Dissertations / Theses on the topic 'Doctoral education in Australia'
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1
Weeks, Patricia Ann. "Facilitating a reflective, collaborative teaching development project in higher education : relections on experience." Thesis, Queensland University of Technology, 1994.
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A rapidly changing social, educational, political and economic context has meant that there are calls for teaching processes in universities to change from the
traditional didactic, lecture method to a more problem-based, student centered active approach to learning, in order to promote and encourage the development of creative, analytical, flexible, lifelong learning skills in graduates.
In Australia in recent times there has been an emphasis placed on improving the quality of teaching in higher education. Recently teaching in higher education has
been nominated by the Government as an area of national priority. Many universities have responded by establishing Academic Staff Development Units part of whose brief is to assist with the improvement of university teaching practices.
University lecturers are well trained in their own disciplines but it is unusual for them to have received any pre-service formal education in teaching methodology. This study was based in and limited to the Queensland University of Technology (QUT) where teaching is a valued part of the mission, and an Academic Staff Development Unit (ASDU) was established to provide support and assistance to lecturers. Part of the brief of the unit is to provide programs, courses, projects and individual consultation to assist lecturers to make changes and improvements to their teaching practices.
This study explored the processes involved in encouraging lecturers to join and sustain their involvement with a voluntary collaborative, cross faculty teaching development project (TRAC) which promoted an alternative method of teaching development. This teaching development project offered academics an opportunity to move out of the traditional forms of teaching development by becoming
reflective practitioners (Schon, 1983, 1987). The fact that some lecturers were becoming involved and making improvements to their teaching practice by reflecting on and researching their own teaching suggested a need to focus on the processes required to foster and sustain this
involvement.
The purpose of this study, therefore, was to examine my process of facilitation in the teaching development project.
The study is descriptive and interpretive, it was designed to reveal the processes involved in facilitating the project. Narrative inquiry was used as the mode of research in this study as it was an appropriate means of understanding an experience in which the researcher was an active participant and for capturing the complexity of improving teaching in higher education. As facilitator of the project the researcher kept a journal and data was collected through a series of unstructured conversations with lecturers involved with the TRAC project.
Observations were made of group meetings and the documents relating to the reflective, collaborative teaching development project were collected. This study aimed to add to the literature on the role and concerns experienced by
the facilitator of a teaching development project in higher education. By engaging in reflective inquiry, the researcher learned more about her role and responsibility
as a teaching developer and the potential promise and possible pitfalls of helping others engage in studying their teaching practice in higher education. She came
to understand more about engaging in reflective practice.
The narrative highlighted the processes involved in facilitating a university-wide collaborative, reflective
teaching development project for lecturers in higher education, which was aimed at improving the quality of university teaching. By giving a detailed analysis of the individual experiences of the facilitator the study provided a portrayal of the barriers to change and the discussion extended to the implications for supporting lecturers in their quest to become "reflective practitioners" or "teacher-researchers" of their own lecture rooms, laboratories, tutorial rooms and studios in order to improve their pedagogic practice.
This study has not aimed to portray a "perfected" process of facilitation, but rather to explore various processes involved in one particular situation. Inquiry into teaching in higher education increasingly focuses on how students learn. While there are many reports in the school sector of teachers examining their own teaching practice, we read very little information about self-reflection either among lecturers or among teaching developers in higher education.
The narrative focused on the exploration of my daily practice. The emerging portrayal was characterised by complexity. In this study, I observed that for lecturers to venture beyond the security of former patterns of teaching, to extend their vision and to engage in the change process to improve their teaching practice, I had to create the opportunities and provide support for lecturers whilst they
became involved in questioning their teaching practice. I had to provide a 'safe haven' as they entered into a process of thinking, talking and writing about their
experiences as lecturers. I found for many lecturers, telling their stories (either through writing or talking) and sharing their concerns with colleagues produced a
remarkably fresh and personalised awareness of the experience of being a lecturer.
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Wilkinson, James Max. "Vocationalism in Australia: A qualitative study of the impact of restructuring on education." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36523/1/36523_Digitised%20Thesis.pdf.
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This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia.
The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis, lack, as White (1989) argued, an appropriate, underpinning educational theory. The study' s findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism.
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Cumming, Jim, and jim cumming@anu edu au. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." The Australian National University. College of Arts and Social Sciences, 2007. http://thesis.anu.edu.au./public/adt-ANU20080304.115824.
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This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶
In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶
Case narratives incorporating the perspectives of candidatesas well as those whom they deem to be influencing their research and learningare employed to portray distinctive elements of doctoral work and its associated outcomes. Quantitative data and analysis derived from a national survey of doctoral candidates are combined subsequently with this qualitative material in order to generate further insight regarding doctoral activities and the entities that are integral to their enactment.¶
Drawing on theories of practice, an integrative model of the doctoral enterprise is then presented. This comprises two basic components, one of which is a set of doctoral practices classified in terms of curriculum, pedagogy, research and work. The other is a set of doctoral arrangements that reflect configurations of entities inclusive of the participants, the academy and the community.¶
The purpose of the model is to increase understanding of the dynamic and evolving nature of the doctoral enterprise and the interrelationships involving practices and arrangements. This model has implications for candidates and others involved directly in the doctoral enterprise, regardless of their sector, role or status.
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Williams, Helen Margaret. "Curriculum conceptions of open learning : theory, intention and student experience in the Australian Open Learning Initiative." Thesis, Queensland University of Technology, 1995.
