scholarly journals Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students

10.28945/4598 ◽  
2020 ◽  
Vol 15 ◽  
pp. 393-414
Author(s):  
Shaoan Zhang ◽  
Chengcheng Li ◽  
Mark Carroll ◽  
P. G. Schrader
Keyword(s):  
Doctoral Students ◽  
Situated Learning ◽  
Doctoral Program ◽  
Individual Development ◽  
Future Research ◽  
Full Time ◽  
Program Support ◽  
Essential Components ◽  
Part Time Students ◽  
Part Time

Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology: This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution: This study provided insights into part-time doctoral students’ scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings: Significant differences were found in four aspects of doctoral students’ scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor’s support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners: Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for part-time students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendation for Researchers: Future research can further evaluate and develop the instrument to better measure more domains of doctoral students’ scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students’ engagement with the program, mentors, and peers. Impact on Society: With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research: Future research can examine the differences between male and female doctoral students, different race groups, and disciplines.

scholarly journals The Impact of Community for Part-Time Doctoral Students: How Relationships in the Academic Department Affect Student Persistence

10.28945/2297 ◽  
2015 ◽  
Vol 10 ◽  
pp. 301-321 ◽  
Author(s):  
Sarah Zahl
Keyword(s):  
Doctoral Students ◽  
Doctoral Program ◽  
Academic Department ◽  
Academic Departments ◽  
Full Time ◽  
Descriptive Case Study ◽  
Research Institution ◽  
Part Time Students ◽  
Part Time ◽  
The Impact

This study examines the ways that part-time Ph.D. students develop community within the academic department and how a sense of community is related to persistence. This study included 12 participants (ten students and two program chairs) in two academic departments at one urban research institution. This qualitative study followed a descriptive case study design and provided three levels of data: the institution is the bounded system; the academic departments are the cases; and the participants are embedded cases. Positive relationships with peers and faculty served as a source of encouragement and supported persistence, particularly during challenging semesters and later phases of the doctoral program. However, it was often difficult for the participants to develop and/or maintain relationships, due to limited proximity, limited access to faculty, and changing cohorts. Participants did not consider full-time doctoral students to be part of their community, due to perceived differences between part-time and full-time students. The participants also perceived that faculty catered to full-time students and preferred to conduct research with them rather than part-time students.

Supporting Scholar-Practitioners toward Doctoral Degree Attainment

2016 ◽  
pp. 286-299
Author(s):  
Sarah Marie Marshall ◽  
Barbara A. Klocko
Keyword(s):  
Doctoral Students ◽  
Degree Attainment ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Completion ◽  
Dissertation Completion ◽  
Time To Degree ◽  
Part Time Students ◽  
Part Time

This chapter examines the role of practitioner as scholar; overviews doctoral completion statistics and Time To Degree (TTD); reviews the literature on barriers and facilitating factors to dissertation completion with particular focus on part-time students who work full-time; and outlines ongoing departmental strategies for improving doctoral completion rates and reducing the time to degree. The aim of this chapter is to serve as a resource for doctoral students, faculty dissertation advisors, and program directors who wish to strengthen programs and practices to achieve the common goal of timely dissertation completion leading to the earned doctoral degree.

scholarly journals Experiences of using the researching professional development framework

2019 ◽  
Vol 10 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Hilary Lindsay ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Doctoral Students ◽  
First Year ◽  
Full Time ◽  
Content Type ◽  
Development Framework ◽  
Initial Questionnaire ◽  
Part Time Students ◽  
Part Time ◽  
New Framework

Purpose The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University. Design/methodology/approach Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year. Findings The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research. Originality/value While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

Supporting part-time students in doctoral programs: a technology-based situated learning model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaoan Zhang ◽  
Mark Carroll ◽  
Chengcheng Li ◽  
Emily Lin
Keyword(s):  
Doctoral Students ◽  
Situated Learning ◽  
Program Design ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Virtual Community ◽  
Learning Model ◽  
Content Type ◽  
Virtual Community Of Practice ◽  
Part Time

Purpose This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design. Design/methodology/approach A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework. Findings Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies. Research limitations/implications Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study. Practical implications Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice. Social implications This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program. Originality/value This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

A Descriptive Analysis of Music Therapy Employment from 2013 to 2019

2020 ◽  
Author(s):  
Jonathon Oden
Keyword(s):  
Music Therapy ◽  
Descriptive Analysis ◽  
American Music ◽  
High Rate ◽  
Future Research ◽  
Full Time ◽  
Music Therapists ◽  
Funding Sources ◽  
Part Time ◽  
Therapy Services

