The emergence of the nontraditional doctorate: A historical overview

Archbald, Douglas A.

doi:10.1002/ace.396

Cited by 20 publications

(16 citation statements)

References 8 publications

(5 reference statements)

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“…Conceptualized (Wellington, 2013); (Dimitrov, 2012); (Petre & Rugg, 2010); (Trafford & Leshem, 2008) Well-written (Wellington, 2013); (Wellington et al, 2005); (Stock, 2011); (Boud & Lee, 2009); (Petre & Rugg, 2010) Voluminous (Poole, 2011); (Park, 2005); (Wellington et al, 2005); (Trafford & Leshem, 2008); (Petre & Rugg, 2010) Peer-examined (Biggs, 2000); (Nilsson & Dunin-Woyseth, 2013); (Park, 2005); (Baptista et al, 2015); (Denicolo & Park, 2013); (Trafford & Leshem, 2008); (Taylor & Beasley, 2005); (Boud & Lee, 2009); (Thomson & Walker, 2010) Publishable (Jones, 2013); (Poole, 2015); (QAA, 2015); (Shaw & Green, 2002); (Wellington et al, 2005); (JQI, 2004) Highest Degree (Park, 2007); (Chambaz et al, 2006); (QAA, 2015); (Archbald, 2011); (Weisbuch, 2005); (Boud & Lee, 2009); (Thomson & Walker, 2010); (CGS, 2005) …”

Section: Subcategory Attribute Citationmentioning

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: Subcategory Attribute Citationmentioning

confidence: 99%

Defining Doctorateness: A Concept Analysis

Yazdani¹,

Shokooh

2018

IJDS

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“…29 These individuals pursue alternative delivery methods such as online learning to gain affordable, practical, relevant, and accessible education, despite unique circumstances, to obtain career advancement. 30,31 In our study, participants fulfilled this nontraditional student role as they knew they could not change their family lives by moving across the country to further their education. DAT degree programs in our study provide this opportunity for meaningful postprofessional education to ATs who are looking to transform their careers without a major life change.…”

Section: Personal and Program-specific Motivatorsmentioning

confidence: 99%

Motivators, Anticipated Challenges, and Supportive Factors for Athletic Trainers Pursuing the Doctor of Athletic Training Degree

Mulder

Bacon

Edler

et al. 2018

Athletic Training Education Journal

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Context: The doctor of athletic training degree (DAT) is a new concept in athletic training. Athletic trainers (ATs) currently pursue the degree, but little is known about why they choose the DAT. Objective: To explore ATs' motivations to pursue the DAT degree. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Twelve first-semester DAT students (6 males, 6 females; age = 32.2 ± 5.2 years; athletic training experience = 9.1 ± 5.7 years) participated. Main Outcome Measure(s): Each individual telephone interview was transcribed verbatim and all identifying information was redacted. Two members of the research team used a phenomenological approach to complete data analysis. Constant comparison was used throughout data analysis to ensure consistency among individuals. A third investigator served as an external consultant to verify themes and accuracy of coding. Her review also confirmed discontinuation of interviews upon reaching data saturation. Trustworthiness of the data was established using multiple-analyst triangulation and peer review. Results: Four themes emerged affecting DAT student motivations for pursuing the degree: (1) personal motivators, (2) program-specific motivators, (3) initial perceived challenges, and (4) supportive factors. Participants indicated that intrinsic pursuit of lifelong learning, professional advancement, future employment opportunities, improved value within their workplace, and mentors' influence impacted them to pursue a DAT. Participants were motivated to develop professionally and advance knowledge and skills while also selecting programs based on program and faculty reputation and engagement in professional advocacy. While time commitment, work-life balance, cost, and online learning expectations were anticipated challenges, participants perceived that family, employers, peers, organization, and time management were supportive factors that would help them be successful. Conclusions: Students are pursing the DAT degree because of both intrinsic and extrinsic motivators. Individual program characteristics also influence the pursuit of the DAT. Students do anticipate challenges but surround themselves with supportive factors to help them be successful.

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“…Over past decades nontraditional professional doctoral programs have steadily grown in numbers (Archbald, 2011). Having first appeared in 1921 at Harvard University, professional doctoral programs were the precursor to the newer, nontraditional professional programs, such as online, cohort, and hybrid programs.…”

Section: E M P I R I C a L A R T I C L E Smentioning

confidence: 99%

“…Today, nontraditional professional doctorates are being awarded in greater numbers than ever before. In fact, some scholars report that the number of nontraditional doctorates awarded each year exceeds the number of traditional doctorates, which are mostly earned by full-time students (Archbald, 2011). Interestingly, nontraditional degrees now make up the majority of doctoral degrees awarded in the United States (Archbald, 2011).…”

Section: E M P I R I C a L A R T I C L E Smentioning

confidence: 99%

“…In fact, some scholars report that the number of nontraditional doctorates awarded each year exceeds the number of traditional doctorates, which are mostly earned by full-time students (Archbald, 2011). Interestingly, nontraditional degrees now make up the majority of doctoral degrees awarded in the United States (Archbald, 2011). These nontraditional programs are often seen as being "new and different" as well as a "departure" from traditional brick and mortar archetypal, or traditional doctoral programs (Archbald, 2001).…”

Section: E M P I R I C a L A R T I C L E Smentioning

confidence: 99%

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