scholarly journals The Impact of Community for Part-Time Doctoral Students: How Relationships in the Academic Department Affect Student Persistence

10.28945/2297 ◽  
2015 ◽  
Vol 10 ◽  
pp. 301-321 ◽  
Author(s):  
Sarah Zahl
Keyword(s):  
Doctoral Students ◽  
Doctoral Program ◽  
Academic Department ◽  
Academic Departments ◽  
Full Time ◽  
Descriptive Case Study ◽  
Research Institution ◽  
Part Time Students ◽  
Part Time ◽  
The Impact

This study examines the ways that part-time Ph.D. students develop community within the academic department and how a sense of community is related to persistence. This study included 12 participants (ten students and two program chairs) in two academic departments at one urban research institution. This qualitative study followed a descriptive case study design and provided three levels of data: the institution is the bounded system; the academic departments are the cases; and the participants are embedded cases. Positive relationships with peers and faculty served as a source of encouragement and supported persistence, particularly during challenging semesters and later phases of the doctoral program. However, it was often difficult for the participants to develop and/or maintain relationships, due to limited proximity, limited access to faculty, and changing cohorts. Participants did not consider full-time doctoral students to be part of their community, due to perceived differences between part-time and full-time students. The participants also perceived that faculty catered to full-time students and preferred to conduct research with them rather than part-time students.

scholarly journals Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students

10.28945/4598 ◽  
2020 ◽  
Vol 15 ◽  
pp. 393-414
Author(s):  
Shaoan Zhang ◽  
Chengcheng Li ◽  
Mark Carroll ◽  
P. G. Schrader
Keyword(s):  
Doctoral Students ◽  
Situated Learning ◽  
Doctoral Program ◽  
Individual Development ◽  
Future Research ◽  
Full Time ◽  
Program Support ◽  
Essential Components ◽  
Part Time Students ◽  
Part Time

Aim/Purpose: Most programs are designed with full-time doctoral students’ characteristics and needs in mind; few programs consider the unique needs of part-time doctoral students, including time restrictions, experiences during the program, identity development, and different professional aspirations. The purpose of this study was to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development, and how technology may serve as a communication and organization tool for individual and program support. Background: Built on the application of communities of practice, information and communication technology, and situated learning theory, this study sought to evaluate the potential differences among full-time and part-time doctoral students associated with their scholarly development in a traditional doctoral program at a large research-intensive university. Methodology: This study used independent samples t-test to evaluate the potential differences between part-time and full-time doctoral students in their scholarly development. Data were collected from 98 doctoral students via a survey. This study also employed two hypothetical cases that described the issues and solutions related to the program pursuant to scholarly development, which further illustrated the quantitative results and provided more meaningful discussions and suggestions. Contribution: This study provided insights into part-time doctoral students’ scholarly development and provided suggestions for designing doctoral programs and differentiated mentoring for both full-time and part-time doctoral students. Further, additional multifaceted mentoring approaches including peer mentoring and e-mentoring were evaluated. Findings: Significant differences were found in four aspects of doctoral students’ scholarly development: the opportunities to do research related to grants with faculty, support for scholarly work in addition to advisor’s support, involvement in the teaching/supervision activities, and goals for scholarly development. Recommendations for Practitioners: Program designers, faculty, and especially mentors should appreciate the differences between part-time and full-time doctoral students. Potential program redesigns should include judicious applications of technology as essential components to address limited accessibility and opportunities for part-time students. An Individual Development Plan (IDP) should be used to mentor doctoral students to enhance the effectiveness of mentoring regarding academic goals, actions, and related roles and responsibilities. Recommendation for Researchers: Future research can further evaluate and develop the instrument to better measure more domains of doctoral students’ scholarly development. Additionally, qualitative methods may be used to further provide the emic description of the process of part-time students’ engagement with the program, mentors, and peers. Impact on Society: With consideration of the unique needs of part-time students and the application of technology-based learning community, opportunities are provided for mentors and doctoral students to engage in scholarship and develop a sense of belonging to their doctoral program. Future Research: Future research can examine the differences between male and female doctoral students, different race groups, and disciplines.

Adapting Planning Education to Changing Student Demands

1988 ◽  
Vol 8 (1) ◽  
pp. 19-23
Author(s):  
James F. Foerster ◽  
George C. Hemmens
Keyword(s):  
Degree Programs ◽  
Full Time ◽  
Student Needs ◽  
Student Body ◽  
University Of Illinois ◽  
Part Time Students ◽  
Part Time ◽  
The University ◽  
Student Demands ◽  
The Impact

The planning curriculum established at the University of Illinois at Chicago (UIC) in 1973 was designed to serve the needs of full-time students. Since then many changes have occurred both in the curriculum and in the composition of the student body, and now degree programs are jointly offered to both full-time and part-time students. This paper focuses upon program changes instituted over time in response to a changing student clientele, the impact of these changes on graduation rates, and suggestions for responding to changing student needs.

scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

Supporting Scholar-Practitioners toward Doctoral Degree Attainment

2016 ◽  
pp. 286-299
Author(s):  
Sarah Marie Marshall ◽  
Barbara A. Klocko
Keyword(s):  
Doctoral Students ◽  
Degree Attainment ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Completion ◽  
Dissertation Completion ◽  
Time To Degree ◽  
Part Time Students ◽  
Part Time

This chapter examines the role of practitioner as scholar; overviews doctoral completion statistics and Time To Degree (TTD); reviews the literature on barriers and facilitating factors to dissertation completion with particular focus on part-time students who work full-time; and outlines ongoing departmental strategies for improving doctoral completion rates and reducing the time to degree. The aim of this chapter is to serve as a resource for doctoral students, faculty dissertation advisors, and program directors who wish to strengthen programs and practices to achieve the common goal of timely dissertation completion leading to the earned doctoral degree.