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This thesis addresses the need to clarify the meaning of the open learning concept. It does so from a curriculum perspective and with a particular focus on curriculum
control. The reason for this is that open learning is said to involve control of curriculum by learners. The study draws on curriculum theory to identify three alternative conceptions of curriculum which are used as alternative ways of considering open learning. Thus,open learning is examined as an element of social theory, as an intended curriculum and as a perceived student learning experience. The analysis is facilitated by the development of a suite of analytical tools, comprising curriculum code theory and
the concepts of frame and decision-making space. Students are considered as curriculum decision-makers in order to investigate their latitude for curriculum control from their own perspective. By comparing the three conceptions of open learning listed above as they apply to a particular case of open learning provision, by analysing that case in terms of the suite of analytical tools and by considering the relevant historical and socio-cultural context, a new theory of open learning is generated. In the first instance, the three curriculum conceptions of open learning are applied to the Australian Open Learning Initiative. The methodology is based on a research philosophy of realist-coherentism. Theory on open learning, which is generic and
inclusive of a wide range of views, is analysed and reviewed. Three major categories of theory on open learning (descriptive, prescriptive and explanatory) are considered.
The intended curriculum of the Initiative is then detailed primarily from documentary evidence with support from key informant interviews. Students' curriculum experiences are studied by means of a series of telephone interviews with
a targeted sample of 44 students registered for units of study with Open Learning Australia (the Open Learning Agency of Australia) in the first study period of 1993.
Comparing theory on open learning with the evidence of the intended curriculum and student experience indicates that a technocratic approach to opening access, rather
than learner control of curriculum, is the central feature of this case. Learner-centred features of the curriculum and learner control are not primary aims but rather the byproducts of increasing participation primarily through flexibility in the location and timing of study and an open entry policy. Students are seen to be essentially
curriculum-takers with curriculum structures acting as strong frames on their decision-making. In relation to its context, the Initiative is seen as a pragmatic
response to economic and political pressures to expand participation in higher education and to have implications for centralising control of higher education.
It is proposed that open learning is understandable as a manifestation of educational democratisation. Rather than being a novel post-Fordist or neo-Fordist form of
education, it is argued that open learning is a continuation of longer term,
progressive educational trends. Open learning is distinctive from earlier progressive educational movements in its adult focus and use of communications technologies. It is suggested that, in the post-industrial era, pressures associated with the attainment of mass higher education are inducing reforms at that level similar to reforms
previously enacted in primary and secondary education as these reached mass levels of provision. Evidence for this interpretation extends beyond the Australian case and
includes parallels between open learning and the reforms characteristic of democratisation as well as historical data on the expansion of opportunities for adult
education. In terms of curriculum code theory, open learning is seen as an expression of the
rational curriculum code. This suggests an amendment to curriculum code theory to acknowledge a lag in the implementation of certain codes at post-secondary level in
comparison with schooling. If the patterns previously observed in school education continue to be followed, state intervention is likely to involve further technocratic
and internalised controls at this level.
The new theory implies that a systems wide, rather than a piecemeal, approach to the development of national systems of open learning is needed. In Australia, this means
fully integrating the Initiative within the Unified National System of Higher Education and making its funding base and systems of student support more equitable with conventional provision. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decision-making and learner control of curriculum. It notes that transfer of control over entering a program of study is not automatically conferred by an open admissions policy but is, instead, dependent on
providers meeting the information needs of students.
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Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
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This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
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The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Dungan, John. "Post-compulsory education and training reform in Australia: An analysis of how the policy agenda has been constructed and shaped in recent years." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36586/1/36586_Digitised%20Thesis.pdf.
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Post-compulsory education and training arrangements in Australia have been subjected to continuing change over the last decade. Major reforms have included the introduction of a range of vocational education and training (VET) initiatives in post-compulsory schooling, an almost continual revamping of apprenticeships and traineeships, and various reforms to recognition of training arrangements within the mainstream VET sector. These reforms have involved various stakeholders across the schooling and VET sectors, government, industry and community groups to differing degrees. This study examines how the major policy reforms within post-compulsory education and training in Australia over the past decade have been assembled and shaped. A case study selected as representative of the policy reforms, the convergence of general and vocational education in the post-compulsory school curriculum, is examined in detail, with the major implications extrapolated for the broader set of policy reforms within post-compulsory education and training. Major findings include the essentially complex, ambiguous and conflicting nature of the policy reforms themselves, the predominant role of the governing policy elites in shaping and influencing the reforms, the incremental nature by which the policy reforms have been constructed, and the complex set of Commonwealth-State Government arrangements and interfaces which have influenced the reforms. Implications for policy-makers in post-compulsory education and training are considered.
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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.
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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
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McLaughlin, Juliana M. "The outcomes of the Australian/Papua New Guinean secondary school students' project: An analysis from a postcolonial perspective." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36673/1/36673_Digitised%20Thesis.pdf.
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Foreign aid evolved as a moral responsibility of developed nations to developing countries. Foreign study through educational scholarships has become a major consumer of education assistance. This thesis is concerned with the outcomes of foreign assistance to PNG education. Specifically, this study focused on the exploration of the outcomes of the Secondary School Students' Project (SSSP) from the perspectives of the recipients. The SSSP was funded under the Australian aid program.
A postcolonial theoretical framework was developed and guided this research. Employing a qualitative design, this study sought to explore the perception of the recipients and issues concerning their experiences in Australian private boarding schools and on return to PNG. A case study approach was adopted. In-depth interviews, focus groups, a qualitative survey and document analysis were used as data collection methods. This study involved a total of 164 participants consisting of SSSP graduates, National Department of Education (NOOE) coordinators, personnel from tertiary institutions, employers, parents and guardians. The analysis of SSSP recipients' experiences was based on a postcolonial theoretical framework and related literature on colonial history and legacies including neo-colonialism and internal colonialism. A postcolonial rethinking of modernist discourses included a critique of dependency theory, education for development, modernisation and human capital assumptions.