Abstract The purpose of this study was to descriptively analyze music therapy employment data from 2013 to 2019, including years in the field, gender, age, ethnicity, hours worked, jobs created, number of new board-certified music therapists (MT-BCs), funding sources, and wages. A database was created to analyze descriptive data from the 2013–2019 American Music Therapy Association Workforce Analysis Surveys as well as data from the Certification Board for Music Therapists. Results indicate a large portion of music therapists (MTs) have been in the field for five years or less. Though the majority of MTs work full time, there is a high rate of part-time employment. An estimate of the total number of new full-time jobs represented a ratio of 57% of new MT-BCs during the period. Private pay was the most reported funding source for music therapy services. Music therapy wages tended to be higher for those with higher levels of education. Limitations of the study and suggestions for future research are provided.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

2020 ◽  
pp. 152102512096066
Author(s):  
Terrence S. McTier ◽  
Chelsea T. Smith ◽  
Gabrielle Smith ◽  
Ariel Hodges ◽  
Samba Bah
Keyword(s):  
Higher Education ◽  
College Students ◽  
Future Research ◽  
Criminal Record ◽  
Full Time ◽  
Prospective Students ◽  
Criminal Records ◽  
Housing Policies ◽  
Campus Housing ◽  
Part Time

There are major assumptions that housing opportunities in higher education are equally accessible and available to all students. However, these accessible housing opportunities are not available to current and prospective students who possess a criminal record. Many college students with criminal records are deemed ineligible for adequate housing opportunities even before their applications are submitted. This study uses a qualitative layered analysis approach to explore how denials from on-campus housing affect college students with criminal records. Using the perspectives of this marginalized and invisible student population, we draw the reader’s attention to how students with criminal records are affected as a result of being denied on-campus housing, and we provide tangible recommendations for future research, housing practices, and housing policies in higher education.

scholarly journals Comment: Agricultural Economics Research and Extension Needs of Small-Scale, Limited-Resource Farmers

1979 ◽  
Vol 11 (1) ◽  
pp. 57-59 ◽  
Author(s):  
Ben L. Perry
Keyword(s):  
Value Added ◽  
Limited Resource ◽  
Future Research ◽  
Small Scale ◽  
Full Time ◽  
Small Farms ◽  
Small Farm ◽  
Social Scientists ◽  
Research Areas ◽  
Part Time

West is to be commended for (1) the organization of his discussion, (2) the careful delineation of the research areas, (3) the thoroughness of his research and the excellent documentation of the research efforts of social scientists in treating the problem/s of the small-farm operator, and (4) the development of a means-end schema of “what is,” “what ought to be” with implications for future research, programs, and public policy.As West indicates, there is need for a redefinition of small farm. The $20,000 gross sales limit is inadequate. Most definitions do not include the value added of products produced and consumed by the family. Some states, for example Florida, use figures much lower than $20,000 to characterize small farms. The distinction between full-time and part-time farmers and their incomes is not clearly delineated. A national concern should be the redefinition of the term, “small farm.” Heterogeneous characteristics of small farms should not inhibit the generation of profile information by geographic regions.

Key Considerations for Advancing Women in Coaching

2019 ◽  
Vol 27 (2) ◽  
pp. 128-135 ◽  
Author(s):  
Jenessa Banwell ◽  
Gretchen Kerr ◽  
Ashley Stirling
Keyword(s):  
Gender Equity ◽  
Thematic Analysis ◽  
Mentoring Relationships ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Part Time ◽  
Business Engineering ◽  
Female Coaches

Women remain underrepresented in the coaching domain across various levels of sport both in Canada and internationally. Despite the use of mentorship as a key strategy to support female coaches, little progress has been seen in achieving parity. At the same time, greater advances in gender equity have occurred in other non-sport sectors such as business, engineering, and medicine. The purpose of this study, therefore, was to learn from non-sport domains that have seen advances in gender equity to inform mentorship for women in coaching. A mixed-methods methodology was employed and consisted of distributing mentorship surveys to female coaches (n = 310) at various competitive levels, representing current (88%), former (12%), full-time (26%), part-time (74%), paid (54%), and unpaid (46%) coaching status. In addition, eight in-depth semi-structured interviews were also conducted with women in senior-level positions across various non-sport domains, including business (n = 1), media (n = 1), engineering (n = 2), higher education (n = 1), law (n = 1), and medicine (n = 2), regarding the role of mentorship in advancing women in their field. A descriptive and thematic analysis of the survey and interview data were conducted and findings are interpreted to suggest considerable variation in the characteristics of female coaches’ mentoring relationships, as well as the need to move beyond mentorship to sponsorship for advancing women in coaching. Recommendations for future research and advancing women in coaching are provided.

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