Motivations to Pursue the Doctoral Degree in Counselor Education and Supervision

Hinkle, Michelle Gimenez; Iarussi, Melanie M.; Schermer, Travis W.; Yensel, Jennifer F.

doi:10.7729/61.1069

Cited by 12 publications

(12 citation statements)

References 27 publications

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“…Semi-structured interview. Interview questions were developed by reviewing the literature (Hinkle et al, 2014;Milsom & Moran, 2015), adhering to the research question (Hays & Singh, 2012), examining career theory (Sharf, 2016), and following the phenomenological framework for crafting open-ended questions (Moustakas, 1994). The first and second authors conducted the semi-structured interviews and experience.…”

Section: Procedures and Data Collectionmentioning

confidence: 99%

“…These reasons may include a desire to earn additional pay from their work settings, obtain leadership roles as counseling directors for school districts, provide consultation services, enhance the counseling profession by conducting research and scholarship (Southern, Cade, & Locke, 2012), or become a faculty member at a higher education institution (Milsom & Moran, 2015). It is evident that practicing school counselors enrolled in counselor education doctoral programs have an abundance of career choices and opportuni-ties after graduation (Hinkle, Iarussi, Schermer, & Yensel, 2014). However, limited research is available on the factors that influence the career decisions of practicing school counselors enrolled in counselor education doctoral programs.…”

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confidence: 99%

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Career-Decision Making: School Counselors in Counselor Education Doctoral Programs

Tuttle¹,

Grimes²,

Lopez-Perry³

2019

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School counselors enroll in counselor education doctoral programs based on various factors, which impact their future career-decision making. The researchers conducted a phenomenological research study to examine practicing school counselors' experiences with career-decision making to understand this phenomenon. Ten practicing school counselors enrolled in counselor education doctoral programs participated in this research study. Three emerging themes highlighted the essence of these experiences: (a) intrinsic and extrinsic motivators, (b) developmental fit, and (c) lifestyle factors. The results and recommendations from this research study provide counselor educators insight into these experiences. This research study informs counselor educators about these experiences and provide an understanding for the need to support and guide school counselors in counselor education doctoral programs through teaching.

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Section: Procedures and Data Collectionmentioning

confidence: 99%

mentioning

confidence: 99%

Career-Decision Making: School Counselors in Counselor Education Doctoral Programs

Tuttle¹,

Grimes²,

Lopez-Perry³

2019

TSC

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“…Many of these studies have focused on the issue of race (Baness, 2011;Belk, 2006;Humphreys, 2010) while others gender (Hill, 2005;Nakitende, 2012). Studies focusing on specific disciplines and motivation to attain a doctorate have also been completed: Nursing (Graf, 2001;Richardson, 2011), counseling (Hinkle, Iarussi, Schermer, & Yensel, 2014), secondary education (Jablonksi, 2001) and physical therapy (Ruby, 2008), amongst others. In addition, many studies involving the doctorate and motivation have centered on attrition (Geller, 2004;Litalien & Morin, 2015).…”

Section: Background Of the Studymentioning

confidence: 99%

Student Affairs Administrators’ Understanding of Motivations to Attain a Doctorate in Higher Education Administration

Binion

2018

Preprint

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Students are motivated to pursue education for various reasons and understanding those motivations can help administrators and faculty better serve graduate students who choose to participate in doctoral studies. This study analyzed qualitative data in an effort to better understand how student affairs administrators perceived their motivations while discerning doctoral study in the field of Higher Education Administration (HEA). This study used Self Determination Theory (SDT) as a framework for understanding how motivational factors influence students to participate in doctoral education. The results showed that there existed four major themes that described the participants experience with considering pursuing a doctorate in HEA; Professional, Personal and Dual Role Motivations, and Environmental Factors. As a result, the findings suggest that changes in how doctoral education is promoted and encouraged, the importance of the doctorate as a credential as well as creating communities of support can help to increase doctorate representation in the area of Higher Education Administration.

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“…Instead, writers (Castro, Castro, Cavazos, & Garcia, 2011;Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012;Hinkle, Iarussi, Schermer, & Yensel, 2014;Hoskins & Goldberg, 2005;Hughes & Kleist, 2005;Protivnak & Foss, 2009) have focused on highlighting the experiences of counseling doctoral students, including motivations for pursuing the degree and factors that influence their successful trajectory through their doctoral program and the dissertation process. Flynn et al (2012) gave particular attention to doctoral students' dissertation experiences.…”

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confidence: 99%

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

Borders¹,

Wester²,

Fickling³

et al. 2015

JCPS

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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.

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Motivations to Pursue the Doctoral Degree in Counselor Education and Supervision

Cited by 12 publications

References 27 publications

Career-Decision Making: School Counselors in Counselor Education Doctoral Programs

Career-Decision Making: School Counselors in Counselor Education Doctoral Programs

Student Affairs Administrators’ Understanding of Motivations to Attain a Doctorate in Higher Education Administration

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

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