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.

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.

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 dynamics of structural changes in the social-role attitudes of students during studies at higher educational institution

2018 ◽  
Vol 19 (1) ◽  
pp. 15-22
Author(s):  
Olha Savytska
Keyword(s):  
Professional Training ◽  
Social Role ◽  
Educational Institution ◽  
Full Time ◽  
Component Structure ◽  
The Social ◽  
Part Time Students ◽  
Part Time ◽  
Higher Educational

Abstract The purpose of the paper — to present the theoretical considerations and the results of empirical study concerning on the intentional characteristics of professional consciousness (on the example of social-role attitudes of students). The structure, the dynamics of changes in the social-role attitudes of students during studies at higher educational institution in different forms of studies (full-time and part-time) and the influence of the quality of program content transferred during the education process on the shaping of students' professional awareness were also discussed. The methodology of the research. We used the method of questioning and incomplete sentences in the research. The sample consisted of 94 students of 1 - 5 courses in the following fields: psychology, primary education, mathematics and physics. The study involved 17 part-time students and 77 full-time students. The age of full-time students was from 17 to 22 years old, and the age of part-time students was from 24 to 35 years old. Methods of mathematical statistics are used to evaluate the data. The results of the research. The data of the empirical research of the students' social-role attitudes show that they have content peculiarities as for the specifics of manifestation at different stages of professional training and on different forms of studies at higher educational institution. Social attitudes regarding the role of “student” and the role of “professional” which have three-component structure (cognitive, emotional and behavioural) vary in degree of awareness and completeness, and are ambivalent. This increases their resilience to changes. The discussion. The results of the studies show that the social-role attitudes undergo changes as a result of target influences in the process of professional training of future specialists at higher educational institution. Therefore, the definition of social-role attitudes features will contribute to the development of the effective technologies in the professional training of specialists.

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.

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.

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.

scholarly journals Islamic Education System in Singapore: Current Issues and Challenges

2020 ◽  
Vol 8 (2) ◽  
pp. 197-222
Author(s):  
Abdul Rahman ◽  
Idi Warsah ◽  
Ali Murfi
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Full Time ◽  
Study Program ◽  
Library Research ◽  
Part Time ◽  
The Right ◽  
Management Curriculum ◽  
Constant Comparative Analysis

Although Singapore cannot be used as a model for global Islamic education, this country has quite several madrasahs. The Singapore government is also quite responsive in providing support for the continuation of Islamic education activities. This study aims to analyze the Islamic education system—madrasah management and curriculum in Singapore. Most importantly, this study identifies how the role of madrasahs in the Singapore education system is. The study in this paper is qualitative. This study uses library research, and the method of content analysis and constant comparative analysis becomes the first option of the writer. The results show that Singapore's Islamic Ugama Majlis (MUIS) plays a significant role in monitoring and managing the development of Islamic education in Singapore, which performs three types of Islamic education, Part-Time Education, Full Time Education, and Islamic Study Program for the Community. MUIS created a special curriculum by proposing the Singapore Islamic Education System (SIES) by introducing the ALIVE curriculum. The role and relevance of madrasahs cannot be underestimated or dismissed because the growing Muslim community and society will always need the right channels for real Islamic education regardless of how progressive or modern it is. This paper provides a broad view of madrasah in Singapore and looks at management, curriculum, and the role of madrasahs.

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.

Burnout and its prevalence among public health nurses in Ireland

2020 ◽  
Vol 25 (8) ◽  
pp. 370-375
Author(s):  
Sinead Hanafin ◽  
Jude Cosgrove ◽  
Patrick Hanafin ◽  
Anne-Marie Brady ◽  
Ciaran Lynch
Keyword(s):  
Public Health ◽  
Doctoral Degree ◽  
Public Health Nurses ◽  
Full Time ◽  
Work Characteristics ◽  
Strongly Correlated ◽  
Physical Conditions ◽  
Oldenburg Burnout Inventory ◽  
Part Time ◽  
Nurses And Midwives

This paper presents the findings from an analysis of survey data which was collected from public health nurses (N = 136) as part of a larger study with more than 4000 nurses and midwives in Ireland. The purpose of the study was to examine the prevalence of burnout using the Oldenburg Burnout Inventory and to compare relationships between burnout, demographic and work characteristics across this group of nurses. Younger PHNs were most likely to report feeling burnout (68%) compared with those aged 51 or over (47%) who reported the lowest levels. PHNs whose highest level of qualification was a primary degree were least likely to report feeling burnout (31%) compared with those who held a Masters / Doctoral degree (54.5%). PHNs who reported working on a fixed-term full-time contract were most likely to report feeling burnout (70%) compared with those who were on a permanent part-time contract (49%). Quantitative analysis, using both descriptive and inferential statistics, was carried out and the findings show that PHNs reported moderate levels of burnout. The findings also show that burnout among PHNs is strongly correlated with the physical demands placed on individuals during work, having constant time pressures, too much being expected of individuals, the work environment being too demanding and dissatisfaction with the physical conditions.

The Reported Rewards of Part-Time Study

2008 ◽  
Vol 7 (1) ◽  
pp. 6-11
Author(s):  
Alex Harrop ◽  
Andy Tattersall ◽  
Adam Goody
Keyword(s):  
Full Time ◽  
Time Study ◽  
Skill Levels ◽  
Part Time Students ◽  
Part Time

A questionnaire was administered to part and full-time students of psychology at Liverpool John Moores University in order to determine the extent to which the part-time students appreciated the course. The results showed the part-time students reported themselves as having gained more from the programme than the full-time students, in terms of support and relationship with tutors, satisfaction with teaching and interest in various aspects of the programme. In terms of perceived changes in skill levels, however, there were no large differences between the two groups.

Sign in / Sign up

Export Citation Format

Share Document