The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs

Amanda Rockinson-Szapkiw (College of Education, University of Memphis, Memphis, Tennessee, USA)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Publication date: 8 October 2018

Abstract

Purpose

The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs.

Design/methodology/approach

In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument.

Findings

An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales.

Research limitations/implications

The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs.

Practical implications

The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources.

Social implications

Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society.

Originality/value

There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.

Keywords

Citation

Amanda Rockinson-Szapkiw (2018) "The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs", Journal of Applied Research in Higher Education, Vol. 10 No. 4, pp. 478-492

Download as .RIS

DOI

: https://doi.org/10.1108/JARHE-01-2018-0011

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.