scholarly journals Building Bridges and Growing Wings through Doctoral Education: A Literary Meta-Analysis

2018 ◽  
Vol 7 (3) ◽  
pp. 171 ◽  
Author(s):  
Ryan Austin Rominger
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Meta Analysis ◽  
Doctoral Program ◽  
Doctoral Graduates ◽  
Educational Processes ◽  
Capstone Projects ◽  
Employment Location ◽  
Education Groups ◽  
Education Process

Doctoral education evolves amidst changing international social and educational pressures. New programs emerge, while current programs re-evaluate educational processes. This literary meta-analysis reviewed national and international literature in order to understand what issues are currently debated within higher education. Results indicate three main categories: Connection with Non-Doctoral Education Groups; Re-visioning the Doctoral Education Process; and Aligning Dissertation/Capstone Projects with Type of Doctoral Program. Within the categories, eleven themes also emerged. Implications of the study include emphasis for new and revised doctoral programs to remain aware of the increasing influence of industry, the main employment location for most doctoral graduates.

A New Partnership in Doctoral Education in Business Administration

2018 ◽  
pp. 1450-1468
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

A New Partnership in Doctoral Education in Business Administration

2017 ◽  
pp. 198-216
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

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 Doctoral programmes in the nursing discipline: a scoping review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Beata Dobrowolska ◽  
Paweł Chruściel ◽  
Anna Pilewska-Kozak ◽  
Violetta Mianowana ◽  
Marta Monist ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Scoping Review ◽  
Doctoral Programs ◽  
Meta Analysis ◽  
Empirical Studies ◽  
The United States ◽  
Performance Outcomes ◽  
Faculty Members ◽  
Doctoral Graduates ◽  
Scoping Reviews

Abstract Background This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges. Conclusions Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.

The Group for the Advancement of Doctoral Education in Social Work

2018 ◽  
Author(s):  
Elizabeth Lightfoot ◽  
Raiza Beltran
Keyword(s):  
Social Work ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Work Organization ◽  
Doctoral Program ◽  
Vital Role ◽  
Work Organizations ◽  
The Social ◽  
History Of ◽  
Phd Programs

The Group for the Advancement of Doctoral Education in Social Work (GADE) is the social work organization committed to promoting rigor in North American social work and social welfare doctoral program. GADE plays a vital role in supporting social work doctoral programs in training future social work researchers, scholars, and educators. GADE develops and updates the aspirational guidelines for quality in PhD programs, provides support to doctoral programs and doctoral program directors in program administration, collaborates with other national and international social work organizations, and serves as the leading voice for doctoral education in the field. This article traces the history of GADE from the early beginnings of social work doctoral education in the early 20th century, through the establishment of GADE in the 1977 to promote the research doctorate, and ending with GADE’s activities today.

scholarly journals Doctoral Education as an Institutional Resource for Training Research and Higher Education Personnel (Article 1)

2019 ◽  
Vol 28 (8-9) ◽  
pp. 44-54 ◽  
Author(s):  
B. I. Bednyi ◽  
A. A. Mironos ◽  
N. V. Rybakov
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Empirical Data ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Information Support ◽  
Teaching Staff ◽  
Academic Degree

The diversification of professional trajectories of academic degree holders is now becoming a global trend, and it prompts us to take a fresh look at the problem of evaluating the effectiveness of existing institutions for the training of academic and research personnel – the systems of doctoral education in Russia and abroad – in terms of the training of academic researchers and higher education teaching staff. Our two articles which share the scope of problems and have a single general concept, consecutively address the following issues: the collection and analysis of empirical data on training in doctoral programs; the dynamics of dissertation defense by graduates after the completion of doctoral programs; the actual timeframe of doctoral students’ advancement to their degree; the proportion of graduates who continue their scientific career after graduating from the doctoral program. The first article analyzes the organizational and methodological aspects of information and analytical support of institutions responsible for doctoral education in the countries of the European Union, the United States and Russia. It provides information about the organization of the systems for monitoring doctoral education and doctoral program graduates’ professional careers in foreign countries. The authors note the insufficient information support for the programs aiming to develop doctoral education in Russia, as well as the lack of empirical data necessary to assess the effectiveness of Russian doctoral education in the reproduction of human resources for the research and education sector. The results of the authors’ scientometric research concerning doctoral program graduates’ retention in the field of research and higher education are announced. The second article will present the details of the method and the results of these studies.

