scholarly journals An Effective Doctoral Student Mentor Wears Many Hats and Asks Many Questions

10.28945/4195 ◽  
2019 ◽  
Vol 14 ◽  
pp. 133-159 ◽  
Author(s):  
Laura R. Roberts ◽  
Christa M Tinari ◽  
Raymond Bandlow
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Time Management ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Future Research ◽  
Structured Interviews

Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the successful completion of a dissertation and, specifically, the strategies they implement to help students with writing and research methods. The study was confirmatory and exploratory; we posed several hypotheses and we were attentive to emergent themes in the data. Background: This paper addresses the problem by providing practical strategies mentors can use to help students succeed. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing highly ranked educational programs at universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This research showed that effective mentors provide students with technical support (e.g., scholarly writing and research methods), managerial support (e.g., goal-setting and time management), and emotional support in the form of encouragement. This research goes beyond prior studies by providing specific strategies mentors can apply to improve their practice, particularly regarding support with research methods. Findings: The data showed that encouragement, help with time management, and timely communication were key strategies mentors used to support students. Mentors also provided resources and directed students to use skills learned in previous coursework. Many mentors spoke about the importance of writing a strong research question and allowing the question to guide the choice of methods rather than the other way around. Mentors also said they pushed students to conform to APA style and they used Socratic methods to help students develop the logical organization of the manuscript. Many mentors referred students to methodologists and statisticians for help in those areas. Recommendations for Practitioners: Individual mentors should conduct a self-assessment to learn if they need to improve on any of the technical, managerial, and interpersonal mentoring skills we identified. Moreover, doctoral programs in educational leadership and related areas are advised to conduct careful assessments of their faculty. If they find their faculty are lacking in these mentoring skills, we recommend that they engage in professional development to increase their capacity to provide effective mentoring. Recommendation for Researchers: We recommend that future researchers continue to explore strategies of effective mentors. In particular, researchers should interview mentors who specialize in quantitative methods to learn if they can offer clever and innovative approaches to guide doctoral students. Impact on Society: We conclude this paper with practical strategies to help mentors become more effective. We also make some policy recommendations that we believe can improve the mentoring process for doctoral programs in education. We believe better scholarship at the doctoral level will provide new knowledge that will benefit society at large. Future Research: This research was a springboard for some new research questions as follows. We recommend future researchers to study how often effective mentors meet with students, how quickly they provide feedback on written drafts, and their strategies for delivering tough feedback in a caring way (i.e., feedback that the student’s work did not meet expectations).

scholarly journals The Validation of Using Assessment Tools and a Theory to Mentor Doctoral Students with Integrity and Trustworthiness

10.28945/4475 ◽  
2020 ◽  
Vol 15 ◽  
pp. 029-056
Author(s):  
Laura Roberts
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Graduation Rates ◽  
Research Methods ◽  
Content Validity ◽  
Doctoral Programs ◽  
The United States ◽  
Assessment Tools ◽  
Future Research ◽  
Safe Haven

Aim/Purpose: The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background: This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology: A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution: This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings: Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners: The researcher discussed the practical implications for mentors’ professional development in trustworthiness and integrity. The researcher also provided the Right Angle Research Alignment table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: Researchers should continue to explore MIT theory with experimental methods to attempt to improve the internal validity of the theory. Impact on Society: The researcher encourages scholars to test the MIT theory in mentoring relationships that go beyond doctoral studies such as mentoring in business and in the arts. The researcher also encourages scholars to test whether the MIT theory is relevant in other kinds of teaching relationships such as coaching and tutoring. Future Research: Further research questions that arise from this study are as follows: What can mentors do to improve their integrity? What can mentors do to improve their feelings of trustworthiness? How can the MIT and MPPI instruments be refined and improved?

scholarly journals Reflexivity in International Contexts: Implications for U.S. Doctoral Students International Research Preparation

10.28945/4005 ◽  
2018 ◽  
Vol 13 ◽  
pp. 193-210
Author(s):  
Christina W. Yao ◽  
Louise Michelle Vital
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Self Reflection ◽  
Research Activities