The case study revealed that foreign secondary education maintains personal benefits for recipients. However, the educational provision conditions the recipients to aspire to a colonial identity. It was found that the intended contribution of foreign education for national development of the recipient country is highly dependent upon the political, economic, social and cultural issues within the postcolonial state.
The major themes emerging from this study revealed that cultural politics in postcolonial states can influence the outcomes of foreign funded educational projects. Cultural politics are profoundly influenced by a colonial historical value of western education and cultural hybridity (of traditional, Melanesian ethnicity and western culture). Consequently, the ambivalence (simultaneously attraction and repulsion) that exists in dynamic ways in contemporary society characterises bureaucratic, cultural and social practices. Papua New Guinea needs to define its own identity and its destiny.
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Farris, Terry Richard. "First-Generation Doctoral Male Students' Experiences of Doctoral-level Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2085.
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Recent research suggests a lack of information about the experiences of first-generation doctoral men who have moved from ground-based education to online education, which can negatively impact program completion for this group. This collective case study investigated the experiences of a group of first-generation doctoral male students attempting doctoral-level online education for the first time, in particular, to identify and develop a deep understanding of their experiences in interacting, participating, communicating, and relating with colleagues and instructors. The conceptual frameworks of the study were connectivism, experiential learning, symbolic interactionism, and constructionism. Data were collected through participant questionnaires, Skype interviews, and blogs, and analyzed using Microsoft Excel, Quicktime software, and NVivo to develop themes and codes that were intuitively constructed by the researcher. The study results provided evidence of limited interaction, participation, communication, group work or collaboration, and personal relationships with colleagues and instructors in online education at the university. Study findings suggest needed areas of improvement for universities, especially as they relate to students feeling more connected to their colleagues and instructors. The study findings can inform the design of practice that impacts retention and degree completion of first-generation doctoral male students who have transitioned from ground-based education to online education.
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Falkner, Tina M. R. "Expansion or reproduction in doctoral education : an exploration of doctoral-program orientation /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Fuller, Susan. "Patterns of differentiation in rabbit populations in arid Eastern Australia." Thesis, Queensland University of Technology, 1995.
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Earl, William George. "Alternative housing choices at benchmark affordability levels by 'TEIRM' tenure." Thesis, Queensland University of Technology, 1995.
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Hatcher, Caroline A. "Making the enterprising manager in Australia: A genealogy." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36557/1/36557_Digitised%20Thesis.pdf.
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This study examines the practices and processes through which the identity of the 'enterprising' manager has been formed and idealised in Australia in the 1990s. The study provides a genealogy of the manager as a discursive subject. As a 'history of the present', it takes the formation and practices of the Industry Task Force on Leadership and Management Skills as a 'problem' of the present to be examined and understood.
The argument is, that the art of government has shifted during this decade from a focus on state-building (through the development of a contract between employees and the State during the post world war period) to a concern for making the individual responsible. Techniques of regulation have increasingly given way to techniques of self-regulation. It is self-regulation that is now the dominant mode of authority in the production of managers as enterprising.
This reading of the present draws on poststructuralist scholarship, in particular, the work of Michel Foucault on governmentality, power, and the subject. The applications of this theoretical work made by Nikolas Rose ( 1991; 1996a, 1996b) provide a conceptual framework for the analysis of the identity formation of the manager in advanced liberal democracies such as Australia. The insights of feminist poststructuralists - Chris Weedon (1987), Valerie Walkerdine (1990), Wendy Hollway (1991), and Lois McNay (1992) - have oriented the research to take account of the gendering of identity formation in the workplace.
As a 'history of the present', the purpose of the study is to demonstrate the contingency and instability of the present and its continuities and discontinuities with the past. The study posits the occurrence of the Industry Task Force on Management and Leadership and Management Skills as a significant historical event in the move from the state-building imperative (characterised by the dependence model of welfare) to that of the 'active society' (characterised by responsible and independent individuals).
Three political rationalities are understood to shape the present: participation, economic rationalism, and gender. The inquiry provides an elaboration of how each of these rationalities has become possible in the present formation of the enterprising manager in Australia. Alongside these, several mechanisms are examined which help to explain the contours and shape of the present. These include the rise of therapeutic authority, dividing practices such as those of personnel management, and the development of competency-based practices for managers which facilitate the calculation and calibration of individuals.
It is in the nature of genealogies to be incomplete, and this study is no exception. It has been impossible to engage with all those phenomena which inform the making of the enterprising manager. What this study does attempt, however, is to demonstrate some precise ways in which the making of the enterprising manager has worked as both a leverage for change, as well as a closure on, what it is possible to become.
For this reason, the study targets specific periods for investigation of particular practices. For example, the period of the first fifty years of the twentieth century produced important practices of management. However, it is the period from World War Two to the 1970s that provides an understanding of the formalisation of management practices in Australia, centred around increasing lines of authority and regulation. Alongside this periodisation, the period from 1970 to the mid 1980s is chosen for particular attention, because it is in this period that the idea of 'participation' becomes a normal practice in organisations. Special consideration is given to this period because the study argues that participation is an important political rationality through which the art of government is possible in the present. Additionally, recognising the importance of the concept of discontinuity in understanding the present in a Foucauldian framework, the period from the 1980s to the mid 1990s maps the emergence of the 'active' manager in Australia.This emergence is traced through a range of sites, including a global discourse of the active citizen, as well as more micro attempts to produce these practices, such as the development of manuals and motivational texts.
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Masterman, Ann Katherine. "Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3826.
