Doctoral Student Learning and Development: A Shared Responsibility

Abstract

O Historically, student affairs professionals focused their work almost exclusively on undergraduate students. Doctoral faculty remained focused on the comprehensive needs of doctoral students. However, this situation is changing. Due largely to growth in numbers and diversity of graduate students, student affairs professionals at colleges and universities across the country are increasingly redefining their visions and their roles to include graduate students, including doctoral students.This research study focuses on the roles currently held by faculty in four fields of doctoral study (clinical psychology, nursing, educational administration, and electrical and computer engineering) at 12 universities in order to illuminate the comprehensive nature of the work currently being done by doctoral faculty. Interviews were conducted with 128 doctoral faculty, students, administrators, alumni, and employers. Findings detail the roles and responsibilities of faculty in four thematic areas: (1) scholarly activity and research productivity, (2) advising and men-

Come Hell or High Water: Doctoral Students’ Perceptions on Support Services and Persistence

“…Limited research to date has focused on specific support services for graduate students, such as professional-development (Holaday, Weaver, & Nilson, 2007), counselling services (Oswalt & Riddock, 2007), thesis writing support (Elgar, 1998), housing (Mills, 2006), orientation (Polson, 2003), funding (Strayhorn, 2010), and pan-university institutional initiatives (Bair, Haworth, & Sandfort, 2004).…”

Experiences influencing degree completion articulated by doctoral students in education administration.

“…Greenlaw et al (1997) Bair et al (2004) supported the assertion that scholarly activity and research productivity was a major role with data from a nursing professor who stated, "Our most important responsibility as faculty is to be role models for doing research" (p. 715). An administrator supported the assertion of the importance of advising and mentoring students as a mechanism to integrate students into the profession:…”

“…The student stated, "They had a 'we accept you, we want you attitude,' not we are trying to weed you out" (p. 717). Bair et al (2004) concluded that this role helped many students feel integrated into their programs.…”

“…The final assertion made by Bair et al (2004) was that the role of defining and shaping program culture was vital. The data provided by a clinical psychology professor supported this: 'What we try to do is create a collegial spirit among students and faculty.…”

“…The findings of Bair et al (2004) A shared approach to doctoral student learning and development has the potential to ensure that (1) doctoral students' needs are adequately addressed; (2) student programs and opportunities are intentionally designed and adequately planned; (3) roles and responsibilities of faculty, administrators, and student affairs educators are mutually understood; and (4) an atmosphere of trust and interdependence is fostered. (p. 725)…”