Aim/Purpose: Learning to conduct research, including considerations for concepts such as reflexivity, is a key component of doctoral student preparation in higher education. Yet limited attention is given to doctoral student training for conducting international research, particularly in understanding researcher reflexivity within international contexts. Background: Incorporating reflexive practices in one’s scholarship is of particular importance because international research often includes U.S.-based researchers working with cultural groups and contexts that are very different from them. Thus, we examined the following: how do novice U.S. trained researchers understand the role of their reflexivity in qualitative international research? Methodology: We utilized qualitative inquiry to answer the study’s research question. In-depth, semi-structured interviews were conducted with 22 participants representing 11 higher education doctoral programs in the United States. Contribution: This study provides insight on how U.S. doctoral students reflect on their researcher reflexivity as emerging international researchers utilizing three types of reflexivity as outlined by the conceptual perspectives that frame this study: introspection, social critique, and discursive deconstruction Findings: Most participants believed that self-reflection is a critical component of reflexivity in international research. Several participants demonstrated an awareness of the privilege and power they bring to their international research based on their identities as Western-trained researchers. Participants utilized different forms of self-reflection when collecting, analyzing, and interpreting their data in order to ensure that the voices of their participants were appropriately represented in their research Recommendations for Practitioners: Our recommendations for graduate preparation programs include helping doctoral students to understand reflexivity as both a research concept and an applied practice in international context. Recommendation for Researchers: We recommend that novice researchers learn how to incorporate reflexive practices when conducting research because as emerging scholars they can have a better sense of how who they are and how they think about research influences their research activities. Impact on Society: Implications from this study affect Western-based education programs that seek to internationalize curriculum and research priorities. Future Research: In terms of next steps, we recommend research that explores how faculty train doctoral students to participate in the global contexts of educational research.

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

2020 ◽  
pp. 105256292095319
Author(s):  
Adam Pervez ◽  
Lisa L. Brady ◽  
Ken Mullane ◽  
Kevin D. Lo ◽  
Andrew A. Bennett ◽  
...  
Keyword(s):  
Social Support ◽  
Mental Illness ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Mental Illnesses ◽  
Future Research ◽  
Depression And Anxiety ◽  
Structured Interviews ◽  
Symptoms Of Depression ◽  
Impostor Syndrome

Scholars in multiple cross-disciplinary studies have found rates of mental illness among graduate students exceed the reported averages. Yet mental illness among management doctoral students remains largely unexplored. In this study, we surveyed 113 management doctoral students to ascertain the prevalence of symptoms for two common mental illnesses, depression and anxiety, as well as experiences of impostor syndrome and perceived sources of social support. Empirical findings from the first phase of our research suggest that management doctoral students are at greater risk than the general population of experiencing symptoms of depression, anxiety, and feelings of being an impostor. However, social support from a supervisor and from friends was negatively related to symptoms of depression and anxiety, indicating that these sources can be helpful. In phase two of our research, a thematic analysis of data from structured interviews with nine management doctoral students revealed themes linking impostor syndrome with social support, highlighting that the type of social support may be as beneficial as the source of social support. Recommendations for future research, as well as for students, supervisors, and administrators, are provided.

scholarly journals Preparing Doctoral Students for the Professoriate through a Formal Preparatory Course

10.28945/4174 ◽  
2019 ◽  
Vol 14 ◽  
pp. 033-067
Author(s):  
Mohammed S Alkathiri ◽  
Myrna R Olson
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Well Being ◽  
Student Experiences ◽  
Future Research ◽  
Study Approach ◽  
Graduate Preparation ◽  
Multiple Data ◽  
The Impact

Aim/Purpose: This study aimed to investigate doctoral student preparation for the professoriate through a formal course entitled “The Professoriate.” Background: Many studies addressed the need for improved graduate preparation, however, the study of doctoral student experiences in preparation courses, designed as part of the doctoral academic programs, has received less attention. Methodology: Eleven doctoral students (one withdrew from the study) were enrolled in a formal course that was designed to prepare them for the professoriate. The study was conducted using an ethnographic case study approach with multiple data collection methods that included observation, interviews, member checking, and examination of related documents. Contribution: Acquainted with critical realist ontology, the researchers argued that it was necessary to investigate the concerns and preparation of doctoral students in order to better clarify the complex experiences that underlie their practices of making meaning and maintaining balance and well-being in the professoriate. Findings: Three prominent themes emerged that pointed out the experience of doctoral students with regard to their preparation for the professoriate: (1) Perceived concerns with regard to working in the professoriate; (2) Students’ preparatory practices and preparatory opportunities available to them; and (3) Students’ perspectives about “The Professoriate” course and its value. Recommendations for Practitioners: The findings highlighted that educators in doctoral programs need to address and evaluate students’ concerns and preparatory activities in order to make adjustments for students that enhance their success in the program as well as in the professoriate in future. Recommendation for Researchers: The findings suggest further research into the formal preparatory opportunities available for students within doctoral programs and the barriers affecting students’ ability to participate in informal preparatory activities. Impact on Society: The findings supported the importance of providing formal preparatory courses as part of doctoral programs. Formal courses within doctoral programs allow students to devote their time for preparation which will help them to better understand the professoriate and plan for their careers. Future Research: Future research may continue the study of formal opportunities to prepare for the professoriate that are available for doctoral students from different disciplines, the experiences of doctoral students taking part in such opportunities, and the impact on doctoral student readiness for the professoriate.

