Development of Sport Management Scholars Through Sequential Experiential Mentoring: Apprenticeship Concepts in the Professional Training and Development of Academics

2014 ◽  
Vol 8 (1) ◽  
pp. 71-74 ◽  
Author(s):  
Gerald R. Ferris ◽  
Pamela L. Perrewé
Keyword(s):  
Doctoral Students ◽  
Professional Training ◽  
Sport Management ◽  
Doctoral Programs ◽  
Training And Development ◽  
University Faculty ◽  
Pedagogical Approach ◽  
The Past ◽  
Faculty Positions ◽  
Keen Competition

The sport management field has witnessed tremendous growth just in the past couple of decades, with more programs in universities at the undergraduate, masters, and doctoral levels. Because there is keen competition for jobs at all levels, but particularly at the Ph.D. level in university faculty positions, and the lack of material published on how best to train, develop, and prepare doctoral students, this article focused on developing a combined apprenticeship and mentoring perspective on Ph.D. training, and discussed some of the specific features of that pedagogical approach. Hopefully, these ideas will help educators in sport management doctoral programs with their educational endeavors.

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

2004 ◽  
Vol 18 (2) ◽  
pp. 91-110 ◽  
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.

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.

scholarly journals Thirty Years of Integrative Doctoral Training: Historic Developments, Assessment of Outcomes, and Recommendations for the Future

2003 ◽  
Vol 31 (2) ◽  
pp. 83-96 ◽  
Author(s):  
W. Brad Johnson ◽  
Mark R. Mcminn
Keyword(s):  
Professional Training ◽  
Doctoral Programs ◽  
American Psychological Association ◽  
Religious Faith ◽  
The United States ◽  
Steady Increase ◽  
Training Outcomes ◽  
The Past ◽  
The Future ◽  
Psychology Doctoral

Integrative clinical psychology doctoral programs explicitly blend religious faith with professional training. During the past thirty years, there has been a steady increase in the number of integrative programs in the United States, yet the mission-relevant training outcomes of these programs remain largely unknown. In this article, we review published literature relative to integrative doctoral programs and offer an assessment of the training outcomes recently reported by those integrative programs currently accredited by the American Psychological Association (APA). We briefly summarize the distinctive strengths and relative weaknesses of integrative programs and consider the primary challenges they now face. We conclude with several specific recommendations designed to help integrative doctoral programs thrive in the future.

The Formation of Community-Engaged Scholars: A Collaborative Approach to Doctoral Training in Education Research

2016 ◽  
Vol 86 (2) ◽  
pp. 233-260 ◽  
Author(s):  
Mark R. Warren ◽  
Soojin Oh Park ◽  
Mara Casey Tieken
Keyword(s):  
Public Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Training And Development ◽  
Collaborative Approach ◽  
Engaged Scholarship ◽  
Education Community ◽  
Self Study ◽  
Community Engaged Scholarship ◽  
New Generation

In this article, Mark R. Warren, Soojin Oh Park, and Mara Casey Tieken explore the training and development of community-engaged scholars in doctoral programs in education. Community-engaged scholars working in the field of education collaborate with families, teachers, and communities to support their efforts to address educational inequities, marking an important way that researchers can promote social justice in public education. Yet these collaborations require particular skills and orientations of researchers, which traditional models of doctoral education are not designed to develop. Additionally, much less attention has been paid to the process of training and equipping emerging community-engaged researchers. This article presents the findings of a self-study of a research project designed to build among doctoral students the skills, dispositions, and commitments of community-engaged scholarship. The authors argue that by fostering collaborative learning and creating a community that embraces project members' whole selves, students learn to tell their stories, build “horizontal” research relationships, question their researcher positionalities, and develop identities as community-engaged scholars. One of the few in-depth investigations of doctoral practices that support community-engaged scholarship, this study offers critical lessons for those who care about the development of a new generation of education researchers committed to working with communities to transform schools and society.

An Examination of Sport Management Doctoral Programs and the Organizational Environment Through Person–Environment Fit Theory

2021 ◽  
Vol 15 (2) ◽  
pp. 95-105
Author(s):  
Jay Martyn ◽  
Kyle J. Brannigan ◽  
Brent D. Oja ◽  
Claire C. Zvosec
Keyword(s):  
Doctoral Students ◽  
Sport Management ◽  
Doctoral Programs ◽  
Organizational Environment ◽  
Initial Contact ◽  
Organizational Fit ◽  
Organizational Environments ◽  
Person Environment Fit ◽  
Fitting In ◽  
To Receive

Scholarly literature focusing on organizational environments and organizational fit highlights the importance of a Multi-Fit perspective, which includes person–environment fit, person–culture fit, and person–vocation fit. However, relatively few scholars in sport management have focused on the organizational environment that includes sport management faculty and doctoral students. Therefore, the purpose of this study was to examine sport management doctoral programs to evaluate how sport management faculty and sport management doctoral students assessed the academic environment. Findings from 15 sport management faculty and 13 doctoral students resulted in three distinct overarching themes: (a) initial evaluations from person–environment fit, (b) fitting in with person–culture fit, and (c) the gap in person–culture fit. Moreover, subthemes emerging from faculty were (a) coachable, (b) well-roundedness, (c) experience, (d) research interests, and (e) statistical knowledge. Subthemes emerging from sport management doctoral students were (a) funding, (b) initial contact, (c) geography, (d) foundation, and (e) cohort mentality. The findings of this study have significant importance to the sport management academy as scholars have suggested approximately 50% of doctoral students fail to receive their degree, and cohort entrance and exit attrition may be as high as 85%. Therefore, the goal of this study was to increase the extant knowledge pertaining to person–environment fit and the sport management doctoral matriculation and enrollment process between sport management faculty and sport management doctoral students.