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Thesis advisor: Heather Rowan-KenyonThis study's purpose was to compare the lived experiences of doctoral women studying Education, a prototypically female field, with women studying Engineering, a prototypically male field to illustrate the phenomenon of doctoral degree progress in the two fields. Using critical feminist theory and Valian's (1999) concept of gender schemas, this study examined doctoral education culture in Education and Engineering and how these cultures influence women's doctoral student experiences and in turn their degree progress (Tong, 2009). Although women represent over 50% of doctoral student enrollment and degrees earned, gender disparities exist in Education and Engineering. Once enrolled, women are proportionally more likely to complete Education doctorates and less likely to complete Engineering doctorates (Council of Graduate Schools, 2008; Gonzales, Allum, and Sowell, 2013; Nettles and Millett, 2006). This trend is important because it implies there is something about Education and Engineering doctoral environments that make them more and less conducive for women's success, respectively (Gardner and Mendoza, 2010). This study used a qualitative interpretive phenomenological analysis (IPA) approach to capture the essence of women's doctoral degree progress by interpreting the lived experiences of 10 Education and 11 Engineering doctoral women (Smith, Flowers, and Larkin, 2009). After 63 in-depth interviews and two focus groups, four themes emerged. Overall, the Education women reported fewer positive doctoral experiences and more barriers to degree progress than the Engineering women due to the funding and research assistantship structure, the faculty advisor relationship, and the department environment. Both groups of women described doctoral education culture as proactive, independent, and competitive - characteristics more consistent with masculine gender schemas. Doctoral education culture also reflected the feminine gender schemas of flexibility and collegiality/collaboration, which were more apparent in the prototypically masculine Engineering field than in the prototypically feminine Education field. Implications for how doctoral education can be re-conceptualized, delivered, and researched are provided, calling for the incorporation of more feminine gender schemas into doctoral education culture in order to promote and achieve gender equity
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Kirkland, Margot Anne. "Professional doctoral students and the doctoral supervision relationship : negotiating difficulties." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27852.
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This research considers the experiences and difficulties that professional doctoral students face and the supervision relationship. Winnicott’s psychoanalytical ideas are used to understand and make sense of the less visible dynamics that shape the professional doctoral students’ narratives. Semi-structured interviews are used to sensitively explore in-depth the nature of difficult experiences. The method of analysis was both compatible with the psychoanalytical theoretical perspective and with the qualitative interview method. The analysis provided an opportunity to listen to and make sense of the professional doctoral students’ narratives in four different ways. The thesis begins with a review of the wider doctoral education research context. Changes, taking place in that context, are considered, looking particularly at the impact of the knowledge economy on doctoral educational research in general and, more specifically, on professional doctoral educational research. Literature within doctoral education highlights supervision models and psychoanalytical supervision models designed for doctoral supervision practice and doctoral student support. Key findings relate to the professional doctoral students’ expectations and the perceptions that shape their difficult experiences. Firstly, professional doctoral students have little knowledge of doctoral supervision before beginning their first doctoral supervision relationship. The professional doctoral students’ expectations and perceptions influence their supervision relationships. When the professional doctoral students negotiate their expectations, they experience a productive working supervision relationship. However, when professional doctoral students exclude difficult experiences from their supervision relationships they do not get an opportunity to make sense of their experiences. Informal pastoral support, such as cohorts, peer groups and families, provide additional space for the professional doctoral students to talk about their difficult experiences. However, this thesis shows that informal support does not provide an academic framework for the professional doctoral student to understand their difficult experience within a doctoral research context. In contrast, this research suggests that the supervision relationship between the professional doctoral student and the supervisor can offer a supervision space informed by Winnicott’s psychoanalytical ideas. In this space supervisors and supervisees can explore difficult professional doctoral student experiences in a creative, playful and academic environment. The thesis concludes by considering the implications for doctoral supervisors and for professional doctoral students. In doing so, I offer recommendations that include points to consider for Higher Education policy, professional doctoral education and supervision training.
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Towers, Stephen James. "Diffusing videoconferencing in government organisations : a structurational analysis." Thesis, Queensland University of Technology, 1997.
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Hamilton, Garry John. "Invalidation of securities in an insolvency context." Thesis, Queensland University of Technology, 1998.
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Nair, Gordon S. "Market entry of Australian firms into South-East Asia : a study of Singapore, Malaysia and Indonesia markets." Thesis, Queensland University of Technology, 1998.
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Cope, Robert G. "Becoming a politician: A biography of James Cope." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36554/1/36554_Digitised%20Thesis.pdf.
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This work documents the personal life and contextual events surrounding an ordinary man in order to investigate the history of his development and education both as a person and as a politician. While there are substantial biographical works tracing the life of a politician, few have used oral history to write the life of ordinary politicians from working class backgrounds. Other issues discussed in relation to the work and central to the understanding of the subject are the choice of subject for biography, humour as power, gender dynamics in politics, and life history methodology. The major source of data is interviews, supported by other accounts including newspapers, biographies, autobiographies, Hansard material and archives. The subject's development and education began well within a supportive family environment and continued with a sound formal education at kindergarten, primary and secondary levels. Sport provided a basis for success and self esteem during his schooling and thereafter throughout his life. Post school development was maintained by a self-motivated drive to accumulate knowledge primarily through reading and observation of other people. His likeable personality, natural charm and wit allowed him to connect with excellent role models from whom he continued to learn throughout his union and political careers. Apart from the negative experiences of the Depression, successes throughout life allowed him to endure with dignity and stoicism any setbacks, especially his forced resignation from the position of Speaker, which was devastating and effectively ended his career.
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Camargo, Gonzalez Lorena. "Latinas' Experience in an Educational Leadership Doctoral Program." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262866.
