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Book part
Publication date: 16 September 2021

Melora Sundt and Leslie Wheaton

What contributes to US professional doctoral student success in the online space is the subject of this chapter. The online doctoral student occupies two underserved categories of…

Abstract

What contributes to US professional doctoral student success in the online space is the subject of this chapter. The online doctoral student occupies two underserved categories of higher education students: doctoral students and online students, both of which have historically low graduation rates (Bawa, 2016; Stone, 2017). A number of US online doctoral programs have significantly higher graduation rates than normal, demonstrating that it is possible to create highly successful online doctoral programs. In this chapter, we apply the R. E. Clark and Estes (2008) conceptual framework of human performance to understanding the factors contributing to doctoral student success in online programs. We look at three stakeholder groups, faculty, staff, and students, and review the factors and solutions that could allow each group to contribute to doctoral student success. This review of the literature is informed by examples drawn from two online professional doctoral programs for which the authors either designed and taught courses, and chaired dissertations, or were enrolled in as a student.

Article
Publication date: 22 April 2020

Shawn C. Boone, Linda De Charon, Marcia (Marty) Hill, Amy Preiss, Debbie Ritter-Williams and Elizabeth Young

Globally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence…

Abstract

Purpose

Globally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence taught by a cadre of 20 specialized faculty members who engage in best practices to assist students in persisting and progressing toward program completion.

Design/methodology/approach

This qualitative program assessment using content analysis examined the program effectiveness of one online doctoral program's first-year program sequence. Two research questions guided this program assessment, they were: RQ1. Based on online doctoral students' perspectives, what motivators contribute to online doctoral student persistence and progression in an online doctoral program? RQ2. How do online faculty contribute to online doctoral student persistence and progression? Data collection included myriad of program metrics: content area meetings (CAMs); closing the loop assessment data; faculty and student end of course survey data; and faculty and student semistructured interviews.

Findings

The resultant themes indicated that students are motivated by support from family, friends and religious beliefs; and students persist based on support from fellow doctoral students and faculty members. Additional themes revealed that faculty members motivate students through building faculty–student relationships, individual coaching, providing university resources and through clarification of program requirements; and faculty members perceive that face-to-face doctoral residencies greatly contribute to student persistence and progression through interpersonal interaction and through improved clarity.

Originality/value

Implications of this program assessment have far-reaching impact on how doctoral granting institutions can structure small cadres of faculty to develop interpersonal relationships with doctoral students with focus on support and development.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 17 June 2021

John P. McAvoy Jr and Russell Thacker

Within the USA, current trends in higher education show more women than men achieving graduate degrees. Among the potential reasons for this disparity is that fathers are…

Abstract

Purpose

Within the USA, current trends in higher education show more women than men achieving graduate degrees. Among the potential reasons for this disparity is that fathers are reporting challenges in balancing their additional responsibilities while increasing their housework and childcare investment. Many fathers are turning to online graduate education to more effectively balance home and school responsibilities. However, limited portrayals of fathers' experiences in online education exist.

Design/methodology/approach

In this duoethnography of two online doctoral student fathers, the authors add to the limited literature on both fathers and online students in navigating home, school and work responsibilities. The authors use Goode’s role strain theory to examine the challenges to achieving a balance between each sphere of responsibility and explore strategies for managing these tensions.

Findings

The authors discuss the need for ongoing flexibility and change, the process of navigating feelings of guilt and self-doubt and the ability to engage in daily role bargains. They argue that online education is generally not a panacea for easing role conflict and find that integration is an effective strategy to aid online students' persistence in their programs.

Practical implications

The authors conclude with policy and practice recommendations for future online doctoral student fathers and doctoral program designers.

Originality/value

Little research has been conducted from the online doctoral student father lens. This research fills in this gap and lends a voice to fathers who are navigating the doctoral journey.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 10 February 2020

Robert Jason Lynch, Bettie Perry, Cheleah Googe, Jessica Krachenfels, Kristina McCloud, Brielle Spencer-Tyree, Robert Oliver and Kathy Morgan

As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to…

Abstract

Purpose

As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to address this gap in understanding, this paper aims to explore the experiences of doctoral student wellness within the context of online distance education. Doctoral students, and their instructor, in an advanced qualitative research course sought to use collective autoethnography to address the following questions: How do the authors perceive the wellness as doctoral students engaged in distance education, and how do the authors understand the influence of the doctoral program cultures on the perceptions of the own wellness?