scholarly journals CHOOSING A PATH TO THE ANCIENT WORLD IN A MODERN MARKET: THE REALITY OF FACULTY JOBS IN ARCHAEOLOGY

2017 ◽  
Vol 83 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Robert J. Speakman ◽  
Carla S. Hadden ◽  
Matthew H. Colvin ◽  
Justin Cramb ◽  
K.C. Jones ◽  
...  
Keyword(s):  
Doctoral Programs ◽  
Doctoral Degree ◽  
New Faculty ◽  
Faculty Position ◽  
The Past ◽  
Faculty Positions ◽  
The Us ◽  
Using Data ◽  
Academic Job Market

Over the past 30 years, the number of US doctoral anthropology graduates has increased by about 70%, but there has not been a corresponding increase in the availability of new faculty positions. Consequently, doctoral degree-holding archaeologists face more competition than ever before when applying for faculty positions. Here we examine where US and Canadian anthropological archaeology faculty originate and where they ultimately end up teaching. Using data derived from the 2014–2015 AnthroGuide, we rank doctoral programs whose graduates in archaeology have been most successful in the academic job market; identify long-term and ongoing trends in doctoral programs; and discuss gender division in academic archaeology in the US and Canada. We conclude that success in obtaining a faculty position upon graduation is predicated in large part on where one attends graduate school.

scholarly journals Reflections and Prospects of the Gerontological Training and Education

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 550-550
Author(s):  
Kathy Lee ◽  
Tyrone Hamler ◽  
Cara Wallace
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Doctoral Students ◽  
Professional Training ◽  
Social Work Students ◽  
Professional Networks ◽  
Basic Principles ◽  
Training And Education ◽  
Health Care Settings ◽  
Faculty Positions

Abstract The demand for professional training, mentorship, and research in the field of aging is expected to increase remarkably. Recent statistics indicate less than 8% of social work students nationwide specialize in gerontology; however, a significant amount of social work graduates, regardless of their specialization at school, serve older adults in various social and health care settings. As a panel, former fellows present experiences as participants of the AGESW Pre-Dissertation Fellows Program. The program helps students comprehend basic principles of doctoral education and develop strong professional networks with other gerontology-focused colleagues and mentors across the country. Doctoral students are also trained to be competent working with older adults through research, teaching, and professional development. Many fellows move into faculty positions and their accomplishments are varied and impressive. It is difficult to separate these from the education, connections, mentorship, and support received from the AGESW network and through participation in this program.

scholarly journals Professional Formation and Identities of Online and Face-To-Face Students: Experiences about a Doctoral Program of Educational Research in Mexico

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1347
Author(s):  
Leticia Nayeli Ramírez-Ramírez ◽  
Juan Manuel Fernández-Cárdenas
Keyword(s):  
Doctoral Students ◽  
Professional Training ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Phenomenological Approach ◽  
Face To Face ◽  
The Face ◽  
Research Questions ◽  
Qualitative Phenomenological ◽  
The Relationship

The present investigation focuses on understanding the experiences of professional training and identities that face-to-face and virtual doctoral students construct in a training program as educational researchers in Mexico. The relationship between experiences and emerging identities as researchers, academics and learners has not been an important focus in research on doctoral students. Similarly, virtual doctoral programs are scarcely offered in Mexico and their impact on the trajectory of doctoral students has been barely documented. The present research is positioned in the qualitative-phenomenological approach and is based on the conceptual referents of the sociocultural approach to identity in practice. The research questions guiding the analysis were the following: (a) How do the face-to-face and online doctoral students experience their doctoral career? (b) What strengths, opportunities, difficulties and threats do they experience? and (c) What identities do you create in your doctoral career?

scholarly journals Retos formativos y pedagógicos del doctorado en el siglo XXI / Training and educational challenges of the XXI century Ph.D.

2015 ◽  
Vol 11 (22) ◽  
pp. 58-63
Author(s):  
Enrique Sánchez Costa
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Current Situation ◽  
Pedagogical Approach ◽  
Intellectual Community ◽  
Interdisciplinary Learning ◽  
Current Trends ◽  
Educational Challenges ◽  
The World ◽  
Social Features

ResumenEl artículo analiza algunos de los retos que se plantean a los programas de doctorado en el siglo XXI. Tras explicar la naturaleza de todo doctorado, se describe la situación actual de estos estudios en algunos países destacados del mundo: tanto en cuanto al número de alumnos como en cuanto a otros rasgos sociales. En el último apartado, el más extenso, se plantean algunas de las tendencias actuales en la configuración de los programas de doctorado (currículo, duración, enfoque pedagógico), incidiendo en la importancia del cosmopolitismo, la interdisciplinariedad, el aprendizaje a través del modelo de tutoría, o la articulación de una comunidad intelectual que aliente el trabajo de los estudiantes de doctorado.AbstractThe article analyzes some of the challenges of doctoral programs in the XXI century. After explaining the nature of all PhD, it is described the current situation of these studies in some leading countries around the world: in terms of the number of students as well as in terms of other social features. In the last section, the largest one, there were mentioned some of the current trends in shaping doctoral programs (curriculum, duration, pedagogical approach), stressing the importance of cosmopolitanism, interdisciplinary, learning through the tutoring model, or the articulation of an intellectual community to encourage the work of doctoral students.

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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