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In the United States, out of 100 Latina/o elementary students, only 0.3 will complete a doctorate degree. Latinas/os as a fast-growing minority population in the United States continue to be invisible in higher education. The underrepresentation and limited empirical research of Latinas in advanced degrees calls for immediate attention to the inequities existent within the Latina/o educational pipeline. Drawing from a Latina/o Critical Theory analysis, this qualitative study explores the experiences of 12 Latinas from an Educational Leadership Doctoral program. In addition, a microaggressions analytical tool was employed to understand the types, context, effects and responses of and to microaggressions in the doctoral experience of the women. The interviews, revealed that although the Ed.D. was supportive contrary to traditional doctoral programs, Latinas continue to face systemic and institutional oppression at the doctorate level. Despite the negative experiences, the women utilized various support systems and resiliency to successfully navigate their doctoral program.
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Fenby, Frank. "Examining dissatisfaction with an online doctoral program." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1083.
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Sammon, Gerard Patrick. "Freedom of speech in Australia : analysis of freedom of speech as a right." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36891/1/36891_Digitised%20Thesis.pdf.
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Lopez, Gilda Guadalupe. "A Phenomenological Inquiry of Seventeen Mexican American Women Doctoral Students' Perceptions of Their Doctoral Program as a Socialization Process /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114112626.
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Lampley, James, Donald W. Good, and S. Abraham. "Expectations and Experiences of Online Doctoral Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/253.
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Eyre, Bradley David. "Nutrient behaviour in the tropical Moresby River-Estuary system North Queensland, Australia." Thesis, Queensland University of Technology, 1994.
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Johnson, Carissa. "Understanding Doctoral Success Factors in Online Education Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1360.
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The doctoral student completion rate in the United States is approximately 57% across all disciplines. The purpose of this mixed-methods study was to investigate doctoral students' perceptions of program completion across multiple online doctoral programs at a single university. The quantitative component examined differences in 4 doctoral program completion-related factors between students in 2 capstone completion stages and 6 academic programs. The qualitative component included an analysis of student perceptions of program completion. Attribution theory was used as a framework to understand the ways that personal attributions influence the success of the participants. The Doctoral Completion and Persistence Scale (DCPS) used in this study measured success scales of individual ability to persist, inter-program relationships, program culture, and dissertation preparation. Four 2-way analysis of variances were used to test for mean differences in these scale scores between preprospectus (n = 10) and postprospectus (n = 18) students enrolled in the doctoral programs. Individual ability to persist scores were significantly higher for preprospectus students and there were no significant differences found between programs. The DCPS' qualitative open-ended prompts were also analyzed for themes in reflections. Open coding and thematic analysis revealed that faculty relationships were an important emergent theme for maintaining persistence for all students. A professional development project was developed to provide strategies to assist doctoral stakeholders in their efforts to increase student persistence. Positive social change results when students persist and complete their doctoral programs with the collective support of stakeholders.
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Baker, Andrew. "Genetic evidence of an inverse relationship between dispersal and territorial group size among mainland populations of the Australian magpie." Thesis, Queensland University of Technology, 1999.
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Dewhirst, Catherine Marguerita-Maria. "Ethnic identity in Italo-Australian family history : a case study of Giovanni Pullè, his legacies and his transformations of ethnicity over 125 years." Thesis, Queensland University of Technology, 2003.
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In the second half of the nineteenth century, Australia became a destination for hundreds and thousands of Italians as a result of Italy's first modem diaspora. Those who immigrated between the 1850s and 1914 came from diverse
backgrounds - socially, culturally, politically, economically, regionally and linguistically. For a minority group, their regional diversity was still quite vast. While in Australia this earlier group was numerically minute in terms of those received by other countries and in comparison with the second half of the twentieth century, these Italians represented a strongly visual and vocal presence in colonial and post-Federation society. Indeed, increasing demographically at a higher rate than any other migrant group after the British (Anglo-Celtic immigrants) at the tum of the twentieth century, Italian migrants offered a new social and economic component in Australia, becoming entwined into the fabric of a developing nation (Castles et al. 1992; Jupp 1988c; Templeton 1998). More
than a century since, Australian society has undergone numerous transformations from its development as a nation and in response to world events. The lives of Italian migrants and their descendants bear witness to many of these changes. But, both historical and theoretical approaches fail to explain the significance of the inheritances from a migrant past. This research project takes up the task of examining the legacies of the Italo-Australian presence during the late nineteenth and early twentieth centuries, as well as the impact these migrants made on, and their response to, the trajectories of Australian migration history since the 1870s until today. In the process, it reflects the evolution of Italian ethnicity.
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Boyce, B. Ann, Jacalyn Lund, and Kason M. O’Neil. "PETE Doctoral Institutions: Programs, Faculty and Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4053.
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Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011–2012 academic years and selected summary data from 1996–1997 through 2011–2012. Results/Conclusion: As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.
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Cox, Elizabeth K. "" Just a Teacher” with a PhD: The Doctoral and Professional Experiences of K-12 Practitioners." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108385.