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

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.

scholarly journals Alignment of Doctoral Student and Supervisor Expectations in Malaysia

10.28945/4682 ◽  
2021 ◽  
Vol 16 ◽  
pp. 001-029
Author(s):  
Irina Baydarova ◽  
Heidi E Collins ◽  
Ismail Ait Saadi
Keyword(s):  
Doctoral Students ◽  
Hierarchical Model ◽  
Doctoral Student ◽  
Future Research ◽  
Structured Interviews ◽  
Attrition Rates ◽  
Research Supervision ◽  
Supervisor Relationships ◽  
Supervision Relationships ◽  
The Impact

Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth. Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented. Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship. Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations. Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship. Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships. Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.

scholarly journals Is Trustworthiness Important in a Doctoral Mentor? Toward a Theory of Tough Love Mentoring

10.28945/4419 ◽  
2019 ◽  
Vol 14 ◽  
pp. 613-635
Author(s):  
Laura Roberts ◽  
Susan C Ferro-Almeida
Keyword(s):  
Doctoral Students ◽  
Psychosocial Support ◽  
Optimal Growth ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Personal Support ◽  
Trust Relationships ◽  
The Arts ◽  
High Standards

Aim/Purpose: Doctoral education faces a serious problem: many students across the country begin the degree, but never graduate. However, effective mentoring can help students attain graduation, signaling their successful transformation to scholar. We believe the power of the mentor to bring about the transformation from student to scholar has to do with the quality of the relationship between mentor and protégé. In particular, we believe this relationship is most effective if it is characterized by the mentor’s tough love. Our purpose in this study was to interview mentors who are considered effective, to learn their thoughts on the importance of trust relationships, and to learn their ways in nurturing these relationships. Background: A mentor is a senior, more experienced person who guides a junior, less experienced person (in this context, a doctoral student). The role of the mentor is to provide guidance, modeling, technical support, personal support, and psychosocial support. In this paper, we sought to put forth a theory to explain the kinds of behaviors and attitudes that would characterize an effective mentor. The theory, called tough love theory, is a merger between parenting theory and trust theory. According to tough love theory, mentors who are benevolent, competent, honest, reliable, and demanding will bring about optimal growth of students. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing seven universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This study contributes new insights to guide a doctoral mentor on ways to develop a relationship with a protégé that will provide a catalyst for growth. Findings: The findings were consistent with tough love theory. Moreover, an emergent theme of the research was the dynamic nature of the mentor–protégé relationship, whereby the dependent student transforms into an autonomous, independent scholar. Recommendations for Practitioners: We recommend that doctoral mentors become tough love mentors, i.e., mentors who are trustworthy and who possess high standards. Recommendation for Researchers: These findings have implications for the development of mentor relations theory. Specifically, we identified the following characteristics that effective mentors believed to be necessary for protégé success: trustworthiness and high standards. Impact on Society: We believe the characteristics of effective mentors may generalize to doctoral study in other disciplines, such as the sciences and the arts. We also believe the characteristics of effective mentors may generalize to other contexts, such as business. Future Research: We encourage future researchers to test the tough love mentoring theory with quantitative data.

scholarly journals Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths

10.28945/4413 ◽  
2019 ◽  
Vol 14 ◽  
pp. 597-611
Author(s):  
Mohammed S Alkathiri
Keyword(s):  
Doctoral Students ◽  
Student Development ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Three Dimensions ◽  
Future Research ◽  
Defined Contribution ◽  
Learning Program ◽  
Self Authorship

