scholarly journals Doctoral Education in Athletic Training: Pursuit of the Degree and Its Influence on Career Aspirations

2019 ◽  
Vol 14 (2) ◽  
pp. 99-107
Author(s):  
Stephanie Mazerolle Singe ◽  
Alicia M. Pike ◽  
Kelly A. Coleman ◽  
Sarah L. Myers ◽  
Jessica Barrett ◽  
...  
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Doctoral Students ◽  
Athletic Training ◽  
Doctoral Programs ◽  
Athletic Trainers ◽  
Educational Experiences ◽  
Doctoral Degree ◽  
Career Goals ◽  
Past Experiences

Context Athletic trainers pursue higher education to obtain positions in academia, which often include scholarship and/or teaching responsibilities. Previous research has investigated the preparation and transition phases for doctoral students moving from student to junior faculty member as well as their professional socialization. However, the reasons for the pursuit of a doctoral degree and doctoral students' career goals postgraduation are not yet understood. Objective To explore the motivational factors and attractors for the pursuit of a doctoral degree among athletic trainers in doctoral programs. Secondarily, to examine how doctoral experiences shape career goals and aspirations. Design Qualitative phenomenology. Setting Higher education institutions. Patients or Other Participants Twelve academic doctoral students (8 female, 4 male; 6.0 ± 4 years Board of Certification–certified; 5.0 ± 3.0 years clinical athletic training practice) completed the study. Main Outcome Measure(s) Participants completed a single one-on-one telephone interview, which was recorded and transcribed. Analysis followed the phenomenological paradigm. Credibility was established through peer review and multi-analyst triangulation. Results Past experiences, mentorship, and professional development served as motivators for pursuit of an academic doctoral degree. Past experiences were supported by (1) previous educational experiences and (2) time in a nonacademic role. Additionally, our participants' career aspirations were shaped through mentorship and legitimization during their doctoral programs. Conclusions Pursuit of a doctoral degree was primarily influenced by the previous educational experiences that provided students with exposure to responsibilities that accompany a faculty role. Strong mentorship helped support the decision to pursue a doctoral degree, as well as to develop a career plan. Engaging in the role of faculty member via an assistantship also supported the development of career plans.

Attracting doctoral students: case of Baltic universities

2017 ◽  
Vol 31 (7) ◽  
pp. 1017-1041
Author(s):  
Alexander Tarvid
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Degree ◽  
Access To Higher Education ◽  
Content Type ◽  
Factors Affecting ◽  
Doctoral Level ◽  
Baltic Countries ◽  
The Baltic ◽  
Doctoral Programmes

Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals Attractors to Faculty Positions Within Higher Education Institutions for Women in Athletic Training

2018 ◽  
Vol 13 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Leah Sampson
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Athletic Training ◽  
Organizational Factors ◽  
Phenomenological Approach ◽  
Years Of Experience ◽  
Job Responsibilities ◽  
Professional Programs ◽  
Experience Teaching ◽  
Employment Goals

Context: Selection of one's occupation can be influenced and determined by several variables and is often studied through the lens of the socialization framework. Career choice has been examined in athletic training, with scholars focusing on identifying initial attractors to the education programs as well as the traditional employment settings. However, little is understood about why an athletic trainer (AT) pursues a role in higher education, specifically women ATs. Objective: Gain an understanding of the factors that influence and motivate women ATs to pursue a career as a faculty member. Design: Qualitative study. Setting: Commission on Accreditation of Athletic Training Education professional programs. Patients or Other Participants: Sixteen women faculty members, average age 35 (±6.2, range 28–49; 2 did not report ages) with 11 average years of experience teaching in athletic training programs (1 did not report) and an average of 14 years of experience as certified ATs (±5.9, range 7–25). Main Outcome Measure(s): Participants completed one-on-one phone interviews, which were digitally recorded and transcribed. Analysis of the data followed the interpretative phenomenological approach. Credibility was established through pilot testing, peer review, and researcher triangulation. Results: Women ATs who have selected a role in higher education were attracted to their positions for three main reasons: (1) connection to the role of being a faculty member, employment goals aligned with the tenets of higher education, teaching, and research; (2) flexibility of schedule the women were able to maintain, accommodating schedule shaped to fit their needs; (3) selecting current jobs due primarily to logistics and location, allowing them to live in a desired location also acceptable to their spouse. Conclusions: Pursuing a faculty role in higher education for women ATs appears to be stimulated by personal and organizational factors, including an attraction to the roles of the faculty member and job responsibilities that can afford flexibility.

Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color

2021 ◽  
pp. 088840642110462
Author(s):  
Daniel M. Maggin ◽  
Tai A. Collins ◽  
Josalyn A. Foster ◽  
Meagan N. Scott ◽  
Kandace W. Mossing ◽  
...  
Keyword(s):  
Special Education ◽  
Doctoral Students ◽  
Students Of Color ◽  
Ethnic Diversity ◽  
Race And Ethnicity ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Student Diversity ◽  
Minority Serving Institutions ◽  
Disproportional Representation

The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs’ climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs.