scholarly journals Jaminan dan Peningkatan Kualitas Dosen melalui Program Doktor pada PTKIN di Indonesia

2018 ◽  
Vol 4 (2) ◽  
pp. 27-33
Author(s):  
Lailial Muhtifah ◽  
Sulaiman Sulaiman ◽  
Zaenuddin Zaenuddin
Keyword(s):  
Data Analysis ◽  
Exploratory Data Analysis ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Quality Standards ◽  
Doctoral Degrees ◽  
Doctoral Graduates ◽  
Standard Quality ◽  
Exploratory Data

This research seeks to outline the importance of guarantees, and improve the quality of lecturers through the 5000 doctoral programs at the State Islamic Religious College (PTKIN) in Indonesia. Lecturers who hold doctoral degrees or who have S3 education qualifications are 2,498 lecturers or 19% percent of 12,819 lecturers. Data comes from the Ministry of Religion in the figures for 2016. Data analysis tools use exploratory data analysis (Exploratory Data Analysis - EDA). The 5000 doctoral program is a standard quality assurance criterion for prospective doctoral program students and quality standards for doctoral graduates.

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.

Accounting Doctoral Program Rankings Based on Research Productivity of Program Graduates

2011 ◽  
Vol 25 (1) ◽  
pp. 149-181 ◽  
Author(s):  
Nathaniel M. Stephens ◽  
Scott L. Summers ◽  
Brady Williams ◽  
David A. Wood
Keyword(s):  
Information Systems ◽  
Research Productivity ◽  
Doctoral Programs ◽  
Accounting Information ◽  
Doctoral Program ◽  
Academic Programs ◽  
Accounting Information Systems ◽  
Time Periods ◽  
Program Research

SYNOPSIS: This paper presents rankings of accounting doctoral programs based on the research productivity of each institution’s graduates in the years immediately following their graduation. We use two time periods for analysis: the first three years after graduation and the first six years after graduation. We extend previous doctoral program ranking literature by expanding rankings of accounting doctoral programs with specific rankings for topical areas (accounting information systems [AIS], audit, financial, managerial, and tax) and methodologies (analytical, archival, and experimental). We show that rankings for topical and methodological areas differ significantly from rankings produced using methodologies that create a singular doctoral program ranking. These results emphasize the importance of considering topical and methodological areas when assessing doctoral program research strengths. These rankings should be of value to Ph.D. program applicants, administrators of academic programs, and industry—such as administrators of programs like the Accounting Doctoral Scholars program, KPMG Ph.D. Project, and prospective Ph.D. students.

scholarly journals Interpersonal Hardiness as a Critical Contributing Factor to Persistence among International Women in Doctoral Programs: A Trioethnographic Study

2018 ◽  
Author(s):  
Eraldine Williams-Shakespeare ◽  
Joyce Bronteng ◽  
Adhwaa Alahmari
Keyword(s):  
At Risk ◽  
Doctoral Programs ◽  
Support Systems ◽  
Doctoral Program ◽  
Coping Mechanisms ◽  
Drop Out ◽  
Initial Part ◽  
And Coping ◽  
Phd Programs ◽  
International Women

Women in PhD programs, in particular minority and international women, are especially at risk for drop-out (Castro, Garcia, Cavazos, & Castro, 2011; Haynes et al., 2012). This initial part of a longitudinal trioethnography captures the experiences of three international women in a doctoral program, highlighting the challenges, support systems, and coping mechanisms they engage with in the process of completing their degrees. Discoveries include the identification of “Interpersonal Hardiness” as the potential vehicle which could ensure our success.

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