Aim/Purpose: The purpose of this study was to assess to what extent current doctoral students developed self-authored perspectives, as well as to assess whether or not there was an association between the number of years in the doctoral program and the development of three dimensions of self-authorship (i.e., Epistemological, Intrapersonal, and Interpersonal). Background: Self-authorship is a way of knowing that assists adults in the management of their lives in a way that helps them succeed in society. It is important to study the development of self-authorship in doctoral students because such development is necessary for individuals to overcome the challenges they experience in doctoral programs. The importance of this study rests on the fact that self-authorship development may prompt doctoral students’ ability to succeed in the completion of their doctoral degrees, as well as to meet the challenges of their future in academia. Methodology: Forty-five doctoral students in a Teaching and Learning program were surveyed on three constructs: Epistemological, Intrapersonal, and Interpersonal. The Doctoral Students’ Self-Authorship Questionnaire was developed by the author based on Baxter Magolda’s theory of self-authorship development. Three level-two constructs of self-authorship were conceptually and operationally defined. Contribution: There is no instrument available (i.e., a questionnaire) to assess the self-authorship perspectives of doctoral students. Although it is expected that people will develop self-authored perspectives as they get older, it is unknown to what extent current doctoral students develop self-authorship. No previous studies have assessed doctoral student self-authorship. Findings: The findings showed that participants had advanced levels in all three dimensions and continued to develop towards self-authorship. However, results showed a nonsignificant association between years in the doctoral program and self-authorship development. In other words, although doctoral students spend many years in certain programs, this spent time does not contribute significantly to their development of self-authorship. Recommendations for Practitioners: The current study suggested that doctoral programs should investigate their students’ development toward self-authorship and provide them with more opportunities to better improve their self-authorship. Recommendation for Researchers: The findings suggest further research into the developmental opportunities available for students within doctoral programs that assist students’ ability to develop self-authored perspectives. Impact on Society: The findings supported the importance of assessing doctoral students’ self-authorship as part of doctoral programs. Without the assessment of doctoral student development of self-authorship in their programs, less effort might be taken to address student needs in developing self-authorship. Future Research: Future research may continue the study of self-authorship for doctoral students from different disciplines or schools, especially where attrition rates are high.

scholarly journals Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory

10.28945/4484 ◽  
2020 ◽  
Vol 15 ◽  
pp. 089-110
Author(s):  
Rebecca G. Mirick ◽  
Stephanie P Wladkowski
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Future Research ◽  
Career Trajectory ◽  
Student Mothers ◽  
Subsidized Childcare ◽  
The Impact ◽  
Women Doctoral Students

Aim/Purpose: This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Background: While more women than men graduate from doctoral programs in all non-STEM fields, women are more likely to take non-tenure positions or positions at less prestigious programs such as community colleges or teaching focused institutions. This creates a lack of diversity at research intensive programs as well as potentially highlighting gender inequities within the pipeline from doctoral education to full professorship. The source of these differences in career outcomes are not fully understood, and it is unclear whether mothers are self-selecting away from research intensive positions, they are less able to obtain the required professional training for these experiences, perhaps in part due to a lack of university based supports, or they experience discrimination based on gender biases around caregiving. Methodology: In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution: Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings: Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations for Practitioners: Implications for doctoral programs are the need for more formal family-friendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Recommendation for Researchers: These findings suggest that there are multiple, complex factors impacting women’s career trajectory post-graduation once they have children. Researchers should consider multiple pathways to career decisions for women with children. In addition, these findings suggest that researchers exploring this topic should consider both field of study and whether women have a child at the point of program entry. Impact on Society: An underrepresentation of women in prestigious academic positions and leadership positions has a negative impact on young women who desire an academic career. The lack of women with children in these positions creates a problematic lack of diversity in leadership and a dearth of role models for women students with children. The benefits of diversity in leadership are well known. These findings can be used by doctoral programs and academic institutions to increase gender and parental status diversity in these positions, to the benefit of students, faculty, departments, and institutions. Future Research: Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.

The Characteristics of Introductory Research Methods Courses in Mass Communication Doctoral Programs

2007 ◽  
Vol 62 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Amy Shirong Lu
Keyword(s):  
United States ◽  
Qualitative Methods ◽  
Research Methods ◽  
Mass Communication ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Graduate Programs ◽  
The United States ◽  
Methods Courses ◽  
Extensive List

This study assesses the content of introductory research methods courses in mass communication doctoral programs in the United States. Directors of thirty-two graduate programs were surveyed about their doctoral programs' requirements for research methods. Syllabi for forty-three required introductory research methods courses were collected. An extensive list of variables for each was analyzed and compared. Requirements in research methods training have become fairly common across doctoral programs. Although quantitative methods instruction, emphasizing design and analysis skills, is still most prevalent, non-quantitative methods courses, focusing on qualitative methods and philosophical and historical theories, are offered and often required in many doctoral programs.

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