Philosophiae Doctor - PhD / This study investigated scholarly communication guidance as a core service by the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, academic library to doctoral students, research and scholarly communication needs and skills of doctoral students and effective dissemination of research findings by doctoral students for national development. The study also explored the adoption of a research portal as part of the academic library website for scholarly communication guidance to doctoral students. A case study research design with KNUST as research site, with a mixed method approach was used. Semi-structured interviews, questionnaires, documentary analysis and a bibliometric survey of an institutional repository were employed as data gathering tools. A scholarly communication guidance model based on Costa’s proposed adaption of Garvey and Griffin’s models of scholarly communication, Wilson’s information behaviour model and Bjôrk’s scholarly communication lifecycle model was developed to frame the study.

In this thesis, I apply Gilles Deleuze and Felix Guattari’s ontology of becoming to my own learning, thinking and writing. The adopted method - nomadic inquiry, is derived from the philosophising of Deleuze, whose concepts function as pedagogic values that I mobilise throughout my writing and perform – not merely explain, to problematise common perceptions of the thesis, supervision and doctoral experience. Deleuze resists models that inhibit context-specific creativity, yet I can readily identify the defining features of my own supervision: resolutely student-centred, facilitative of free experimentation, supportive of my becoming as an academic subject and the writing through which this was achieved. Non-teleological nomadic writing does not preclude strategic intent. Hence, the thesis records the process of my learning but equally functions as a crucial resource for additional and post-doctoral writing. It was conceived as a ‘body without organs’ – a surface of inscription for affective learning processes arising in a supervisory assemblage where rigid distinctions between self and other proved unsustainable. Contra characterisation of doctoral research as solitary scholarly activity, the heterogeneity and relationality of learning emerges through my writing and in the areas to which I am drawn in my theoretical engagement. I consider former academic experiences and characterise my current supervisory assemblage as rhizomatic - a complex relational space where connections are continually made, but not fixed, in the knowledge-seeking process. Such connections are not wholly undetermined but reveal processes of stratification and destratification. I seek to show that the creative potential of the rhizomatic supervisory assemblage lies in the tensions thereby generated. I also lay bare sedimented resistances that arise as I mobilise the concept of theoretical assemblage and connect with writers like Butler and Cixous. This thesis defies the ascetic ideal pervading normative accounts of doctoral experience, academic textual production and theoretical engagement. It embodies my desire to embrace an ontology of becoming and its pedagogic corollaries.

Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

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Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2006. / "December, 2006." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Carole Newman; Co-Advisor, Isadore Newman; Committee members, John Hirschbuhl, Sajit Zachariah, Peggy L. McCann; Interim Department Chair, Bridgie A. Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006. / "A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 81-89). Online version of the print edition.

The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in the Department of Educational Leadership and Policy Studies at Virginia Polytechnic Institute and State University. Graduate students granted candidacy status have fulfilled the following requirements: successful completion of course work, successful completion of the written and oral preliminary examinations, and completion of the residency requirement. The population for this study was students, identified by the Office of Graduate Studies, who attained doctoral candidacy between 1983-1992. During this period, 94 students out of 354 attaining candidacy did not complete the degree. From the 94 students identified, 55 students were eliminated by the Educational Leadership and Policy Studies faculty for one of the following reasons: the student is presently working on dissertation with faculty member, the student was advised not to continue after preliminary examination, or the student was not in the EDAD program, thus leaving 39 candidates. By limiting the study to doctoral candidates who have not completed the degree, it is possible to focus on the experiences of candidates who most likely will not obtain a doctorate. The focus of this study was to develop a picture of how the doctoral degree attrition evolves over time. This was to be accomplished by allowing candidates the opportunity to expound on the doctoral degree experience in a semistructured interview setting. Responses from semistructured interviews were analyzed in order to reconstruct the experiences of those candidates who did not complete the degree and also to determine which barriers were dominant in the process. Results of the interviews were analyzed first for differences between candidates' opinions in general, and then to identify factors that each candidate perceived had promoted, had no effect on, or had impeded degree completion. Also, factors that most affect the decision not to complete the doctoral degree as ranked by the candidates were analyzed. Candidate responses revealed that time and financial management along with professional obligations and personal reasons were the most significant factors in degree non-completion. A secondary factor was that of financial concern and inability of how to obtain information and resources to address this concern. Findings of this study permitted the researcher to identify several factors affecting doctoral degree completion at one institution; the next step might be to operationalize these factors by describing the patterns of attrition, desegregating attrition by the stages of study, and identifying connections between the levels of attrition at various levels. / Ed. D.

