scholarly journals Toward Understanding Factors Salient to Doctoral Students’ Persistence: The Development and Preliminary Validation of the Doctoral Academic-Family Integration Inventory

10.28945/4248 ◽  
2019 ◽  
Vol 14 ◽  
pp. 237-258 ◽  
Author(s):  
Amanda Rockinson-Szapkiw
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Expert Panel ◽  
Doctoral Degree ◽  
Future Research ◽  
Cronbach Alpha ◽  
Doctoral Persistence ◽  
Family Balance ◽  
Family Integration ◽  
Analyze Data

Aim/Purpose: Despite the literature documenting the importance of family in persistence, doctoral students’ Academic-Family integration has been relatively ignored. Thus, in this study, the construct of doctoral academic-family integration is defined, followed by the creation and validation an instrument. Background: The challenge of integrating the doctoral degree program and family is a central concern for doctoral students and higher education personnel. Setting up boundaries to achieve a satisfactory balance between academic and family life is an issue that affects a doctoral student’s decision to persist. Methodology: An expert panel and principal component analysis (PCA) was used to analyze data from a sample of doctoral students to examine the validity of the Doctoral Academic-Family Integration Inventory (DAFII). Cronbach alpha coefficients were calculated to examine reliability. Contribution: While higher education institutions have made strides in work-family integration theory, research, and policy for their faculty and staff, the academic-family (AF) topic has not emerged as readily in policies and initiatives for doctoral students (Lester, 2013). The topic of AF balance of doctoral students, both in distance and residential programs, is understudied despite the fact that family is a consistent factor identified in doctoral persistence and attrition. Findings: An expert panel and PCA was used to analyze data, resulting in a 22 item valid Doctoral Academic-Family Integration Inventory with three components – Academic-Family Balance, Academic-Family Boundary Setting, and Academic-Family Interference. Cronbach alpha coefficients results demonstrate that the inventory has good reliability. Recommendations for Practitioners: Having the DAFII will likely prove to be of substantial utility to faculty and administrators in doctoral programs. The scale may be used as a formative assessment for doctoral students entering a program to provide information about academic-family boundaries and to address weaknesses in academic-family balance that could result in attrition. Recommendation for Researchers: This research provides a psychometrically sound instrument that can be used to advance the research on academic-family integration, a term that has not been previously defined and a topic that has been sorely understudied despite the fact that family is central to doctoral persistence. Researchers now have an instrument to examine this construct. Given the limited research on academic-family integration, the DAFII also provides a tool to extend research on persistence. Impact on Society: Understanding academic-family integration is vital as many doctoral students begin developing patterns for integration in their program that they carry into the workforce. Future Research: Further validation of the instrument can be pursued with doctoral students as well as graduate students in STEM and non-STEM fields, given the limited population sample used in this study. Future research is needed to examine how academic-family integration may vary within same-sex relationships and based on the doctoral student’s gender identity.

scholarly journals Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates

10.28945/4572 ◽  
2020 ◽  
Vol 15 ◽  
pp. 305-327
Author(s):  
Meredith L Conrey ◽  
Gene Roberts, Jr. ◽  
Melissa R Fadler ◽  
Matias M Garza ◽  
Clifford V Johnson, Jr. ◽  
...  
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Perceived Value ◽  
Doctoral Degree ◽  
Doctoral Degrees ◽  
Future Research ◽  
Higher Education Administrators ◽  
Professional Goals ◽  
Education Administrators

Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.

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.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals Cultural Wealth

2019 ◽  
Vol 6 (1) ◽  
pp. 62-89
Author(s):  
Sharon leonie Brown
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Cultural Knowledge ◽  
Survival Strategies ◽  
Diverse Students ◽  
Cultural Wealth

Graduate students who come from a background where neither parent has pursued higher education or specifically, who are Women of Colour (WOC), lack important cultural capital that could otherwise threaten or derail their pursuit of a doctoral degree. Yet, even with this prior familial knowledge, WOC still succeed because they depend on their developed cultural wealth (CW) to navigate through their doctoral studies. To thoroughly analyze this assessment, a theoretical framework that included: critical race theory, cultural capital theory, and Womanist theory was implemented. A six-item structured instrument was utilized to examine the educational experiences of 10 WOC doctoral students who were attending an elite Canadian university. The aim of the survey was to assess how these diverse students cultivated unique forms of CW through the telling of their stories.  An analysis of the data revealed six categories of cultural wealth that were significant and instrumental in graduate student achievement. These elements were: 1) Mother’s Influence, 2) Age Capital, 3) Survival Strategies, 4) Navigating Academic culture or “Know- How” 5) Mentorship, and 6) Spirituality.  The majority of the participants interviewed acquired; grants, publishing and funding opportunities, possessed all six components. Findings of this study suggest that experiential/cultural knowledge of WOC is valuable and important for further research in higher education; and that academic supervisors and administrators should consider using cultural knowledge as a guide and tool for practical mentorship, academic development, and supervision to ensure successful outcomes for current and future diverse students, especially for WOC in doctoral programs.