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Thesis advisor: Audrey A. FriedmanMuch of the research on doctoral students’ experiences is reported quantitatively from national studies across disciplines or in the form of abstractions about ways in which institutions might improve graduate education (e.g., Golde & Dore, 2001; Nerad, 2004). Qualitative, empirical research exploring the reasons for doctoral graduates’ career choices is limited, especially for doctoral students in the field of education. Given that ~ 50% of doctoral graduates pursue careers outside of academia, it might be beneficial for institutions of higher education to prepare their doctoral students for the careers they ultimately choose. After teaching high school English for seven years, I decided to pursue a PhD in Curriculum and Instruction because I thought I might want to become a teacher educator. My experience in the doctoral program challenged my expectations, and after completing coursework, I returned to the high school classroom. This dissertation sought to understand the experiences of doctoral students who earned PhDs in Curriculum and Instruction and chose to return to or remain in K-12 settings as opposed to pursuing careers in academia. I applied narrative inquiry (Clandinin & Connelly, 2000) and autoethnography (Denzin, 2014) as methodologies to present an exploratory, multiple-case study (Yin, 2014) of six graduates (and one almost-graduate) from a Curriculum and Instruction doctoral program. Written narratives, individual interviews, documents, and artifacts provided the data for this study. Findings reveal the factors that influence students’ experiences in the doctoral program, as well as their ultimate career choices, which include: a commitment to and passion for public education, the financial implications of pursuing a career in academia compared to one in K-12 schools, the specific requirements of the program (e.g., coursework, assistantship, and dissertation), the misconceptions upon entering the program, and the ability to share new knowledge within K-12 schools. Participants overwhelmingly agreed that the knowledge and skills they developed during the program impacted their practice in positive and powerful ways
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Christie, Michael J. "Entrepreneurial strategy of regional development boards : a study of how management processes and roles are executed." Thesis, Queensland University of Technology, 2001.
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Stanley, Steven. "Doctoral dilemmas : towards a discursive psychology of postgraduate education." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/7702.
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This thesis presents a critical analysis of the dilemmas of doing a PhD in the social sciences from the perspective of discursive psychology. It aims to contribute to qualitative studies of higher education, especially work in the sociology of education on social science doctoral research and training, and discourse analytic work on the dilemmas of education. It argues that there is a crucial bias in the literature on doctoral study. Much of the theory and research on doing a doctorate has been written and carried out by doctoral supervisors and established academic researchers, rather than doctoral students themselves. As a result, researchers have tended to study supervisor rather than student dilemmas and have left certain gaps in their studies, including the experiential dimensions of doctoral research, the discursive construction of postgraduate identities, and the patterns of ideology and power at play in doctoral student life. The present doctorate on doing a doctorate attempts to fill in these gaps, and at the same time introduces a distinctive critical, discursive, and reflexive take on postgraduate education. Detailed discourse analyses are carried out of in-depth semistructured interviews with PhD students in various psychology and social science departments in the United Kingdom. The analysis pays attention to the conversational, rhetorical, and ideological patterning of doctoral postgraduate discourse. In particular, it concerns the academic identity work done by the postgraduates, the ways in which they manage particular interactional, selfpresentational, and ideological dilemmas in their talk, and the different forms of power that are at play as they carry out their doctorates. In addition, a form of practical, analytic reflexivity is developed in the thesis, whereby the authors' own methodological and interviewing practices are analysed, along with text of the thesis itself. The general argument is that the topic of postgraduate academic identity proves a good case study for the investigation of some of the hidden dynamics of power, as well as the use of wider ideological values, in the construction of identities in contemporary institutional settings.
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Alzoubi, Fawaz. "Pre-doctoral implant dentistry education: Trends, issues, and perspectives." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/46.
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Implant dentistry has emerged as a very reliable and predictable option for replacing missing teeth. Implant education at the pre-doctoral level has been implemented in most parts of the world and is currently perceived as a fundamental discipline in dental education. Dental graduates today are expected to have knowledge and possess skills at the competence level in order to provide care for the growing number of patients seeking this treatment option, which may be the optimal option for the majority of their cases. However, very little is known about current trends, issues, and perspectives of implant dentistry education. This study builds a knowledge base about implant dentistry education in pre-doctoral dental education programs. It begins with an overview of the current state of implant dentistry education described in Chapter 1. Chapter 2 evaluates faculty perception in Kuwait University Faculty of Dentistry regarding case-based-learning, a pedagogy that has been recommended by multiple dental education institutions as the context within which pre-doctoral implant dentistry education should be taught. Chapter 3 presents an example of how case-based-learning pedagogy might be implemented in the form of a case report. Chapter 4 creates the link between faculty perception and student outcomes and presents an evaluation of students' competence level regarding pre-doctoral implant education. Finally, Chapter 5 provides a summary and synthesis of the three articles with a focus on placing this research within the larger body of scholarship on implant education and on identifying implications for policy, future scholarship, and practice.
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Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.
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A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.
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Harbold, Emily Ann. "Perceived developmental issues of doctoral students in educational administration /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050228743.
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Terrill, Gregston Charles. "Secrecy and openness, publicity and propaganda : the politics of Australian federal government communication." Thesis, Queensland University of Technology, 1996.
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Norton, Susan K. "Indicators of Success in the Blended Doctoral Cohort Model." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840659.
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For decades, the cohort model has been utilized to bring graduate degrees to working adults who cannot put their family lives and careers on hold to attend a university in the more traditional way. With the growing access to reliable digital tools, some cohorts have taken advantage of the ability to meet online with live-streaming applications such as Skype, GoToMeeting, and Adobe Connect. The blending of online instruction and face-to-face interaction has given birth to blended learning, a hybrid of synchronous and asynchronous learning. With this evolution of curriculum and instruction delivery, questions arise regarding the quality of graduate programs. Are the students who are investing time and money into these graduate degrees receiving the high-level of quality that they would expect if they were attending the university in a traditional way? How are they interacting with their peers in a scholarly fashion? How are the professors engaging the students in meaningful and scholarly ways? How do students and institutions know what is working for the success of the student and what needs to be improved? This study sought to uncover answers to some of these questions as it researched 16 doctoral students in one blended cohort in central California. With primarily qualitative methods, the study attempted to describe the phenomenon that is the blended doctoral cohort, specifically researching the participants’ perspective of themselves and the blended cohort model at the beginning of their program and, again, at the end of their program.
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Ward, Antony. "Acquisition of service product knowledge." Thesis, Queensland University of Technology, 1995.
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Berthelsen, Donna. "An ecology of centre-based child care." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36555/6/36555_Digitised%20Thesis.pdf.
