The growing literature on the impact of doctoral programs on marriages has identified four major areas of concern: financial difficulties, change of lifestyle, lack of time, and communication issues (Bergen & Bergen, 1978; Cao, 2001; Giles, 1983; Middleton, 2001; Norton, Thomas, Morgan, Tilley, & Dickins, 1998; Williams, 1977). In addition, Looney, Harding, Blotcky and Branhart (1980) found that psychotherapists were more likely to have marital discord and failure in their marriages than in the general population. Moreover, studies have shown that female doctoral students reported more stress compared to male students (Mallinckrodt, Leong, & Kralj, 1989). With the recognition that marital conflicts are a significant indicator for lower persistent rates for married graduate students, it is critical to examine how married counseling doctoral students cope with their marital conflicts during the program. Following a constructionist philosophical stance, this exploratory study examined how married female counseling doctoral students cope with marital conflicts during their program using a phenomenological method approach. Fourteen married female counseling doctoral students in the development of competence stage of their program of study (Bowen & Rudenstine, 1992; Lovitts, 2001) were interviewed, and 13 interviews were analyzed in a recursive manner. The findings indicated that female counseling doctoral students utilized both couple-focused coping strategies and individual-focused coping strategies to balance two distinct lives, school and marriage. In addition, the participants identified a solid marriage, their husband’s support, cohort’s support, and other married couples’ support as coping strategies for maintaining balance between school and marriage. Factors that might influence coping strategies of married female counseling doctoral students are discussed. Implications for counselors and recommendations for future research are discussed.

Wellness has been identified as one of the primary goals in the counseling profession (Myers, 1992; Myers & Sweeney, 2005; Roscoe, 2009). Although wellness is one of the main goals of counseling, and there has been a plethora of research on wellness, there is a scarcity of wellness research focused on counselors, and counselors in training (Myers & Sweeney, 2008). Research on racial discrimination and microaggressions in students, as well as faculty in higher education suggests that many colleges and universities are hostile settings for people of color (Bradley & Holcomb-McCoy, 2004; Salazar, 2009; Salazar et al., 2004). Day to day experience with racial microaggressions can be detrimental to the well-being of people of color (Sue, Lin, Torino, Capodilupo, & Rivera, 2009; Troxel et al., 2003). This study utilized qualitative methods to examine the perceived relationship between racial microaggressions and wellness in female graduate students of color. A phenomenological approach (Creswell, 2007; Moustakas, 1994) guided this methodology. Participants included seven African American and one Latina American females who were enrolled in CACREP accredited counselor education doctoral programs in one region of the United States. Participants were interviewed face to face and/or by phone in two rounds of interviews. Interview questions addressed participants’ experiences, their definitions of wellness, and their perceptions of the relationship between wellness and racial microaggressions. Participants discussed seven themes including: program experience, day to day experiences of microaggressions, types of microaggressions, wellness, the impact of microaggressions on wellness, wellness strategies in coping with microaggressions, and program expectations. The primary types of microaggressions experienced were microinsults (n=8) and microinequities (n=7). Microaggressions were found to have an impact on emotional, academic/career, overall, interpersonal/social, physical, psychological, personal, and spiritual components of wellness. Wellness strategies helped to decrease participants (n=4) vulnerability to racial microaggressions. This study provides information which informs counseling programs of the unique experiences and needs of Latina and African American female graduate students, with implications for increasing retention rates and improving the overall quality and wellness of these students.

The marketing academy arguably holds an influential position within society, yet culturally speaking, very little is known about it; its people, processes or knowledge. Regardless of its privileged situation, we remain reflexively impoverished in terms of disciplinary self-understanding. This study, in some small way, hopes to change that. Indeed espousing and pursuing import around its scholarly intervention, this research instigates questions of a reflective nature, around marketing academia. More specifically, taking an anti-foundational perspective, it seeks to explore processes of knowledge production within the discipline. Having reviewed current approaches to the evaluation of knowledge production from within marketing and beyond, this study comes to suggest a disciplinary lacking with regard to reflexive understandings, through marketing’s; (1) lack of consideration around knowledge as practice and (2) unsatisfactory consideration of the academic ‘subject’ therein. With this in mind, it located a more precise interest around ‘the marketing academic’ and specifically, subjectivity formation, within a doctoral process of a major UK University. It was believed that this focus would provide a potentially revelatory means for generating new and responsible understandings into the conditions and effects of our disciplinary (re)production. To this end, having theorised and analysed subjectivity formation through a Foucauldian lens (‘subjectification’, 1983) this study came to produce five main conclusions. These included suggestions that (1) ‘the self’ was constituted, not inherent (despite dominant evaluatory positions to the contrary), (2) subjective reproduction within the site included ‘independence’ and ‘knowledgability’ (3) the rhetoric of independence served to obscure power relations and everyday interactions within the doctoral process (4) problematic power relations, in part, defined the supervisory relationship, and that (5) effects of training were both positively and negatively experienced by informants.