Objectives: This pilot study aimed to determine the effect of the addition of an assessment to online course material on performance and self-efficacy of pre-doctoral students tasked with recognizing and diagnosing malocclusions on patients in the orthodontic screening clinic. Methods: Third year dental students completed an online module to reinforce concepts from the didactic curriculum prior to examining orthodontic patients. The experimental group (n=60) completed online case-based assessments before and after viewing an online module and then screened orthodontic patients. The control group (n=60) only viewed the online module prior to screening patients. The two groups were compared based on their average performance scores for diagnosis of various malocclusions, including but not limited to: dental developmental stage, crossbites, Angle molar classification, deep versus open bites, arch perimeter discrepancies, skeletal classification, and recommendation for orthodontic management. Additionally, differences in self-efficacy were assessed using a 5 question survey before and after screening orthodontic patients. Orthodontic residents were calibrated twice to ensure inter-rater reliability of student performance. Results: Performance: Results of a t-test showed a statistically significant increase in total assessment score in the experimental group when compared with the control group (p=0.047). Three out of ten questions had statistically significantly higher mean scores in the experimental group compared to the control group: vertical bite dimension (p=0.004), crowding and spacing in the mandibular arch (p=0.049), and vertical skeletal type (p=0.023). Self-Efficacy: The mean self-efficacy scores increased after completion of clinical requirements in both groups, with a pre-screening mean of 3.39 (SD=0.64) and post-screening mean of 4.39 (SD=0.41) in the control group and a pre-screening mean of 3.08 (SD=0.56) and post-screening mean of 4.28 (SD=0.37) in the experimental group. The self-efficacy scores were lower in the experimental group overall. The increase in self-efficacy was greater in the experimental group. Conclusions: The assessments added to online course content in this pilot study produced a statistically significant improvement in overall performance scores. Students demonstrated improved performance in the areas of diagnosis of vertical bite dimension, vertical skeletal type, and crowding and spacing in the mandibular arch. This study illustrates that the addition of an assessment to online course content could improve student learning outcomes related to diagnosis of dental and skeletal malocclusions and arch perimeter discrepancies. This pilot study shows that the addition of an online assessment lead to a greater improvement in self-efficacy scores. The addition of an online assessment also lead to lower self-efficacy scores overall. Qualitative follow up suggests that the students in the experimental group were more aware of the gaps in their knowledge. The creation of online assessments by orthodontic faculty can be used to overcome the faculty shortage in the field. / Oral Biology

The call for mentorship in the counseling profession has recently become more prominent even though a comprehensive understanding of mentoring practices remains obscure. Researchers postulated that mentoring enhances students" professional development. Yet the frequency to which mentoring occurs and thus influences development is unknown due to the lack of empirical data. The purpose of this study was to examine mentorship, at the doctoral-level, in counselor education programs by identifying the following areas of mentoring: (a) structural components, (b) potential impact, and (c) important aspects. Personal experiences of 66 participants (sample of convenience) who were mentored as doctoral students were utilized. The quantitative and qualitative results of this study were obtained through the utilization of the General Mentoring Questions, Mentoring Function Scale, and a short answer (one-shot) question. Participants, representing 28 CACREP accredited programs, identified aspects in the psychosocial and career domains of mentoring. Statistically significant differences (p<.05) in the psychosocial domain (M = 4.30) indicated that more intense mentoring occurred when compared to the career domain (M = 3.97). Statistically significant differences were not found across variables of age, gender, and race. Participants qualitatively based responses to the most important aspect of their mentoring experiences assumed a more psychosocial orientation even when career-related functions were addressed. They were often encouraged, supported, respected, and protected while developing and/or enhancing teaching, research, service, and/or counseling based skills. Sentiments regarding the impact of the mentoring experiences on self-growth, self-confidence, and personal change were also expressed. Essentially, the participants" mentoring experiences seemed to reflect the counseling principles of relationship development and promotion of well-being and empowerment as well as adherence to professional ethics. It is important to note that these results, which provide a small glimpse to mentoring, cannot be generalized. Implications, however, can be drawn. Mentorship could potentially impact retention and graduation rates and promote professional continuity and identity. Obtaining a richer comprehension of mentorship is required and will most likely enable the profession to maximize practices in an effective and ethical manner, address acclimation, and ensure its longevity. / Ph. D.