Dissertations in CACREP-Accredited Counseling Doctoral Programs: An Initial Investigation

Abstract

Faculty in 38 CACREP-accredited doctoral programs in the US described their dissertation products over the last three years, composition of their dissertation committees, and their satisfaction ratings with dissertation products and processes. Results indicated traditional dissertation formats were predominant. Over half (54%) of completed dissertations were quantitative and 40% were qualitative. Committees typically included two or three counselor educators and at least one outside faculty member. Faculty were modestly satisfied with dissertations, citing the need for more rigor and consistency of standards. Higher satisfaction was related to committee composition as well as the use of a variety of research methods.

A Content Analysis of Qualitative Dissertations in Counselor Education

“…For example, lesbian, gay, bisexual, transgender, and queer research can benefit from studies incorporating diverse research traditions (Singh & Shelton, 2011). Faculty reported low satisfaction with their program's dissertation processes when there was a low variability in research methods (Borders et al, 2015). Because counselor education doctoral students appear to use methodological frameworks they have previously been taught (Borders et al, 2015), exposure to diverse research traditions can expand their research agendas and, in turn, enhance the intellectual growth of the field.…”

“…Studies of dissertations in counselor education (e.g., Richards et al, 2018) have not focused specifically on qualitative dissertations' trustworthiness strategies and coherence. Because doctoral research preparation is important to the development of research interest and researcher selfefficacy (Wester et al, 2019), it is critical to better understand the quality of dissertations (Borders et al, 2015). Understanding quality indicators in qualitative dissertations may help identify gaps in current practices and inform improved preparation in qualitative research in counselor education doctoral programs.…”

“…Despite the importance of a rigorous doctoral research environment and mentoring, counselor educators have reported a gap in qualitative research preparation in doctoral programs (Borders et al, 2014(Borders et al, , 2015. For example, when non-counselor education faculty have taught research design courses, doctoral students have reported unfavorable outcomes (e.g., irrelevance to counseling; Borders et al, 2014).…”

“…For example, when non-counselor education faculty have taught research design courses, doctoral students have reported unfavorable outcomes (e.g., irrelevance to counseling; Borders et al, 2014). In a survey of counselor educators teaching in doctoral programs, the most frequently cited desired change for their programs was increased rigor in research methodology (Borders et al, 2015). Understanding the nuances of qualitative dissertation coherence, methodology, and trustworthiness may identify gaps in qualitative research training that can help inform more consistent and quality doctoral research preparation.…”

Integrating Mixed Methods Approaches in Counseling Outcome Research

“…Researchers might also believe they lack the training, competence, or efficacy in qualitative and quantitative methodologies, along with the skills to integrate and unite these methodologies into mixed methodology. Notably, MMR is used the least in doctoral dissertations, with some faculty discouraging students due to lack of competence, feasibility concerns, or disagreement among faculty about students engaging in MMR (Borders, Wester, Fickling, & Adamson, 2015).…”