Academic Involvement in Doctoral Education: Predictive Value of Faculty Mentorship and Intellectual Community on Doctoral Education Outcomes

Anderson, B. Robert; Cutright, Marc; Anderson, Stoerm

doi:10.28945/1923

Cited by 43 publications

(33 citation statements)

References 42 publications

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“…When supervisors have knowledge in the discipline of the student, it can hasten their progress, as supervisors can assist the students overcoming intellectual barriers (Gube, Getenet, Satariyan, & Muhammad, 2017). Evidence shows that student progress is associated with faculty connections (Anderson, Cutright, & Anderson, 2013); therefore, identifying technology that enables communication is warranted.…”

Section: Online Doctoral Studentsmentioning

confidence: 99%

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

Ames

Berman

Casteel

2018

IJDS

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Aim/PurposeThe purpose of this quantitative descriptive study is to provide a preliminary examination of students' retention factors of engagement, communication, and isolation that may be affected by the introduction and use of online communities for dissertation development within an online doctoral program. BackgroundThis research is a continuation of the university's 5-year research initiative to address the high national rate of doctoral attrition by investigating whether private online workspaces provide a virtual platform to increase student interaction, enhance student communication, and reduce student perception of isolation.

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Section: Online Doctoral Studentsmentioning

confidence: 99%

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

Ames

Berman

Casteel

2018

IJDS

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“…Doctoral education is in many ways an independent process. The ability to act with agency and be the drivers of their own success, particularly in the face of challenges, is critical (Anderson, Cutright, & Anderson, 2013;Herzig, 2004;Martinsuo & Turkulainen, 2011;McAlpine & Amundsen, 2012;McAlpine & Mitra, 2015;O'Meara et al, 2014;Platow, 2012;Rockinson-Szapkiw, Spaulding, Swezey, & Wicks, 2014). This may be achieved through steps such as establishing and taking ownership of goals, obtaining clarity about expectations, and seeking help when needed.…”

Section: Student Strategies Across Stagesmentioning

confidence: 99%

Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

Pifer

Baker

2016

IJDS

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Studies of doctoral education have included an interest not only in processes, structures, and outcomes, but also in students' experiences. There are often useful recommendations for practice within individual examinations of the doctoral experience, yet there remains a need to strengthen the application of lessons from research to the behaviors of students and others engaged in the doctoral process. This paper is the first to synthesize research about doctoral education with the particular aim of informing practical strategies for multiple stakeholders.In this article, we summarize findings from a literature review of the scholarship about doctoral education from the past 15 years in a stage-based overview of the challenges of doctoral education. Our aim is to apply theory to practice through the systematic consideration of how research about doctoral education can best inform students and those who support them in the doctoral journey. We first present an overview of the major stages of doctoral education and related challenges identified in the research. We then consider key findings of that research to offer recommendations for doctoral students, faculty members, and administrators within and across stages.

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“…Prior research has suggested that individuals experience identity shifts as a result of educational experiences (Anderson, Cutright, & Anderson, 2013;Baxter Magolda, 2001;Chickering & Reisser, 1993;Jazvac-Martek, 2009). While all three stages present challenges and require students to develop and adapt their approaches to learning, Stage 3 necessitates the management of that parallel identity process in a new way, altering students' approaches to learning as they move towards active engagement in community practices and seek legitimacy.…”

Section: Introductionmentioning

confidence: 99%

Preparing for Practice: Parallel Processes of Identity Development in Stage 3 of Doctoral Education

Baker¹,

Pifer²

2014

IJDS

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As part of a longitudinal study, we examined Stage 3 of the doctoral student experience by further testing and refining the notion of a parallel process of identity development as student and scholar in doctoral education. We relied on a framework that integrates developmental networks and sociocultural learning to explore the types of learning and interactions students engage in to persist through Stage 3. Our results indicate that this identity development process is prompted by two program milestones in Stage 3: the dissertation and the search for employment. In comparing the experiences of students who pursued faculty appointments with those who pursued administrative careers, we found similarities and differences. We discuss these results and offer future directions of research and practice.

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Academic Involvement in Doctoral Education: Predictive Value of Faculty Mentorship and Intellectual Community on Doctoral Education Outcomes

Cited by 43 publications

References 42 publications

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

Preparing for Practice: Parallel Processes of Identity Development in Stage 3 of Doctoral Education

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