Search results

This article is a critical reflection of the development and implementation of one of the first online doctoral programmes in the UK set up at the University of Northumbria, Newcastle in 2000.

The method adopted for analysis takes the form of a case study.

Effective market research has to be undertaken to fully understand what students need and expect from an online programme of study. Course providers need to identify highly motivated students. Second, critical success factors focus on a well‐targeted curriculum that provides the skills and knowledge relevant to student needs, backed by exceptional faculty who provide innovative course design. Finally, there is a need for integrating the management, teaching and technical team to ensure a high quality and coherent programme delivery.

The reflections in this article can be used as a guide by other faculties wishing to develop online programmes. The article highlights some of the pitfalls of developing and implementing online course delivery and proposes adopting instructional guides as an aid to course design.

The article provides an original insight into some of the operational, technical and managerial issues relevant to delivering an effective online programme of study at an advanced level.

The purpose of this paper is to present one approach to the measurement of impact in a professional doctorate in education that encompasses discipline-based coursework and practice-embedded research.

Quantitative and qualitative data on the impact of the doctoral program were collected at regular intervals, with a focus on students’ application of program content in their professional practice and on students’ professional growth.

The research design and the findings are discussed in the context of the larger debate surrounding the measurement of doctoral impact and the value of online doctoral degrees for practitioners.

This paper presents the systematic collection of data over four years in a newly developed professional doctorate in education.

The purpose of this paper is to describe the strengths and weaknesses of seven representative studies pertaining to the employers’ perceptions of online education.

The paper retrieved and analysed representative studies on the subject from two scholarly databases and Google.

The results indicate that there is a much greater likelihood that a candidate with an online degree would be viewed less favorably for employment purposes compared to the candidate with the face‐to‐face degree.

The paper identifies the gaps in the current studies and suggests future research directions regarding this critical topic.

This study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.

The current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.

The study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.

The study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.

This review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

The purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education.

This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.

Three themes regarding participants’ socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences.

This study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.

The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.

An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.

VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.

Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.

The purpose of this study is to investigate mentorship practices during the COVID-19 pandemic and to consider how mentorship could be improved to support students of educational leadership (EDLE) during crises.

Participants in this collective self-study were four faculty members (i.e. the authors) within an EDLE program in one public, research-intensive university in the southern USA. Data sources were memos, email correspondence, reflective dialogue, course evaluations and meeting notes. Analysis involved dialogic engagement among the research team to identify emergent themes.

Analysis revealed five themes that reflect our collective experiences as mentors during the pandemic. These themes were challenges created by dismantled systems; meeting students' needs for understanding, flexibility and meaningful learning experiences; evolving personal–professional boundaries; grappling with our own sense-making and well-beingness; and clarifying values and priorities.

The pandemic exemplifies the need for a deeper conceptualization of mentorship that stimulates more intimate, compassionate relationships between mentors and mentees. When mentorship is grounded in compassion, intimacy and mutual vulnerability, it demonstrates a genuine ethic of care and concern for others that is supportive of well-being and serves as a model for mentees entering the profession.

This paper extends disciplinary knowledge by focusing on the mentorship of EDLE students during crises and provides insights on how mentorship could be enacted to mutually support mentor–mentee well-being.