scholarly journals Interaction Equivalency Theorem: Towards Interaction Support of Non-Traditional Doctoral Students

10.28945/4238 ◽  
2019 ◽  
Vol 14 ◽  
pp. 187-216 ◽  
Author(s):  
Constance D Graham ◽  
Liezel Massyn
Keyword(s):  
At Risk ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Risk Identification ◽  
Dropping Out ◽  
Students At Risk ◽  
Risk Profiles ◽  
Identification Process ◽  
Conceptual Paper

Aim/Purpose: This conceptual paper proposes interaction support based on the Interaction Equivalency Theorem (EQuiv) to support interaction for non-traditional doctoral students who have been identified as attrition risks. Background: The master-apprentice form of doctoral education consists primarily of interaction with the supervisor for academic purposes. If this interaction is impaired, it may affect the ability to complete the dissertation due to insufficient knowledge, and it may also create a sense of isolation, which can lead to attrition. Nontraditional students have many characteristics that may inhibit this interaction such as being part-time or studying at a distance. Institutions have been urged to develop profiles of students at risk of dropping out based on past trends and offering intervention to students at risk. In conjunction with risk profiles, the EQuiv offers the potential to individually optimize interaction under time and resource constraints, with a view towards deep and meaningful learning. Methodology: The paper is a conceptual paper using a systematic review of the literature, covering 50 years. Articles were sourced from various databases and journals. Contribution: This article offers recommendations for improving interaction opportunities for nontraditional doctoral students in the master-apprentice form of doctoral education who are at risk of dropping out. It sheds a light on a distinct population whose needs are often overlooked. Additionally, the envisioned use of the EQuiv by organizations and academic departments is an expansion of its intended use by course designers. Additional original work is demonstrated by (a) the development of an EQuiv quality matrix to assess and rank the EQuiv literature, (b) a model of how the EQuiv might be employed to compensate for insufficient interaction, and (c) a representative model of socialization agents and knowledge transmission. Findings: The doctoral experience and EQuiv literature have shortcomings regarding interaction support to non-traditional doctoral students. The literature on the doctoral experience does not capture the invisible problems of the nontradi-tional doctoral student who is under the master-apprentice form of doctoral education. Although institutions are urged to develop risk profiles based on characteristics of students who have dropped out, it still does not capture this specific group of students. Additionally, the socialization requirements of traditional doctoral students under the master-apprentice system are unclear, so the requirements of nontraditional doctoral students under this system are also not specified. Most EQuiv research does not pay attention to the cautions of Anderson (2003a), so the literature is based on situations that do not reflect the intent of the EQuiv. However, it is proposed that the EQuiv could be used as a substitution or augmenting of the S2T interaction in the master-apprentice model. Recommendations for Practitioners: The proposed recommendations might assist practitioners in developing a risk identification process to support non-traditional doctoral students at risk within cost and time constraints for both students and departments. Recommendation for Researchers: An empirical study of nontraditional doctoral student interaction experiences and requirements should be conducted, followed by an analysis of the interactions in the EQuiv. Additionally, the role of socialization of nontraditional doctoral students in the master-apprentice form of education should be explored. Furthermore, a literature review on various risk profiles might be of use to institutions wishing to develop preliminary profiles. Further research on the Interaction Equivalency Theorem is proposed. The EQuiv in its current form has been largely confined to the distance education discipline, mostly focusing on structured courses. The article enlarges the scope of the theory to also contribute to the field of doctoral education. Further research could focus on exploring the applicability of interaction pref-erences, substitutability and the strength of the interactions with this cohort of students. An adaptation of the EQuiv might assist practitioners in developing a risk identification process to support non-traditional doctoral students at risk within cost and time constraints. Impact on Society: Support to non-traditional doctoral students in other countries may improve if the interaction is optimized, which in turn may affect persistence. Future Research: Exploration of management models in support of doctoral student interaction.

scholarly journals Transforming doctoral education: preparing multidimensional and adaptive scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 17-34
Author(s):  
Clinton A. Patterson ◽  
Chi-Ning Chang ◽  
Courtney N. Lavadia ◽  
Marta L. Pardo ◽  
Debra A. Fowler ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Pedagogical Practices ◽  
Career Adaptability ◽  
Content Type ◽  
Transferable Skills ◽  
Curricular Design

Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.

scholarly journals Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

2019 ◽  
Vol 31 (1) ◽  
pp. 36-44
Author(s):  
Lilian H. Hill ◽  
Simone C. O. Conceição
Keyword(s):  
Instructional Strategies ◽  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Instructional Support ◽  
Adult Educators ◽  
Student Progress ◽  
Significant Time ◽  
Support Strategies

Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators.

Applying cultural capital and field to doctoral student socialization

2016 ◽  
Vol 7 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Bryan Gopaul
Keyword(s):  
Qualitative Study ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Design Methodology ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Study ◽  
Content Type ◽  
Student Socialization ◽  
Doctoral Student Socialization

Purpose Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field. Design/methodology/approach This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe. Findings Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences. Originality/value Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.

scholarly journals The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Noelle Fields ◽  
Allison Gibson ◽  
Stephanie Wladkowski ◽  
Cara Wallace ◽  
Abigail Latimer
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Qualitative Study ◽  
Student Success ◽  
Doctoral Students ◽  
Thematic Analysis ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Doctoral Training ◽  
And Training

Abstract Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

scholarly journals “I Don’t Think I’m Prepared”: Perceptions of U.S. Higher Education Doctoral Students on International Research Preparation

10.28945/3489 ◽  
2016 ◽  
Vol 1 ◽  
pp. 197-214 ◽  
Author(s):  
Christina W. Yao ◽  
Louise M Vital
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Doctoral Students ◽  
International Research ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Limited Attention ◽  
Education Programs ◽  
International Perspectives ◽  
Student Training

Although internationalization is often touted as a priority in higher education, little attention is given to infusing international perspectives into the formalities of doctoral education. Further, limited attention is given towards doctoral student training for conducting international research. This qualitative study provides insight on how 21 U.S. doctoral students in higher education programs perceive their preparation as emerging international researchers. Implications for practice include fostering cross-departmental collaborations and supporting co-curricular international opportunities.

Vocational Learning Mediated by Constructive Competition

2018 ◽  
pp. 453-470
Author(s):  
Charlotte Jonasson
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Dropping Out ◽  
Students At Risk ◽  
Food Ingredients ◽  
Cultural Setting ◽  
Cooking Skills ◽  
Material Resources ◽  
Vocational Learning ◽  
Competitive Actions

Competition among students has been found to support motivation, learning, and knowledge if interrelated with collaboration. In this chapter, it is argued that the development of constructive competition is closely related to competitive intentions and material resources. Drawing on activity theory, learning is understood as materially mediated activity in a collective cultural setting and involving transformation of novel concepts and objects. The presented findings in this chapter are based on a field study, where students and teachers participate in activities of vocational learning and preparing for apprenticeship. The findings show that the students' competitive intentions for achieving recognition of their cooking skills mediate engagement and vocational learning for students at risk of dropping out. Findings further suggest that the students' participation in and conceptualization of vocational activities are materially mediated through competitive actions and deployed artifacts like “timing” and use of food ingredients. A central conclusion presented in the chapter is that it is important to take into account the particular competitive intentions and the related mediating artifacts of constructive competition, through which student engagement and learning is developed.

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