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions. The research questions that guided this qualitative study are the following: 1) How do future engineering professors describe their conceptions of learning engineering?, 2) How do future engineering professors describe the basis of their conceptions of learning engineering?, 3) How do future engineering professors describe their conceptions of teaching engineering?, and 4) How do future engineering professors describe the basis of their conceptions of teaching engineering? Twenty doctoral engineering students interested in academic careers were interviewed. A phenomenographic approach was used to explore variations in conceptions of learning and teaching. The basis of conceptions of learning and teaching were explored using thematic analysis. Six variations in future engineering professors' conceptions of learning engineering emerged and included learning engineering as 1) acquiring knowledge, 2) gaining an understanding, 3) practicing problem solving, 4) applying knowledge, 5) developing an approach, and 6) maturing. Each conception of learning was described by seven dimensions or features: focus, nature of knowledge, view of engineering, strategies, assessments, interactions, and relational. Participants described the basis for their conceptions of learning engineering through four general themes: undergraduate student experience, research, graduate school experience, and prior teaching experiences. Five categories of conceptions of teaching engineering emerged and included teaching engineering as 1) delivering knowledge, 2) helping understand and apply concepts, 3) motivating students, 4) helping students learn how to approach problems, and 5) preparing students to make socially conscious decisions. In describing conceptions of teaching, five dimensions were identified: focus, strategies, use of students' prior knowledge, faculty-student interaction, conception of learning, and projects. Observing professors, student experience, talking about teaching, and teaching experience were described by participants as the basis for their conceptions of teaching engineering. The findings of this study are consistent with previous categorizations of university professors' conceptions of teaching from teacher-centered/content-oriented to student-centered/learning-oriented. However, this study contributes to the literature of engineering education and faculty development by contextualizing the conceptions of learning and teaching of future engineering professors. Furthermore, this study provides richer descriptions of variations in other aspects of teaching and learning engineering such as future professors' views on student interactions, student development, assessment, motivation, problem solving, assumptions about knowledge, teaching and learning strategies. In addition, this study contributes to our understanding of how professors learn about teaching. In particular, the exploration of the basis for the conceptions of learning and teaching opens new avenues to explore how conceptions of teaching and learning evolve over time. This study closes with implications for faculty development and suggestions for further research.

The purpose of this study was to examine the relationship among the perceptions of international doctoral students enrolled in rehabilitation counseling regarding the quality of academic advising and its relationship with satisfaction and productivity. The sample for the study consisted of seven volunteer international doctoral students from four universities who are currently enrolled in rehabilitation counseling doctoral programs in the United States. Overall results from this qualitative study showed five themes: academic expectation, academic program satisfaction, cultural background, academic advising and factors than enhance the advisor relationship. The academic expectation reflects the importance of program ranking, completion of doctoral degree and research skills development. The academic program satisfaction theme reflects the vital role of receiving positive feedback from faculty members, the development of research skills, and coursework - plan of study related to the expectations of the international doctoral student. The cultural background should be included as criteria in the design and development of coursework. Academic advising reflects the significance of advisor availability consistent with course selection. The factors that enhance the advisory relationship reflect the areas of interest and future career plans, the program satisfaction, the cultural background, scholarly productivity and the quality advisory relationship. Keywords: international students, rehabilitation counseling education programs, academic advisement, satisfaction, productivity

abstract: ABSTRACT This study examines the experiences of five women doctoral students in music education. The goal was to gain insight into the important experiences and concerns they encountered during their studies. While the literature on women in other fields indicates that socialization of women to the academy differs from that of their male counterparts, this concern has yet to be addressed in the field of music education. Participants, selected to show maximum variation in personal and professional characteristics, were women who had previously taught in K-12 settings and who were enrolled in or recently graduated from a doctoral program in music education in the United States. Data were collected primarily through in-depth interviews and photo elicitation, and were analyzed through both individual case and cross-case analyses. All of the women initially stated gender was not an issue that influenced their doctoral studies, but analysis showed that they had clearly internalized the socially constructed roles and expectations reflected in society, and that those roles and expectation did, indeed, impact their choices and behaviors prior to and during their doctoral studies. Three facets of gender were important, specifically socially constructed roles and expectations for women in both their families and in their doctoral studies, gender performativity related to the male-centered expectations in academia, and the importance of intersectionality. The participants’ doctoral experiences were contextualized not just by their gender, but also by their race/ethnicity, class, sexuality, religion, and age. Analysis supports other researchers’ findings that women doctoral students may have different experiences in their doctoral studies than their male counterparts. Recommendations for doctoral programs in music education and music teacher educators are provided. This study’s findings suggest further research is needed to investigate the impact of gender balance in doctoral cohort and faculty, amount of teaching experience prior to studies, and educational background or prior research experience on women’s doctoral experiences, as well as the roles of intersectionality and performativity for women in an academic context. / Dissertation/Thesis / Doctoral Dissertation Music Education 2017

