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The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom.
Abstract
Purpose
The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom.
Design/methodology/approach
In this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher.
Findings
The findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits – the synergy between research and practice – and challenges – the frustration that occurred when potential crossover faced resistance – resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author’s plans, raising questions about where to go upon finishing her degree.
Originality/value
Scant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers’ experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another.
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Shaoan Zhang, Mark Carroll, Chengcheng Li and Emily Lin
This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral…
Abstract
Purpose
This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design.
Design/methodology/approach
A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework.
Findings
Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies.
Research limitations/implications
Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study.
Practical implications
Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice.
Social implications
This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program.
Originality/value
This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.
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This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT).
Abstract
Purpose
This study aims to explore the motivation and satisfaction of part-time PhD students in the USA through the lens of self-determination theory (SDT).
Design/methodology/approach
Following an explanatory sequential mixed methods design, data sources consisted of a survey (N = 100) and focus groups (N = 20) of part-time PhD students.
Findings
Findings suggest that part-time PhD students achieve greater satisfaction when they are autonomously motivated. Part-time PhD student satisfaction may be increased through shifting motivation from an external to an internal locus of control, such as when doctoral work is framed within the context of solving practice-based problems. Facilitating this change requires those involved in the practice of research doctoral education to work toward satisfying students’ innate needs of autonomy, competence and relatedness with others, yet many part-time PhD students describe experiences within their doctoral education that do not meet these needs. Implications for research and practice are presented.
Originality/value
This paper tests the applicability of SDT, a widely used theory in doctoral studies, to part-time PhD students, an understudied student population in the USA.
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This paper presents the findings from a UK study of one hundred part‐time research students. The participants were students attending one of a series of training days provided…
Abstract
This paper presents the findings from a UK study of one hundred part‐time research students. The participants were students attending one of a series of training days provided specifically for part‐time research students. Free text responses were collected on: what it’s like being a part‐time research student; what they would like from training events; and what they thought of this series of training days. The students were particularly appreciative of the opportunity to meet fellow part‐time research students, albeit in different disciplines and at different stages of their PhD. Rather than solely listing specific research skills they would like covered, most of their ideas for future training sessions concerned more nebulous personal and emotional aspects of the experience of studying for a PhD on a part‐time basis. Four dimensions of training need were identified: research techniques; research skills; engagement with the part‐time PhD process; and engagement with their part‐time peers. It is suggested that research training involving part‐time research students, could usefully build in time to focus explicitly on some aspect(s) of the more personal and emotional elements of the parttime doctoral experience, as well as on technical aspects of research work.
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Jenny Candy, Padmali Rodrigo and Sarah Turnbull
Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. The purpose of…
Abstract
Purpose
Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. The purpose of this paper is to explore student expectations of doctoral training within a UK Higher Education context.
Design/methodology/approach
The data for the study were gathered via two focus groups conducted among doctoral students from different faculties in a post-92 UK University. Participants were selected using a snowball sampling approach.
Findings
The findings suggest that the expectations of doctoral students are contingent upon their year of study, study mode, perceived fit between training goals and available training, peer recommendations, word-of-mouth (WoM) and the scholarly support they received from their supervisors.
Practical implications
The study suggests a better understanding of students’ segmentation can help Higher Education Institutions deliver training that meets the expectations of doctoral students in a way that result in zero or a positive disconfirmation.
Originality/value
This paper develops and deepens the understanding of the doctoral students’ expectations of work-based skills training and highlights the need for universities to adapt their doctoral training according to the expectations of different student segments.
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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.
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The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional…
Abstract
Purpose
The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.
Design/methodology/approach
Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.
Findings
The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.
Originality/value
While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.
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Patricia C. Jackman and Kelly Sisson
Concerns about psychological well-being (PWB) in doctoral students have grown in recent years. The purpose of this study was to explore qualitatively doctoral students’…
Abstract
Purpose
Concerns about psychological well-being (PWB) in doctoral students have grown in recent years. The purpose of this study was to explore qualitatively doctoral students’ perceptions of factors that promoted their PWB during the doctoral journey.
Design/methodology/approach
Nine recent doctoral graduates at an English university participated in the study. Participants recalled their experience and PWB during the doctoral journey via a life grid and semi-structured interview. The life grids were visually inspected to identify high points in PWB whilst the interview data were analysed thematically.
Findings
The analysis produced the following seven themes representing factors that participants described during periods of better PWB: accomplishments; intrinsic rewards; self-efficacy; comprehension and understanding; supervisor support; wider support network; and self-care and lifestyle.
Originality/value
By adopting a positive psychology approach and exploring qualitatively factors that promoted PWB in doctoral students, this study offers an alternative perspective to research on doctoral student well-being, which has largely adopted a pathological focus. As such, the study demonstrates the utility of approaching research on doctoral students’ PWB from a positive psychology perspective. Findings are discussed in relation to the extant literature, and future directions for research are outlined.
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