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The studies in the thesis were derived from a program of research focused on centre-based child care in Australia. The studies constituted an ecological analysis as they examined proximal and distal factors which have the potential to affect children's developmental opportunities (Bronfenbrenner, 1979). The project was conducted in thirty-two child care centres located in south-east Queensland. Participants in the research included staff members at the centres, families using the centres and their children. The first study described the personal and professional characteristics of one hundred and forty-four child care workers, as well as their job satisfaction and job
commitment. Factors impinging on the stability of care afforded to children were examined, specifically child care workers' intentions to leave their current position and actual staff turnover at a twelve month follow-up. This is an ecosystem analysis (Bronfenbrenner & Crouter, 1983), as it examined the world of work for carers; a setting not directly involving the developing child, but which has
implications for children's experiences. Staff job satisfaction was focused on working with children and other adults, including parents and colleagues. Involvement with children was reported as being the most rewarding aspect of the work. This intrinsic satisfaction was enough to sustain caregivers' efforts to maintain their employment in child care programs. It was found that, while improving working conditions may help to reduce turnover, it is likely that
moderate turnover rates will remain as child care staff work in relatively small centres and they leave in order to improve career prospects. Departure from a child care job appeared to be as much about improving career opportunities or changing personal circumstances, as it was about poor wages and working conditions. In the second study, factors that influence maternal satisfaction with child care
arrangements were examined. The focus included examination of the nature and qualities of parental interaction with staff. This was a mesosystem analysis
(Bronfenbrenner & Crouter, 1983), as it considered the links between family and child care settings. Two hundred and twenty-two questionnaires were returned from mothers whose children were enrolled in the participating centres. It was found that maternal satisfaction with child care encompassed the domains of child-centred and parent-centred satisfaction. The nature and range of responses in the quantitative and qualitative data indicated that these parents were genuinely satisfied with their children's care. In the prediction of maternal satisfaction with
child care, single parents, mothers with high role satisfaction, and mothers who were satisfied with the frequency of staff contact and degree of supportive
communication had higher levels of satisfaction with their child care arrangements. The third study described the structural and process variations within child care programs and examined program differences for compliance with regulations and differences by profit status of the centre, as a microsystem analysis (Bronfenbrenner, 1979). Observations were made in eighty-three programs which
served children from two to five years. The results of the study affirmed beliefs that nonprofit centres are superior in the quality of care provided, although this was not to a level which meant that the care in for-profit centres was inadequate. Regulation of structural features of child care programs, per se, did not guarantee higher quality child care as measured by global or process indicators.
The final study represented an integration of a range of influences in child care and family settings which may impact on development. Features of child care programs which predict children's social and cognitive development, while taking into account child and family characteristics, were identified. Results were consistent with other research findings which show that child and family
characteristics and child care quality predict children's development. Child care quality was more important to the prediction of social development, while family
factors appeared to be more predictive of cognitive/language development. An influential variable predictive of development was the period of time which the
child had been in the centre. This highlighted the importance of the stability of child care arrangements. Child care quality features which had most influence
were global ratings of the qualities of the program environment. However, results need to be interpreted cautiously as the explained variance in the predictive models developed was low. The results of these studies are discussed in terms of the implications for practice and future research. Considerations for an expanded view of ecological approaches to child care research are outlined. Issues discussed include the need to generate child care research which is relevant to social policy development, the
implications of market driven policies for child care services, professionalism and professionalisation of child care work, and the need to reconceptualise child care
research when the goal is to develop greater theoretical understanding about child care environments and developmental processes.
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Culpepper, Alice S. "Women graduates' academic resilience and their personal strategies for doctoral success." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2688.
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This study explores women’s perceptions of what made them successful doctoral students and what strategies they used to cope and succeed in the academic environment of an off-campus program in South Florida. The study’s theoretical framework was built on Bandura’s (1997) theory regarding ways self-efficacy influences choices made and effort expended; and Gilligan (1982), Belenky et al. (1986) and other feminists’ theories concerning how women learn.
The study included data obtained from individual, semi-structured interviews with 10 participants, documents spanning the 10 years of the program and interviews with founding faculty members. For each, academic resilience was built on (a) viewing that working on the degree was personally fulfilling, (b) believing she possessed a strong sense of academic confidence; (c) priding herself on having self discipline; (d) seeing herself as a role model; and (e) being motivated by a personal or career goal.
Strategies the participants used to overcome roadblocks included (a) time management-finding time for personal, professional, and academic duties; (b) focus-making the dissertation a priority; (c) collaboration-utilizing both personal and programmatic assistance; (d), and advocacy-acting on their individual needs.
Results of the study indicated that the program at the satellite campus provided structural resources that satisfied basic needs and strengthened the students' self-efficacy. This helped them become successful doctoral graduates. The women had personal fortitude and strong self-efficacy to complete the doctoral journey. They understood that their success was primarily based on the support they received from people: families, peers, and their major professors. Participants suggested that successful women students ascertain whether they have time and resources to devote to an extended study, an understanding family, and the resilience to overcome roadblocks along the way.
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Taneka, D. "Estimating the performance of rural roads in remote areas." Thesis, Queensland University of Technology, 1996.
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Pointer, Martha M. "Accounting Doctoral Faculty: Problem, Data, and Solutions." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3022.
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Colon, Terri L. "From cohort to dissertation completion| A grounded study of doctoral program completers." Thesis, Cambridge College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644473.
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About 50% of all individuals who enter doctoral programs finish. Although many studies exist concerning reasons people fail to finish doctoral programs, few studies related to the reasons people finish doctoral programs have been conducted. The reasons people do not complete (i.e., finances, life changes, lack of motivation) do not necessarily reflect the reasons students do complete these programs. The purpose of this study was to explore the effects of participation in collaborative cohort doctoral programs on dissertation completion. Elements of grounded theory were employed to search for the emergence of information leading to discussion and reflection about the question: How does participation in a collaborative cohort doctoral program affect dissertation completion?