This qualitative research follows narrative enquiry principles and explores the implications of studying abroad for overseas doctoral students’ identity evolution. The research argues for the legitimacy of the concept that views identity as a state that evolves over time and across space as it undergoes ambivalence and emancipation (Bhabha 2004; Hall, 1990; Rutherford, 1990). The inquiry was informed by the data collected from in-depth interviews of eight overseas doctoral students from seven nationalities, three academic disciplines, and at different stages in their Ph.D. research. They were individually interviewed four times with an interval of three months in between from 2011 to 2012. The narratives concerning their learning and living experience, interpreted in the light of academic, personal, social, and cultural and national aspects of life, contextualise the participants and reveal their identity evolution and hybrid identities. Findings address dynamics of the Ph.D. journey, supervisory issues, socio-economic factors, national and cultural identities developed overseas, change over time and across space, and impact of being involved in this study. These findings reveal that the overseas doctoral students’ doctoral journey is extraordinary in that it reflects a period of time that is dynamic and destabilizing; it can pose the risk of a loss of cultural identity; it can be transactional; it reveals the family as a strong support system; it illustrates that global awareness is fluid that the social life can undergo ambivalence and emancipation from social codes and cultural norms, and that hybrid identities have various forms. The implications of this study are that there is no linear progression in identity evolution, that being empowering is not always the result of hybrid identities, that a past-present-future dynamic emerges to facilitate identity evolution, and that an overseas doctoral education is part of a personal life spectrum. My study underscores the value of the role of a holistic supervisor that unifies the roles of a mentor and an advisor; indicates that Ph.D. host institution is advised to see overseas doctoral students as more than ‘students’ but as whole persons developing under different circumstances; and, problematises the notion of objectivity in conducting a research study such as this one in which the advantage of empathy outweighs the risks of subjectivity. I distinguished between what I found to be particular to overseas students as compared to observations that I found to be applicable to all doctoral students. While Ph.D. phases, student-Ph.D. relationship, additional requirements and work during the Ph.D. process, supervisor issues, and identity presentation, shifts, and management were indicative of the general doctoral students’ learning and living experiences, writing concerns, socio-economic factors that involved home country situations, friendship sought in a different context, socio-cultural adjustment, and cultural and national identities were signposts of the doctoral student with overseas status. Most importantly, my study suggests that overseas doctoral students are distinct and worth studying and their identities were responsible for a myriad of situations for them to evolve.

Two doctoral students and two faculty members will describe and evaluate their experiences using internship to mentor doctoral students into teaching preservice classes. Following discussion and critique by a literacy teacher educator who is also a department head, the audience will be invited to participate in co-constructing a model of an effective literacy teacher educator and a model of effective preparation for this role.

The objective of this study was to know the information searching process of doctoral education distance program Hispanic students offered by Anglo-American institutions of higher education. Standards related to the library services; theories of distance education by Holmberg, Knowles and Simonson; Zipf theory of Least Effort; and Liu and Yang Distance Learning Search Model were used as theoretical framework. The study design was descriptive with a quantitative approach and a survey as a technique. An anonymous self-administered questionnaire was applied to Hispanic students through the snowball sampling technique. The results of this research were analyzed using descriptive statistics with the help of the Statistical Package for Social Science (SPSS) v.23 computer program. They revealed the profile of the students, the process they perform when looking for information and the factors, favorable and adverse, that affect them during this process. These data can help library administrators meet the information needs of Hispanic students as required by accrediting agencies, regardless of where they are at the time of education or the particularities they present. It concludes that students do not use the resources and services of the virtual library at their maximum power, need more guidance and show the slightest effort during the information searching process.

Excerpt: As a school girl, I always loved going on field trips, what kid doesn’t? What I know now is that it is just as fun, and maybe even more so, to guide one.