Cohort Partnerships: A Pragmatic Approach to Doctoral Research

Abstract

We believe that the power of collaborative partnerships can play an important role helping students move successfully through the dissertation process. In this chapter, we will describe our experience with a cohort research group at the University of South Florida (USF). This cohort group helped several students complete their doctoral programs while contributing to a collective body of research that extends beyond the parameters of any single study.

Working Together more than Alone: Students' Evolving Perceptions of Self and Community within a Four-Year Educational Administration Doctoral Cohort

“…Moreover we did not address the faculty debate over the feasibility and/or academic quality of such programs (e.g. Barnett, Basom, Yerkes, & Norris, 2000;Colin & Heaney, 2001;Witte & James, 1998). The first act of our play does confirm to some extent the concerns that cohorts tend to stifle honest expressions that may criticize course content and/or delivery (Brookfield, 2003).…”

“…This, in turn, prevents individual self-reflection outside of class that can empower students to critique communal thought or higher education in general (Brookfield, 2003). Conversely Witte & James' (1998) research on a dissertation cohort suggests that the resolution of internal conflict encourages conceptual thinking and empowers students to challenge professorial authority that may not exist within traditionally taught programs. Dorn & Papalewis (1997) agreed in their survey of 108 doctoral students from eight universities.…”

A Comparison of Cohort and Non-Cohort Graduate Student Perceptions of the Ethical Climate and its Importance in Retention

“…. All of these factors are critical in the retention of students in academic programs (Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989) and provide graduate students with the motivation to complete an academic program (Burnett, 1999;Kasten, 1992;Norris et al, 1996;Witte & James, 1998). The graduate students in cohort groups at one university had higher retention and graduation rates than the traditional graduate students across racial/ethnic groups (Cunningham, 1996).…”

Women graduates' academic resilience and their personal strategies for doctoral success

“…The cohort worked together on a "group dissertation" to leam the process of completing the terminal paper before each had to write one alone. The researchers found limitations such as conflicting personalities, but reported that the benefits outweighed the problems (Witte & James, 1998).…”

“…Successful completion of a dissertation is partly the result of the student's motivation along with family and work/financial circumstances, but it is particularly influenced by the quality of the supervision and mentors (Bumett, 1999;Heinrich, 1995;Smeby, 2000). Professorial expertise extends beyond teaching and includes knowledge of university policies and deadlines and assuring research rigor in the classroom and for the dissertation (Monsour & Corman, 1991;Witte & James, 1998).…”