986) concepts of capitals, habitus, and field to explore and critically analyze doctoral students’ learning experiences with a new doctoral curriculum introduced by a Ghanaian university. Background: Global competition and labor market reforms have ignited the need for higher education institutions to reimagine their doctoral programs, develop and align them with labor market demands and national priorities. Methodology: The research was conducted as a qualitative inquiry based on which the purposive sampling technique was used with 18 doctoral students from a Ghanaian university. Participants took part in individual interviews and data were analyzed using thematic coding procedures developed based on Bourdieu’s (1984; 1986) theorization of capital, habitus, and field Contribution: The study may benefit universities in monitoring the quality of doctoral students’ learning experiences. Findings: The research found that, although the participants were broadly satisfied with some aspects of their programs, the additional cost associated with its duration, the lack of quality and timely feedback from supervisors, and difficulty accessing conference funding were key challenges to achieving the ultimate goals of the new doctoral curriculum. Recommendations for Practitioners: The paper draws attention to human dispositions, values, and beliefs (habitus) which operate with different forms of capital in fields of doctoral training. Recommendation for Researchers: Researchers may focus on tools that help to transform supervisor habitus and the kinds of support that work for individual students. Impact on Society: The strongest message gleaned from this study is that to improve doctoral students’ learning experiences, it is necessary first to develop a student-supervisor relationship built on mutual respect, clear timelines for achieving supervision targets, and commitment to achieving the targets. The research further challenges the higher education system in Ghana and in deed, the world at large, to look beyond the objectified capital (certificates) and to develop relevant skills that students require to be professionally ready for the labor market. Future Research: One of the study’s limitations is that the sample was selected from one university in Ghana. Future research may compare doctoral curriculums and students’ learning experiences across several Ghanaian universities. Again, this research used the perspectives of only students. A future study may draw on multiple perspectives to provide depth and breadth of knowledge on the doctoral program.

Brilliant Minds: A Snapshot of Successful Indigenous Australian Doctoral Students

2016 ◽  
Vol 45 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Michelle Trudgett ◽  
Susan Page ◽  
Neil Harrison
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Demographic Data ◽  
Indigenous Australians ◽  
Full Time ◽  
Indigenous Australian ◽  
Arts And Humanities ◽  
The Arts ◽  
Time Basis ◽  
Completion Times

Drawing on demographic data collected from interviews with 50 Indigenous Australians with a doctoral qualification and 33 of their supervisors, this paper provides the first detailed picture of Indigenous doctoral education in Australia, with the focus on study modes, age of candidates, completion times and employment. It also analyses data produced through interviews with supervisors including age, employment levels and academic background. The study confronts a number of common perceptions in the higher education sector, to find that many Indigenous Australians are awarded their doctoral qualification in the middle stages of their career. This particular cohort is more likely to be studying in the arts and humanities, employed in higher education and enrolled on a full-time basis. This Australian Research Council (ARC) funded research provides new and important data to inform government policy, and to allow universities to implement strategies and recommendations arising from the Behrendt Report of 2012.

scholarly journals Enhancing the Value of Qualitative Field Notes Through Purposeful Reflection

2018 ◽  
Author(s):  
David Deggs ◽  
Frank Hernandez
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Qualitative Data ◽  
Doctoral Program ◽  
Methods Course ◽  
Research Subjects ◽  
Research Setting ◽  
Design Decisions ◽  
Doctoral Level ◽  
Field Notes

This commentary outlines the efforts taken to provide doctoral students with purposeful reflection questions to help them enhance the value and utility of qualitative data. It is based upon experiences teaching a doctoral level qualitative research methods course for students enrolled in an executive format doctoral program. Reflexivity of the researcher, reflection, and research design decisions are discussed. Suggestions for purposeful reflection questions are also discussed and listed in four categories. The categories of purposeful reflection questions include (1) Research Setting Access, (2) Examining Norms and Cultures, (3) Positionality of Research Subjects, and (4) Positionality as an Observer. These four categories of questions provide a paradigm that could help many qualitative researchers take a more systematic in-depth approach to the collection, transcription, and analysis of field notes and other forms of qualitative data.

Understanding Physical Education Doctoral Students’ Perspectives of Socialization

2017 ◽  
Vol 36 (4) ◽  
pp. 510-520 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Gabriella M. McLoughlin ◽  
Victoria Nicole Ivy ◽  
Karen Lux Gaudreault
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Teacher Educator ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Individual Interviews ◽  
Education Data ◽  
Student Socialization

Purpose:Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.Method:Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.Results:Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process.Discussion/Conclusions:Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.

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