Educating Knowledgeable and Skilled Researchers in Doctoral Programs in Schools of Education: A New Model

Abstract

To better understand how skilled and knowledgeable researchers develop in schools of education, the process of becoming a successful researcher needs to be explored. The purpose of the paper is to present three theories/studies including scientific and technical human capital, Levine's study of schools of education, and Lovitts' model of the factors that lead doctoral students to be successful researchers; to review the extant literature; and to delineate a new model to assist faculty in thinking about educating skilled and knowledgeable researchers. It is hoped that this new model will advance our understanding about what it takes to educate skilled and knowledgeable researchers in schools of education.

Exploring the Fit between Doctoral Students’ and Supervisors’ Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey

“…Moreover, the results indicate that both resources and challenges may originate from various sources. Accordingly, the findings supported the previous research into doctoral education, which suggests that doctoral education is a complex nested entity (Leech 2012;MacAlpine & Norton, 2006;Pyhältö et al, 2009). …”

“…For instance, social support and constructive feedback as well as a good supervisory relationship have been identified as predictors of doctoral students' satisfaction, studying persistence, and wellbeing (Gardner, 2007;Golde, 2005;Ives & Rowley, 2005;Pyhältö et al, 2009;Stubb, Pyhältö, & Lonka, 2011). The findings suggest that doctoral student engagement is regulated by the complex dynamic between the student and his or her working environment rather than a single personal or environmental attribute (Leech, 2012).…”

“…'Demands' refer to physical, psychological, social, or organizational working conditions and challenges therein requiring sustained effort, whereas 'resources' refers to those aspects of the work that reduce demands and challenges and which may also contribute to personal learning (Bakker & Demerouti, 2007;Demerouti et al, 2001;Pyhältö, Pietarinen, & Salmela-Aro, 2011). Recently, building on Bozeman's, Dietz's and Gaughan's (2001), Lovitts's (2005), and Levine's (2007) work, Leech (2012) has proposed a model that aims to consider the complexity of educating skilled and knowledgeable researchers by including multiple areas of importance, such as individual resources, program characteristics, faculty members, and location as well as a culture of discipline and graduate education, into the model. The model implies that demands and resources provided by the doctoral students' working environment could originate from various levels of the doctoral education system.…”

Developing globally competent researchers: An international perspective

“…According to Leech (2012), a possible reason for the shortage of skilled and knowledgeable researchers is the lack of quality control based on clearly defined standards of what it means to be a good researcher or to conduct quality educational research. Levine's (2007) research indicates that most programmes across the United States do not equip researchers with the necessary research skills and abilities.…”

Quantitative Preparation in Doctoral Education Programs: A Mixed-Methods Study of Doctoral Student Perspectives on their Quantitative Training

“…Research in education is complex due to the nature of the topic, the high stakes associated with education and achievement, the difficulties of funding and access, as well as the dynamic nature of humans and behaviors commonly studied (Labaree, 2003;Leech, 2012). Doctoral students in education often come to their doctoral program without a strong grounding in scientific methods, and the shift in worldview from the practical application of practitioners in education to the theoretical and analytical work of education research requires time and training (Eisenhart & DeHaan, 2005;Labaree, 2003;Paul & Marfo, 2001).…”