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 A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program

2016 ◽  
Vol 9 (6) ◽  
pp. 139 ◽  
Author(s):  
Anant Deshpande
Keyword(s):  
Doctoral Students ◽  
Student Perceptions ◽  
Doctoral Program ◽  
Business Administration ◽  
Human Interaction ◽  
Future Research ◽  
Quality Of Instruction ◽  
Course Structure ◽  
The University

<p class="apa">The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed based on student perceptions. Various themes identified were course structure and workload, resources, absence of human interaction, technological challenges, support systems, and satisfaction with instructor and quality of instruction. Discussion, Implications and avenues for future research are presented.</p>

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

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

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

scholarly journals Student Support Networks in Online Doctoral Programs: Exploring Nested Communities

10.28945/3676 ◽  
2017 ◽  
Vol 12 ◽  
pp. 033-048 ◽  
Author(s):  
Sharla Berry
Keyword(s):  
Doctoral Students ◽  
Sense Of Community ◽  
Online Community ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Future Research ◽  
Online Students ◽  
Face To Face ◽  
The Social ◽  
Online Doctoral Programs

Aim/Purpose: Enrollment in online doctoral programs has grown over the past decade. A sense of community, defined as feelings of closeness within a social group, is vital to retention, but few studies have explored how online doctoral students create community. Background: In this qualitative case study, I explore how students in one online doctoral program created a learning community. Methodology: Data for the study was drawn from 60 hours of video footage from six online courses, the message boards from the six courses, and twenty interviews with first and second-year students. Contribution: Findings from this study indicate that the structure of the social network in an online doctoral program is significantly different from the structure of learning communities in face-to-face programs. In the online program, the doctoral community was more insular, more peer-centered, and less reliant on faculty support than in in-person programs. Findings: Utilizing a nested communities theoretical framework, I identified four subgroups that informed online doctoral students’ sense of community: cohort, class groups, small peer groups, and study groups. Students interacted frequently with members of each of the aforementioned social groups and drew academic, social, and emotional support from their interactions. Recommendations for Practitioners: Data from this study suggests that online doctoral students are interested in making social and academic connections. Practitioners should leverage technology and on-campus supports to promote extracurricular interactions for online students. Recommendation for Researchers: Rather than focus on professional socialization, students in the online doctoral community were interested in providing social and academic support to peers. Researchers should consider how socialization in online doctoral programs differs from traditional, face-to-face programs. Impact on Society: As universities increase online offerings, it is important to consider the issues that impact retention in online programs. By identifying the social structures that support online community, this study helps build knowledge around retention and engagement of online students. Future Research: Future research should continue to explore the unique social networks that support online students.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

Lessons Not Learned: Why is There Still a Crisis-Level Shortage of Accounting Ph.D.s?

2014 ◽  
Vol 28 (2) ◽  
pp. 313-330 ◽  
Author(s):  
R. David Plumlee ◽  
Philip M. J. Reckers
Keyword(s):  
Student Perceptions ◽  
Structural Changes ◽  
Ad Hoc ◽  
Doctoral Programs ◽  
Cumulative Impact ◽  
Program Administrators ◽  
Accounting Faculty ◽  
Present Information ◽  
Different Types

SYNOPSIS: In 2005, an ad hoc committee appointed by the American Accounting Association (AAA) documented a crisis-level shortage of accounting Ph.D.s and recommended significant structural changes to doctoral programs (Kachelmeier, Madeo, Plumlee, Pratt, and Krull 2005). However, subsequent studies show that the shortage continues and the cumulative costs grow (e.g., Fogarty and Holder 2012; Brink, Glasscock, and Wier 2012). The Association to Advance Collegiate Schools of Business (AACSB) recently called for renewed attention to the problem (AACSB 2013b). We contribute to the literature by providing updated information regarding responses by doctoral programs and, from the eyes of potential candidates, of continuing impediments to solving the doctoral shortage. In this paper, we present information gathered through surveys of program administrators and master's and Accounting Doctoral Scholars Program (ADS) students. We explore (1) the cumulative impact of the Ph.D. shortage as of 2013, including its impact on accounting faculty composition, across different types of institutions, (2) negative student perceptions of Ph.D. programs and academic accounting careers, which discourage applicants from pursuing Ph.D. programs, and (3) impediments facing institutions in expanding doctoral programs.

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.

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.

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

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

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

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?

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