Pregnancy, Motherhood, and Academic Career Goals

Affilia ◽  
2018 ◽  
Vol 33 (2) ◽  
pp. 253-269 ◽  
Author(s):  
Rebecca G. Mirick ◽  
Stephanie P. Wladkowski
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Academic Career ◽  
Doctoral Program ◽  
Work Productivity ◽  
Academic Culture ◽  
Career Goals ◽  
Full Time ◽  
High Expectations ◽  
The Impact

While more doctoral students are pregnant and/or parenting in their doctoral programs than previously, little research has focused on their experiences. This qualitative study ( N = 28) explored the experiences of female doctoral students who were pregnant during their doctoral program (in a health-care field) and their decision-making about careers postgraduation. This study examined participants’ perceptions of the implicit and explicit culture, professional expectations, and the role of these experiences on career goals and trajectories. Participants described an academic culture of high expectations, in which mothers could be successful if they maintained a silence about their identity as a mother and ensured that their family life did not negatively impact their work productivity. Some perceived lost opportunities in graduate school and/or on the job market due to pregnancies and parenting during graduate school. The impact of these experiences on postgraduate careers was diverse, but the majority spoke of wanting to find a position in a family-friendly organization where family was valued and work life balance was possible. For some, this was an academic position, while for others this was a full-time practice position or part-time work.

Assessment of an Alternative Cohort Model for Part-Time Students in an Educational Leadership Program

2000 ◽  
Vol 10 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Darla J. Twale ◽  
Frances K. Kochan
Keyword(s):  
Educational Leadership ◽  
Doctoral Students ◽  
Collaborative Work ◽  
Cohort Model ◽  
Leadership Program ◽  
Part Time Students ◽  
Part Time ◽  
Educational Leadership Program ◽  
Assessment Procedures ◽  
The Impact

This study examined the effectiveness, of an alternative cohort model, designed primarily for part-time doctoral students in an educational leadership program. Results of a survey, student evaluations, and input from focus groups indicated that the experience was personally and professionally rewarding, promoted friendships, networking, and a system of support, and served as an avenue for the expression of ideas. Meeting in small groups, sharing experiences, and engaging in group interaction were important elements in fostering positive outcomes. However on the negative side, students did not use the opportunity to take risks during the seminars and decreased contact with one another following the seminar sequence. Furthermore, females found the experience more valuable than males. Findings suggest a part time cohort may be valuable in preparing students to develop and operate in collaborative work environments but transfer of learning to the work environment was not immediately evident. Readers may find the survey instrument and assessment procedures of value when examining the impact of similar program designs.

scholarly journals Experiences of using the researching professional development framework

2019 ◽  
Vol 10 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Hilary Lindsay ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Doctoral Students ◽  
First Year ◽  
Full Time ◽  
Content Type ◽  
Development Framework ◽  
Initial Questionnaire ◽  
Part Time Students ◽  
Part Time ◽  
New Framework

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.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Effects of full-time v. part-time grazing on seasonal changes in milk coagulation properties and fatty acid composition

2021 ◽  
pp. 1-6
Author(s):  
Franziska S. Akert ◽  
Michael Kreuzer ◽  
Carmen Kunz ◽  
Beat Reidy ◽  
Joel Berard
Keyword(s):  
Fatty Acid ◽  
Seasonal Variations ◽  
Milk Fat ◽  
Seasonal Effects ◽  
Full Time ◽  
Fa Composition ◽  
Part Time ◽  
Milk Coagulation ◽  
The Impact ◽  
Feeding Systems

Abstract For this research communication our objective was to investigate to what extent milk coagulation properties and milk fatty acid (FA) composition were affected by different feeding systems, season and their interaction. Eighteen cows in total were subjected to one of three different feeding system treatments: full-time grazing or part-time grazing combined with indoor feeding of fresh grass with low or high concentrate supplementation. Milk was sampled in spring, summer and autumn. Milk coagulation time was 15.0, 19.0 and 17.7 min, coagulation dynamics 1.67, 3.41 and 1.79 min, and curd firmness 52.7, 32.4 and 47.0 mm in spring, summer and autumn, respectively. Thus, milk coagulation properties of the milk were lower during summer. There were strong seasonal effects on milk FA proportions, but there were not always changes with progressing season, or changes were different with respect to the impact of the feeding systems (system × season interaction). The milk fat was favourably rich in oleic acid, conjugated linoleic acid and α-linolenic acid and had a low n-6/n-3 fatty acid ratio in all systems. Factors like seasonal variations in grass composition and the energy balance of the cows were considered relevant for the milk FA composition. Overall, seasonal variations in milk quality were less pronounced with part-time grazing with fresh grass indoors as compared to full-time grazing without concentrate.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

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