Dissertation researchers perspective

Dissertation researchers perspective

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Dissertation Researchers Perspective / 冠 词

This research was conducted as part of a larger dissertation researchers perspective study that involved the collection and analysis of in-depth interviews with 15 counselor educators at counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs CACREP.

The participants were asked to identify strategies used to help students navigate the dissertation process and if the strategies were successful. Structural and relational strategies were identified as significant dissertation researchers perspective the successful completion of the dissertation process.

Although additional research is necessary to determine if the strategies are successful for faculty and students in other counselor education and supervision doctoral programs, we identified five themes that support the completion of the dissertation process: a mechanics of the program, b supportive environment, dissertation researchers perspective, c selecting and working with committee members, d intentionality in developing a scholar identity, and e accountability.

Keywords: dissertation process, counselor education and supervision, CACREP, strategies, doctoral. Earning a doctoral degree is an indication that one has achieved the apex in their identified area of expertise. There is a paucity of literature regarding how individuals navigate the process necessary to dissertation researchers perspective a doctoral degree, including completing dissertation researchers perspective dissertation.

As with other fields, counselor education has a dearth of research into factors associated with doctoral completion and graduation Golde, ; Hill et al. The chairperson holds a senior position in terms of knowledge in the field and understanding of the process needed to ensure a successful dissertation. Although this process can take differing paths depending on the field, completing the dissertation is the ultimate goal in order to cross the threshold of earning a Doctor of Philosophy PhD or Doctor of Education EdD degree.

Two major themes exist in the research literature relevant dissertation researchers perspective successful dissertation experiences: the development of research identity and the importance of the advising relationship Limberg et al, dissertation researchers perspective. Further, Flynn et al. Their specific theory of initiation, dissertation researchers perspective, dissertation researchers perspective, and completion of the dissertation includes three elements: relational factors i.

These themes are explored to position dissertation researchers perspective study in the context of what is currently known about high-quality doctoral dissertation advising from the perspective of the chairperson, which further supports the theory of initiation, management, and dissertation researchers perspective of the dissertation process. Research Identity Development The experiences and challenges associated with the pursuit of a doctoral degree in counselor education and supervision CES have received increased focus within scholarly literature Hinkle et al.

Critical to the pursuit of a doctoral degree is the scholarly identity forged among students during the dissertation process Dollarhide et al. Faculty have an important role in the development of a scholar and research identity among CES doctoral students Dollarhide et al.

Nevertheless, dissertation researchers perspective, gaps dissertation researchers perspective within the study of research identity development in CES, dissertation researchers perspective.

As a result, little is known about the professional, research, and scholar identity development of doctoral students in CES and how doctoral study impacts the aforementioned areas of identity development Dollarhide et al.

Examples of ideas and strategies include students seeing themselves as knowledge creators, dissertation researchers perspective, the ability to identify gaps in literature, and a focus on completing a study that can be done in a reasonable time Dollarhide et al. The dissertation stage is a place where students understand and accept their responsibility for creating new knowledge in the field.

As gatekeepers for their doctoral candidates, faculty create barriers and maintain rules around what they deem is research, a structure for how to conduct research, and how the research will impact the field of counselor education. Researchers have yet to explore how students receive this feedback. Having their needs dissertation researchers perspective and receiving consistent feedback have been outlined as helpful with doctoral students understanding how gatekeeping supports them throughout the dissertation process Dollarhide et al.

Approaches to Advising The dissertation chairperson has a number of roles to help a doctoral candidate be successful. According to Garcia et al. Dissertation researchers perspective literature indicates three important elements of chairperson—student interactions in the dissertation process: a transparent and supportive feedback, b collaborative interactions, and c established communication expectations.

These will be discussed below. Transparent and Supportive Feedback Hilliard provided a number of recommendations regarding transparent and supportive feedback to doctoral students. First, according to Hilliard, because chairpersons hold a major responsibility to ensure the student receives specific feedback for accepting improvements from other committee members, it is incumbent upon chairpersons to maintain positivity and professionalism when working with students, dissertation researchers perspective.

Lastly, Hilliard advises chairpersons to make consistent efforts to provide appropriate and useful feedback to students that informs them of their progress toward dissertation completion. Nevertheless, there are a number of additional challenges in addressing feedback, including the strategies and ideas provided through feedback.

Giving and receiving feedback can be challenging. Questions regarding when, where, and how feedback should be given further complicates the feedback process Purgason et al. The complication in the feedback process occurs largely because both parties, dissertation researchers perspective, chairperson and doctoral candidate, have a responsibility to provide and share feedback and oftentimes expectations are not established. However, in general, the chairperson has the added responsibility of initially broaching feedback, as well as establishing norms and dissertation researchers perspective around how and when feedback can occur Purgason et al, Finally, dissertation researchers perspective, faculty provide critical feedback in a supportive manner.

Learning is most likely to occur when feedback is critical yet supportive, provided in a timely manner, and given with time for the advisee to receive and respond Dollarhide et al.

The challenge faculty members face in following this structure of providing and receiving feedback is that it can create growth but may lead to feelings of frustration experienced by both individuals Idrus et al. A response to address this challenge is to consider the whole person i. Collaborative Interactions Neale-McFall and Ward found that CES doctoral students were most satisfied when working with chairpersons who they perceived to be collaborative.

This was a significant contributor to doctoral student satisfaction with the dissertation process. Established Communication Expectations Hilliard noted that students are more likely to move successfully through the dissertation process if there are clear expectations communicated, written, and agreed upon with the faculty.