Design/methodology/approach

This paper emerged from a 12 week advanced qualitative research course where students opted to engage in a poetic arts-based collective autoethnography to reflect on and analyze their experience of wellness as doctoral students taking online courses. Data collection included the use of reflective journaling, creation of “My Wellness Is” poetry, and weekly group debriefing. Journals and poems were analyzed individually, then collectively. First and second cycle coding techniques were used, with the first cycle including process and descriptive coding and second round coding involving pattern coding.

Findings

Through first and second round coding, three primary themes emerged: positionality as an element of wellness, the role of community in maintaining wellness and awareness and action regarding wellness.

Research limitations/implications

Due to the inherent nature of qualitative research, and specifically autoethnographic methods, the findings of this study may be difficult to generalize to the broader online graduate student population. Future research on this topic may use the experiences explored in this study as a basis for the development of future quantitative studies to measure the extent of these findings in the broader population.

Practical implications

This paper includes implications for the development of interventions that may support wellness in graduate students in online environments including support interventions from faculty advisors, leveraging academic curriculum to promote wellness, and suggestions for building community among online graduate students.

Social implications

As technology advances, online education is quickly becoming a leading mechanism for obtaining a graduate education. Scholarship in this discipline has primarily focused on academic outcomes of online students and has largely focused on undergraduate populations. This paper broadens the conversation about online education by illustrating a non-cognitive dimension of the student experience, i.e. wellness, through the perspective of graduate students.

Originality/value

This paper addresses a gap in the current understanding of online graduate student experiences and outcomes using methods that provide vivid illustrations of the nuanced experience of online doctoral students.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 18 August 2020

Carol A. Mullen

The author's purpose is to identify and analyze the progress of proposals and dissertations after mentor–mentee relationships rapidly transitioned to intensive online doctoral…

2301

Abstract

Purpose

The author's purpose is to identify and analyze the progress of proposals and dissertations after mentor–mentee relationships rapidly transitioned to intensive online doctoral mentoring as a result of coronavirus 2019 (COVID-19).

Design/methodology/approach

An exploratory pedagogic research design was implemented in 2020 to examine the COVID-19 Dyadic Online Mentoring Intervention, a four-month individualized approach to mentorship. A survey was completed by mentees in an educational leadership cohort that revealed the benefits and drawbacks of technology for learning within online doctoral mentoring contexts. Additional sources of data were published literature, mentor's notes, email exchanges, and scholarly enrichment products.

Findings

Data analysis yielded three themes: (1) mentoring strategies were utilized; (2) the pandemic unsettled reality and (3) personal professional development opportunities were evident. Although life challenges were exacerbated by the pandemic, the online doctoral mentoring intervention met dissertation-related needs and supported academic progress in a Doctorate in Education degree program.

Practical implications

Technology-mediated mentoring during crises involves more than modality changes. Faculty mentors should not be solely responsible for mitigating program and dissertation disruption. Academic cultures must support the adoption of pedagogic innovations like high-quality online doctoral mentoring.

Originality/value

Online doctoral mentoring structures utilizing synchronous and asynchronous technologies can help mentees make academic progress in a crisis, not only in “normal” times.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 22 January 2024

Daniella G. Varela, Kelly S. Hall, Ya Wen Melissa Liang, Angelica Cerda and Laura Rodriguez

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which…

Abstract

Purpose

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.

Design/methodology/approach

Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.

Findings

Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.

Research limitations/implications

The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.

Practical implications

The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.

Originality/value

Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 16 November 2018

Loreta Tauginienė and Rima Kalinauskaitė

This paper aims to examine the use of online social networks by doctoral students.

Abstract

Purpose

This paper aims to examine the use of online social networks by doctoral students.