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

10.28945/4700 ◽  
2021 ◽  
Vol 16 ◽  
pp. 149-170
Author(s):  
Sue Wilson ◽  
Jennifer Cutri
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Initial Period ◽  
Doctoral Degree ◽  
Early Career ◽  
Support Network ◽  
Future Research ◽  
Full Time ◽  
Research Dissemination ◽  
The Impact

Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.

scholarly journals The Influence of Family on Doctoral Student Success

10.28945/4450 ◽  
2019 ◽  
Vol 14 ◽  
pp. 761-782
Author(s):  
Erin Breitenbach ◽  
Josh Bernstein ◽  
Candace L Ayars ◽  
Lynda Tierney Konecny
Keyword(s):  
Student Success ◽  
Family Support ◽  
Doctoral Students ◽  
Qualitative Case Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Future Research ◽  
Family Influences

Aim/Purpose: This qualitative case-study explores how a doctoral student’s family influences the doctoral student’s success from the perspective of doctoral students who were enrolled in an online doctoral program. Background: Previous research has shown that family can significantly influence doctoral student success; however, it is not clear what is meant by family nor what the details of the influence of family look like from the perspective of the doctoral student. Methodology: A qualitative case-study method was used. More than 500 former students enrolled in an online doctoral program were emailed a web-based survey that elicited information about who they considered to be in their family, how they thought their relationship with their family changed while they were a doctoral student, and how much they thought their family understood what it means to be a doctoral student. One hundred thirty-three (24%) former students participated in the study. Qualitative data were analyzed both manually and electronically by three researchers who subsequently triangulated the data to confirm themes. Contribution: This study defines ‘family’ from the doctoral student perspective and provides an in-depth look at how family influences doctoral student success including explanation of family support and lack thereof that previously has been shown to be significant to facilitating or hindering doctoral student success. Findings: Doctoral students mostly considered their immediate and extended family (i.e., spouses, significant others, children, grandchildren, parents, grandparents, grandchildren, nieces, nephews, and parents-in-law) to be family, but some considered friends and coworkers to be part of their family as well. Most doctoral students experienced positive family support, but for those who did not, two major themes emerged as problematic: a reduction in the amount of time spent with family and family not understanding the value of earning a doctoral degree. Recommendations for Practitioners: Institutions of higher education should consider these findings when creating interventions to increase retention of doctoral students. Interventions might include orientation programs to help family members understand the value of earning a doctoral degree, the time commitment necessary to complete a doctoral degree, and ways to support a family member earning a doctoral degree. Recommendation for Researchers: The findings inform future research by surfacing more specific information about what family support and lack thereof looks like for doctoral students and what interventions for improving family support might include. Impact on Society: Improving family support may improve doctoral student success by adding more doctoral-trained leaders, innovators, scholars, and influential educators to society and by supporting the financial investment of students and their families by decreasing attrition. Future Research: Future research should focus on creating quantitative instrumentation to measure the influence of family on doctoral student success. Student populations from different types of doctoral programs (e.g., PhD, MD, DO) might be studied as well. Interventions aimed at improving family support should be designed, implemented, and evaluated for effectiveness.

scholarly journals The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4463 ◽  
2019 ◽  
Vol 14 ◽  
pp. 783-801
Author(s):  
Pamela Felder
Keyword(s):  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
The United States ◽  
Student Experiences ◽  
Future Research ◽  
Philosophical Approach ◽  
Doctoral Experience

Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.

scholarly journals The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms

10.28945/4744 ◽  
2021 ◽  
Vol 16 ◽  
pp. 319-337
Author(s):  
Getnet Tizazu Fetene ◽  
Wondwosen Tamrat
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Addis Ababa ◽  
Coping Mechanisms ◽  
Future Research ◽  
Opportunity Costs ◽  
Archival Data ◽  
Addis Ababa University ◽  
And Coping

Aim/Purpose: This study was conducted to examine the rate of delay, explanatory causes, and coping strategies of PhD candidates at Addis Ababa University, Ethiopia’s premier university, over the last ten years. Background: Delayed graduation is a common theme in doctoral education around the world. It continues to draw the concern of governments, universities, and the candidates themselves, calling for different forms of intervention. Addressing these challenges is key to resolving the many obstacles into doctoral education. Methodology: Ten-year archival data consisting of 1,711 PhD students and in-depth interviews with ten PhD candidates were used as data-generation tools. The data collection focused on progression patterns, reasons for study delays, and the coping mechanisms used by doctoral students when they face challenges. While the candidates were interviewed to narrate their lived experience pertinent to the objectives of the study, the archival data regarding the PhD students were collected from the Registrar Office of the University under study. Contribution: Amid an ongoing global debate about best practices in doctoral education, the research on study delays contributes not only to filling the existing empirical gap in the area but also in identifying factors, for example, related to financial matters, family commitment, and student-supervisor rapport, that help address the challenges faced and improving the provision of doctoral education. Findings: The findings of this study revealed that the cumulative average completion time for a PhD study was 6.19 years— over two years more than the four years given as the optimum duration for completing a PhD program. The institutional pattern of delays over the last ten years indicates that doctoral students are requiring more and more years to complete their PhDs. The study further revealed that completing a PhD in time is a process that can be influenced by many interacting factors, which include student commitment and preparation, favourable academic and research environment, and positive student-supervisor rapport. Recommendations for Practitioners: It is important for practitioners and higher education institutions to find ways to improve the on-time completion of doctoral programmes in order to minimise the continued financial, emotional, and opportunity costs the higher education sector is currently incurring. Recommendation for Researchers: The fact that this study was limited to a single institution by itself warrants more studies about time-to-degree in PhD programs and causes for study delays as well as studies about successful interventions in doctoral education. Future research should particularly explore the nature of the advisor/advisee relationship and other critical factors that appear to have a significant role in addressing the challenges of study delay. Impact on Society: The expansion of PhD programmes is an encouraging development in Ethiopia. The findings of this study may help improve completion rates of doctoral students and reduce program duration, which would have significant implication to minimise the ensuing financial, emotional, and opportunity costs involved at individual, national, and institutional levels. Future Research: Given the growing number of universities in Ethiopia and their possible diversity, PhD students’ profiles, backgrounds, and expectations, more research is needed to examine how this diversity may impact doctoral students’ progression and persistence.

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.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3673 ◽  
2017 ◽  
Author(s):  
Gracie Forthun ◽  
Sydney Freeman Jr.
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background: This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology : Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

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