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Lange, Sheila Edwards. "The master degree : a critical transition in STEM doctoral education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7655.
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Rone, Efrem Chayim. "Characteristics of higher education doctoral theses, defrosting some frozen assets." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35302.pdf.
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Dickens, Kristen N. "Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1789.
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The purpose of this phenomenological study was to explore the lived experiences of counselor education doctoral students who participated in multiple roles and relationships. Random purposeful sampling was used to conduct in-depth interviews with current doctoral students in CACREP-accredited counselor education programs who had completed at least one year of full-time enrollment as a doctoral student, participated in a minimum of two multiple roles that were provided in an a priori list, and had access to videoconferencing software in order to participate in the study.
The participants in this study reported and described perceptions of their lived experiences as counselor education doctoral students. The primary research question for the study was “How do counselor education doctoral students experience the phenomenon of multiple roles and relationships?” A review of the literature that examined types of multiple roles and relationships between counselor educators and students, ethical standards, and models for ethical management provided the foundation for the study. Semi-structured phenomenological interviews comprised of open-ended questions were used to collect data via videoconferencing software. Audio taped interviews were transcribed and analyzed for key words and descriptive terms. The data were coded into categories, categories were clustered into themes and themes were cross-analyzed to create super-ordinate themes. Super-ordinate themes were used to address the primary and secondary research questions.
Three super-ordinate themes emerged: awareness and education, multiple roles and relationships as transformative, and experiential learning. Implications for counselor education doctoral students and programs are presented along with recommendations for further research. Personal reflections of the researcher were provided.
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Frick, Liezel, Ruth Albertyn, Eva Brodin, Sioux McKenna, and Silwa Claessson. "The role of doctoral education in early career academic development." SUN Press, 2017. http://hdl.handle.net/10962/66658.
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The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).
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Farrell, Rebecca L. "Personal experiences of mentoring among doctoral students in counselor education." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26037.
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The call for mentorship in the counseling profession has recently become more prominent even though a comprehensive understanding of mentoring practices remains obscure. Researchers postulated that mentoring enhances students" professional development. Yet the frequency to which mentoring occurs and thus influences development is unknown due to the lack of empirical data. The purpose of this study was to examine mentorship, at the doctoral-level, in counselor education programs by identifying the following areas of mentoring: (a) structural components, (b) potential impact, and (c) important aspects. Personal experiences of 66 participants (sample of convenience) who were mentored as doctoral students were utilized.
The quantitative and qualitative results of this study were obtained through the utilization of the General Mentoring Questions, Mentoring Function Scale, and a short answer (one-shot) question. Participants, representing 28 CACREP accredited programs, identified aspects in the psychosocial and career domains of mentoring. Statistically significant differences (p<.05) in the psychosocial domain (M = 4.30) indicated that more intense mentoring occurred when compared to the career domain (M = 3.97). Statistically significant differences were not found across variables of age, gender, and race.
Participants qualitatively based responses to the most important aspect of their mentoring experiences assumed a more psychosocial orientation even when career-related functions were addressed. They were often encouraged, supported, respected, and protected while developing and/or enhancing teaching, research, service, and/or counseling based skills. Sentiments regarding the impact of the mentoring experiences on self-growth, self-confidence, and personal change were also expressed. Essentially, the participants" mentoring experiences seemed to reflect the counseling principles of relationship development and promotion of well-being and empowerment as well as adherence to professional ethics.
It is important to note that these results, which provide a small glimpse to mentoring, cannot be generalized. Implications, however, can be drawn. Mentorship could potentially impact retention and graduation rates and promote professional continuity and identity. Obtaining a richer comprehension of mentorship is required and will most likely enable the profession to maximize practices in an effective and ethical manner, address acclimation, and ensure its longevity.Ph. D.
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Tartaglia, Michael Paul. "Moving Away from Understanding: Personal Therapy in Contemporary Doctoral Education." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1373372351.
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Kirkley, Debra Lynn. "Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2190/.
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This study described the mentoring relationship between doctoral nursing students and their committee chairs. Twenty-two public university doctoral programs responded to a request for names and addresses of their doctoral candidates. The Major Professor Mentoring Scale was used to measure the mentoring relationship. The survey also included demographic and open-ended questions regarding the student-committee chair relationship. Surveys were mailed to 269 doctoral students with an 86% return rate. A principal components analysis was performed to identify the structure underpinning the relationship.
The typical doctoral student in this sample was found to be a 44 year old Caucasian female, married with children, working full or part time while pursuing a PhD degree. Students traveled an average of 85 miles each way to campus and nearly half had selected their program based on its location. The typical committee chair was a Caucasian, tenured, associate or full professor between 46 and 69 years of age. The majority of chairs were married and had funded research projects. The students in the study reported knowing their chairs for an average of five years.
The study revealed that mentoring is occurring in the majority of relationships between doctoral nursing students and their committee chairs. Students identified many strengths and weaknesses in their relationships with their chairs although the relationship appears to be largely positive. The mentoring relationship is composed of four principal components, the largest of which is psychosocial support. Dissertation support, role modeling and scholarly collaboration comprise the other three components. The factor receiving the most positive rating was role modeling, suggesting that students see their chairs as intelligent and hard-working. Students also report positive feelings about both the psychosocial and dissertation support they have received from their chairs. Students reported more neutral feelings about scholarly collaboration suggesting that this is not a frequent occurrence in the relationship. Demographic variables including age, sex, race, geographic distance and family status were not predictors for mentoring scores.