Design/methodology/approach

A quantitative online survey was conducted – 448 doctoral students from 15 universities and 11 research institutes in Lithuania were asked about their participation in both academic and non-academic online social networks.

Findings

The results show that despite efforts to link academics to society, doctoral students are not supported by universities/research institutes nor are doctoral students trained for this purpose, including regarding such threats as offensive posts. Additionally, more comprehensive information is disclosed in academic social networks, but these networks are less common and less frequently used.

Research limitations/implications

International doctoral students in Lithuania cover about 4.4 per cent of the total population of doctoral students. They were not invited to participate in the survey. Furthermore, doctoral students consider any online social network as their professional (academic) network, as was found from our results. This resulted in the confusion of our definition of academic online social networks.

Practical implications

Learning about the diverse online roles doctoral students may take could be facilitated were doctoral students to receive clear and consistent awareness-raising and develop self-awareness in the importance of the roles, the most central online social networks and potential threats, and related institutional support to address them.

Originality/value

This study provides results on how engagement of doctoral students in online social networks might affect their links with society and what academic institutions should promote in doctoral education.

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 2
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 31 August 2023

Erika Löfström, Lotta Tikkanen, Henrika Anttila and Kirsi Pyhältö

Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the…

Abstract

Purpose

Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the changing landscape of doctoral education has affected supervision from the supervisors’ perspective.

Design/methodology/approach

This survey addressed change, challenges and impact in supervisory responsibilities due to COVID-19 pandemic. The survey was completed by 561 doctoral supervisors from a large multi-field research-intensive university in Finland.

Findings

Results show that supervisors estimated that their supervision had been negatively affected by the pandemic, but to a lesser extent than their doctoral candidates’ progress and well-being. In the changed landscape of supervision, the supervisors grappled with challenges related to recognising doctoral candidates’ need of help. Supervisors’ experiences of the challenges and the impact of changed circumstances varied depending on the field and the position of the supervisor, whether they supervised part- or full-time candidates, and the organisation of supervision.

Practical implications

The slowed-down progression and diminishing well-being of doctoral candidates reported by supervisors is likely to influence supervision in a delayed way. Supervisors may be anticipating some issues with stalled studying and stress, but the question is the extent to which they are prepared to handle these as they emerge in supervision encounters. The fact that the experiences varied across field, position, organisation of supervision and the type of candidates (full or part time) suggests that support provided for supervisors to overcome challenges needs to be tailored and engineered.

Originality/value

This study contributes to the literature on doctoral supervision by exploring the impact of transitioning to online supervision and the rapid changes in doctoral supervision as a consequence of the recent global pandemic.

Details

Studies in Graduate and Postdoctoral Education, vol. 15 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Content available
Book part
Publication date: 16 September 2021

Abstract

Details

International Perspectives on Supporting and Engaging Online Learners
Type: Book
ISBN: 978-1-80043-485-1

Book part
Publication date: 16 September 2021

Rachel Scott and Jaimie Hoffman

This chapter unpacks the unique characteristics of online students, research that exists pertaining to support of online students in American higher education, and reviews the…

Abstract

This chapter unpacks the unique characteristics of online students, research that exists pertaining to support of online students in American higher education, and reviews the subsequent chapters in this volume. The chapters in this book focus on research, theoretical foundations for supporting the success of online student. Authors present case studies in various context including a large state university system, a large and increasingly growing public master’s degree, two private institutions, and a Scottish institution. Various theoretical constructs are provided to help inform practices for supporting online students including “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007) and the Dynamic Student Development Metatheodel (DSDM). The final chapters of this book unpack the experiences of specific populations including post-baccalaureate, students, and doctoral students, understanding that each subset of students encounters different challenges throughout their online experiences. Finally, this book closes with a focus on a very important topic for all professionals: accessibility discussing the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. The last chapter compares two models of support (medical and social) and offers recommended changes for implementation of best practices to enhance literacy supports in online learning environments.

Details

International Perspectives on Supporting and Engaging Online Learners
Type: Book
ISBN: 978-1-80043-485-1

Keywords

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