Expectations that include each of these elements provide a foundation for the way feedback will be given and received. Moreover, clear communication expectations can help the doctoral candidate with productivity and keep both parties accountable throughout the dissertation process Hilliard, Clear expectations provide a structure for the dissertation process and help candidates efficiently move through this phase of their doctoral journey Flynn et dissertation researchers perspective. In establishing these expectations, dissertation researchers perspective, department and program faculty share the roles of the dissertation chairperson as coach and supporter of the doctoral student.

Faculty and students have named other essential parts of successfully advancing through the process, including the degree of involvement, having systems of support, mentoring, dissertation researchers perspective, and fitting within the departmental culture Dollarhide et al.

Despite naming these essential parts for success, dissertation researchers perspective, little is known about how these factors impact successful navigation of the dissertation process. Purpose of the Study Previous research with current and former doctoral students has found that students see a number of criteria as vital to their success in the doctoral process, dissertation researchers perspective.

Faculty advisors dissertation researchers perspective an integral role in the success of doctoral students as they progress through the dissertation process Dollarhide et al. This study was a part of a larger qualitative research study that was led by the fifth author, dissertation researchers perspective.

The data was collected using in-depth qualitative semi-structured interviews see Appendix with 15 faculty members in CES doctoral programs. Dissertation researchers perspective collection continued until saturation was achieved and no new ideas were presented. Saturation was determined when the same themes were repeated by multiple participants.

Participants responded to interview questions regarding issues pertinent to doctoral CES programs, specifically the components of high-quality programs, strategies to recruit and retain underrepresented students, strategies for working with administrators, and strategies for successful dissertation advising. The goal of employing this research question was to identify successful strategies utilized by faculty to support doctoral students in completing the dissertation process and to understand the effectiveness of these strategies.

Participants Participants in this study were full-time core faculty members in CES doctoral programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs CACREP. The participants worked in CACREP-accredited CES programs that had doctoral-level students.

All participants had experience serving as a dissertation chairperson. Participants were selected one at a time to ensure adequate variation of the selection criteria.

The selection criteria included: a gender self-identification, b racial and ethnic self-identification, c Carnegie classification of the university dissertation researchers perspective the participant was currently employed The Carnegie Classification of Institutions of Higher Education,d length of time working in doctoral-level counselor education programs, e the method used to deliver the counselor education program where the participant was currently working e.

Based on previous research Cartwright et al. Data saturation occurred after 15 interviews. A constant comparative method was utilized to assure saturation. All 15 participants interviewed for this study taught in separate and unique CES programs. No program was represented by more than one participant.

The demographics of the participants included eight self-identified males No participants identified as non-binary or transgender. According to the CACREP Vital Statistics report, Thus, dissertation researchers perspective, our sample was representative of the CES profession as it relates to the cultural identification of being White.

The participants averaged The number of years as a faculty member ranged from 3 to 33 years. Thirty-four faculty responded to the request to participate. The process of dissertation researchers perspective and interviewing the 15 participants was scheduled and conducted by the fifth author. The interviews lasted for approximately 60 minutes and were recorded with the consent of each participant via the Zoom online format.

One interview was completed during a professional conference and was recorded with a Sony digital audio recorder. Dissertation researchers perspective were assigned an alphabetical identifier to protect individual identities during the data analysis process.

The fifth author did not participate dissertation researchers perspective the coding and analysis process in order to enhance participant anonymity and reduce the potential for bias during the data analysis dissertation researchers perspective. Following the demographic information, eight in-depth questions were asked that addressed the research questions of the larger qualitative study see Appendix.

The interview protocol was piloted prior to the study commencing. Several questions were divided into two questions to ensure that only one question was asked at a time. A conventional dissertation researchers perspective interview was used with follow-up questions allowed to ensure understanding of the participant responses. Data Analysis The team coded, categorized, and analyzed data from the dissertation researchers perspective interview transcripts.

The research team used a shared Google Sheet to document codes, descriptions for the codes, and, later in the coding process, broader categories. All members of the research team had access to each transcript in a Microsoft Word document through Dropbox.

Each line of the transcript was read and discussed by team members, and then a verbatim portion s of the line that answered the research question was copied to the shared Google Sheet. Once the code was selected, the group determined a description for the code, using the context in the transcript as a guide. The first three of the 15 transcripts were coded collaboratively as a team during online coding sessions.

Transcripts 4 through 11 were coded in pairs and the final four were coded dissertation researchers perspective with a second researcher available if there were questions. The first and second authors established a code key upon the completion of the first four transcripts. Following initial coding, the first two authors met dissertation researchers perspective additional times to come to a consensus regarding the collapsing of codes. After all transcripts were coded, this code only had two direct quotes for support.

Verbatim quotes of participants were noted and organized into themes, dissertation researchers perspective. Themes were agreed upon by the first two authors and reviewed and supported by the third and fourth authors. The research team continued coding until completion, maintaining agreement on new categories and descriptions added to the code key.

Any discrepancies were resolved by all team members, reaching consensus on the final coding. The following steps were adhered to by the team: 1 asking clarifying questions of each other to be sure every perspective was considered; 2 rereading previous lines of the transcript and reading ahead a few lines to better understand context; 3 allowing space to reflect on what each person was thinking and feeling about a code; 4 considering new codes when participant statements seemed to indicate different data points within the same line of the transcript; and 5 referring back to the research question when considering if a statement fit the purpose of the study.

Trustworthiness To ensure a reliable process, the researchers adhered to a 4-step process proposed by Moustakas dissertation researchers perspective

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