Higher Education and Human Capital

Pérez, David Martínez; Fain, Stephen M.; Slater, Judith J.

doi:10.1007/978-94-6091-418-8

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…From the literature review, the pattern of usage of the concept can be categorized in five conceptual areas, summarized into categories and subcategories as shown in Table 1. (Biggs, 2000); (Nerad & Heggelund, 2008a); (Sadlak, 2004); (Park, 2005); (Wellington, 2013) (Biggs, 2000); (Sadlak, 2004); (Park, 2005); (Wellington, 2013); (QAA, 2015); (G. E. Walker et al, 2008); (Nerad & ネラッド, 2015); (Keefer, 2015); (Kandiko & Kinchin, 2012); (Wisker et al, 2010); (Sweitzer, 2009); (Petre & Rugg, 2010); (Carter & Laurs, 2014); (Pérez, Fain, & Slater, 2011 …”

Section: Uses Of Th E Conceptmentioning

confidence: 99%

Defining Doctorateness: A Concept Analysis

Yazdani¹,

Shokooh

2018

IJDS

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Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.

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Section: Uses Of Th E Conceptmentioning

confidence: 99%

Defining Doctorateness: A Concept Analysis

Yazdani¹,

Shokooh

2018

IJDS

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“…There has been a continuing growth of demand for doctoral education around the world in recent years. Many adults with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives (Callejo-Pérez et al, 2011;Mirick & Wladkowski, 2020;Pearson et al, 2008). Subsequently, diverse formats of doctoral education have been set up in order to accommodate the increasing demand for part-time doctorates (Park, 2007).…”

Section: Introductionmentioning

confidence: 99%

A Phenomenological Exploration of the Student Experience of Online PhD Studies

Lee

2020

IJDS

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Aim/Purpose: This article investigates thirteen students’ lived experiences on an online PhD programme, aiming to develop a better understanding of the nature of doing a PhD online. Background: A large number of adult students with full-time professional roles and other social responsibilities have returned to universities to pursue their doctoral degree in order to advance their personal and professional lives. Online PhD programmes are now one of the viable choices for those who wish to combine their PhD study with other professional and personal roles. However, little has been known about students’ lived experiences of doing a PhD online, which are seemingly different from those of other doctoral students who are doing their studies in more conventional doctoral education settings. Methodology: The present qualitative study employs a phenomenological approach to develop an in-depth understanding of doctoral students’ lived experiences in doing their PhD studies online. The present study was conducted in an online PhD programme at a Department of Education in a research-intensive university based in the United Kingdom (UK). Thirteen students voluntarily participated in a semi-structured interview. The interview transcripts were analysed following Van Manen’s (2016) explanations for conducting a thematic analysis. Contribution: The paper presents seven themes that illustrate the essential nature of doing a PhD online, answering the two questions: (1)What are the lived experiences of online PhD students? and (2) What are the particular aspects of the programme that structure the experiences? Findings: The characteristics of online PhD studies are multifaceted, including different elements of PhD education, part-time education, and online education. Those aspects interact and create a unique mode of educational experiences. In a more specific sense, the journey of an online PhD – from the moment of choosing to do a PhD online to the moment of earning a PhD – is guided by multiple, often conflicting, aspects of different doctoral education models such as the professional doctorate, the research doctorate, and the taught doctorate. The present study demonstrates that experiential meanings of doing a PhD online are constructed by the dynamic interplay between the following six elements: PhDness, onlineness, part-timeness, cohortness, practice-orientedness, and independence. Throughout the long journey, students become better practitioners and more independent researchers, engaging in multiple scholarly activities. Recommendations for Practitioners: It is essential to understand the unique characteristics and experiences of PhD students who choose to pursue a PhD in online programmes. Based on the understanding, online doctoral educators can provide adequate academic supports suitable for this particular group. The study findings highlight the importance of supporting students’ adjustment to a new learning environment at the beginning of the programme and their transition from Part 1 to Part 2. Recommendation for Researchers: It is crucial to develop a separate set of narratives about online PhD education. Common assumptions drawn from our existing knowledge about more conventional doctoral education are not readily applicable in this newly emerging online education setting. Impact on Society: It is important for online PhD students and potential ones in the planning stage to better understand the nature of doing a PhD online. Given the growing popularity of doctoral education, our findings based on the reflective narratives of thirteen online PhD students in this paper can support their informed decision and successful learning experiences. Future Research: A comparative study can more closely examine similarities and differences among diverse models of doctoral education to capture the uniqueness of online PhD programmes. It is worthwhile to investigate students’ experiences in online PhD programmes in disciplines other than education. A more longitudinal approach to following an entire journey of PhD students can be useful to develop a more comprehensive and holistic understanding of an online PhD. Some critical questions about students’ scholarly identity that emerged from the present study remain unanswered. A follow-up phenomenological research can focus on the existential meanings of being a scholar to this group of students.

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Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education

Blessinger¹,

Stockley²

2016

Innovations in Higher EducationTeaching and Learning

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Higher Education and Human Capital

Cited by 3 publications

References 42 publications

Defining Doctorateness: A Concept Analysis

Defining Doctorateness: A Concept Analysis

A Phenomenological Exploration of the Student Experience of Online PhD Studies

Innovative Approaches in Doctoral Education: An Introduction to Emerging Directions in Doctoral Education

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