The Doctorate in Physical Education Teacher Education in the 21st Century: Contexts and Challenges

2011 ◽  
Vol 30 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Phillip Ward ◽  
Sue Sutherland ◽  
Marianne L. Woods ◽  
B. Ann Boyce ◽  
Grace Goc Karp ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Core Content ◽  
The Status

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.

scholarly journals Midcourse Corrections and Life Satisfaction in a Sample of Mid-Career Doctoral Students

2015 ◽  
Author(s):  
Catherine Hiltz-Hymes ◽  
Susan Spicer ◽  
Elizabeth Hardy ◽  
Manuela Waddell ◽  
Sherry Hatcher
Keyword(s):  
Life Satisfaction ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
High Rate ◽  
Advanced Degree ◽  
Traditional Age ◽  
Geographically Distributed ◽  
The Mean

The focus of this study was to examine motivations and reactions in context of a midlife decision to seek a doctoral degree. Participants were 116 non-traditional age, men and women graduate students and recent alumni from one of three geographically distributed and blended delivery model doctoral programs. Demographic information was collected, including career history and goals, age, gender, and ethnicity. The mean and median ages were between 41 and 50. The research questionnaire featured narrative questions regarding “midcourse corrections,” any experienced trauma, and life satisfactions. Autobiographical material was also analyzed thematically, providing further illustrative examples of the midlife experiences in the course of negotiating a doctoral education. Both the narrative responses and autobiographies were analyzed using content analysis (Ryan & Bernard, 2000). Forty-four percent of the sample reported seeking the doctoral degree as part of a career change plan, while 56% sought to achieve an advanced degree in their current fields. Despite a high rate of reported regret, surprise, and even trauma, considerable life satisfaction (91%) was reported as the result of seeking doctoral education in midlife, by definition a “midcourse correction.”

scholarly journals Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates

10.28945/4572 ◽  
2020 ◽  
Vol 15 ◽  
pp. 305-327
Author(s):  
Meredith L Conrey ◽  
Gene Roberts, Jr. ◽  
Melissa R Fadler ◽  
Matias M Garza ◽  
Clifford V Johnson, Jr. ◽  
...  
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Perceived Value ◽  
Doctoral Degree ◽  
Doctoral Degrees ◽  
Future Research ◽  
Higher Education Administrators ◽  
Professional Goals ◽  
Education Administrators

Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.

scholarly journals Cultural Wealth

2019 ◽  
Vol 6 (1) ◽  
pp. 62-89
Author(s):  
Sharon leonie Brown
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Cultural Knowledge ◽  
Survival Strategies ◽  
Diverse Students ◽  
Cultural Wealth

Graduate students who come from a background where neither parent has pursued higher education or specifically, who are Women of Colour (WOC), lack important cultural capital that could otherwise threaten or derail their pursuit of a doctoral degree. Yet, even with this prior familial knowledge, WOC still succeed because they depend on their developed cultural wealth (CW) to navigate through their doctoral studies. To thoroughly analyze this assessment, a theoretical framework that included: critical race theory, cultural capital theory, and Womanist theory was implemented. A six-item structured instrument was utilized to examine the educational experiences of 10 WOC doctoral students who were attending an elite Canadian university. The aim of the survey was to assess how these diverse students cultivated unique forms of CW through the telling of their stories.  An analysis of the data revealed six categories of cultural wealth that were significant and instrumental in graduate student achievement. These elements were: 1) Mother’s Influence, 2) Age Capital, 3) Survival Strategies, 4) Navigating Academic culture or “Know- How” 5) Mentorship, and 6) Spirituality.  The majority of the participants interviewed acquired; grants, publishing and funding opportunities, possessed all six components. Findings of this study suggest that experiential/cultural knowledge of WOC is valuable and important for further research in higher education; and that academic supervisors and administrators should consider using cultural knowledge as a guide and tool for practical mentorship, academic development, and supervision to ensure successful outcomes for current and future diverse students, especially for WOC in doctoral programs.

Transformation of the Dissertation

2020 ◽  
pp. 41-66
Author(s):  
Tiffany J. Cresswell-Yeager ◽  
Raymond J. Bandlow
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Evidence Based ◽  
Dissertation Completion ◽  
Doctoral Degree Completion ◽  
Time Frames ◽  
Embedded Process

To increase success and graduation rates, research shows that doctoral programs must adapt to changes in how instruction is managed and delivered, and must include options that recognize and facilitate discipline mastery without compromising their integrity or the quality of their degrees. This chapter explains a new path to doctoral degree completion, one that minimizes arbitrary time-frames and emphasizes discipline mastery through rigorous coursework and graduate-level research. The authors recommend a new model for successful completion of the dissertation within the Doctorate of Education (Ed.D.) through evidence-based practice. This model implements structured mentoring and the transformation of dissertation research from an end-of-program destination to a program-embedded process. This chapter will provide a discussion of four evidence-based strategies for improved success for doctoral students following this type of pathway to dissertation completion.

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