Approximately 50% of doctoral students in social science, humanities, and educational doctoral programs fail to earn the Ph.D. This number is 10% to 15% higher for students enrolled in online or limited-residency programs. Using in-depth interviewing and qualitative data analysis techniques, this study examined participants' recollections of their experience as students in a limited-residency doctoral program and their reasons for withdrawal. The study addresses the following question "What is the nature of the participants' experiences of doctoral attrition in a limited-residency doctoral program?" The use of a grounded theory analysis helped identify obstacles that ultimately cause students to withdraw from limited-residency programs. The elucidation of these barriers led to the development of a theoretical model comprised of three components; each clarified relationships between attrition and a support issue (i.e., advisor support, dissertation support and program support). These components were then combined into a single theoretical model that identified the nature of participants' experience of attrition. The theoretical model helps identify steps faculty and administration could take in order to reduce attrition. The study's findings are presented in a discussion of themes found throughout the participant's narratives. Recommendations for effective doctoral education practices from existing literature are supported in the findings of this study. The limited-residency doctoral program may consider offering several forms of support to improve doctoral retention. Additionally, the program should give close attention to the relationship between the advisor and the student. Recommendations were made regarding significant program factors, accountability measures for dissertation committees and chairperson, improved monitoring of attrition, and improving the overall communication with the dissertation students. The concluding chapter includes implications of the findings and recommendations for further research regarding doctoral student attrition.

This qualitative phenomenological research study explored the role balance experience of five Black female counselor education doctoral students who were balancing education, full-time employment, and significant relationships. Purposeful and snowball sampling were used to elicit participants who met these criteria: enrolled as a full-time doctoral student, employed full-time (30 or more hours weekly), and involved in a self-defined significant relationship. The participants in this study individually provided insight into their respective perceived role balance experiences of balancing education, work, and significant relationships. The primary research question for the study was: “What is the role balance experience of Black female counselor education doctoral students maintaining full-time employment and significant relationships?” A review of the literature examining the roles of Black women in U.S. society, Black women and significant relationships, and Black women in higher education provided the foundation for the study. Semi-structured interviews were conducted in person and via Face time to collect data. Interviews were recorded and transcribed by a third party provider. The transcription and initial analysis was sent to each respective participant for member checking and a follow-up interview was scheduled to address any participant concerns or questions. The data were open coded and then clustered into themes. A cross-case analysis was completed and themes were merged into superordinate themes. Superordinate themes were used to answer the primary research question. Three superordinate themes emerged: past influences present, struggle to have it all, and how to balance. Implications for counselor education programs and students are presented along with recommendations for future research. Personal reflections of the researcher were provided.

Esta pesquisa teve como objetivo levantar, caracterizar e analisar as fontes de informações utilizadas na construção das 48 teses apresentadas no período de 2002 a 2005 ao único programa de doutorado em Contabilidade do Brasil, desenvolvido pelo Departamento de Contabilidade e Atuária da FEA/USP, Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo. Trata-se de estudo quantitativo com abordagem bibliométrica sobre as plataformas teóricas dos trabalhos, complementado por outro de natureza qualitativa, com a utilização de análise de conteúdo, envolvendo as motivações dos autores para empreender tais pesquisas. Dentre as 5.737 referências analisadas, os livros foram os documentos mais citados, seguidos dos artigos de periódicos; os cinco autores mais citados são vinculados à FEA/USP, dos quais quatro orientaram um terço das teses examinadas; Administração, Contabilidade, Economia, Metodologia Científica e Direito foram as áreas do conhecimento mais referenciadas; no âmbito da Contabilidade, os campos mais citados foram Teoria da Contabilidade e Contabilidade de Custos, Gerencial e Financeira. As motivações para pesquisar tiveram origem no mestrado, no exercício da docência, em situações vivenciadas nas empresas ou no interesse por temas emergentes; apoiaram-se na experiência acadêmica e profissional, na facilidade de acesso a dados, na relevância econômica do país, na importância do objeto de estudo para a sociedade e em discussões sobre o tema no contexto internacional; objetivaram suprir a curiosidade intelectual e oferecer alternativas para o atraso científico e tecnológico observado na área contábil. / This study aimed to survey, characterize and analyze information sources used in the construction of 48 dissertations presented between 2002 and 2005 in the only doctoral program in Accountancy, developed by the Department of Accountancy and Actuarial Science of the FEA/USP, University of São Paulo School of Economics, Business Administration and Accountancy. We carried out a quantitative study, using a bibliometric approach to the studies? theoretical platforms. This was complemented by a qualitative study, using content analysis, involving authors? motivations to undertake these studies. Among the 5,737 references we analyzed, books were the most quoted documents, followed by journal articles; the five most cited authors were affiliated with FEA/USP, four of which served as the advisors for one third of the examined dissertations; Administration, Accountancy, Economics, Scientific Methodology and Law were the most referenced knowledge areas; in the Accounting area, the most mentioned fields were Accounting Theory and Cost, Management and Financial Accounting. Research motivations emerged from the masters program, teaching, situations experienced in companies or interest in emerging themes; they were supported by academic and professional experience, easy data access, the country?s economic relevance, the importance of the study object for society and discussions about the theme in the international context; they aimed to supply the intellectual curiosity and to offer alternatives for the scientific and technological delay found in the Accounting area.

Online doctoral education enrollment continues to rise, and the number of academic institutions who offer the degrees are increasing proportionately. Various types of institutions are involved in this growth, including those that are faith-based. Due to the competitive nature of all online doctoral degrees, including faith-based and secular programs, it is imperative to understand the needs and concerns of the students who enroll in such programs. Students enrolled in a faith-based university online doctoral program were surveyed regarding their concerns about online doctoral education. The results revealed three main themes of concerns/non-concerns, and these results could be beneficial to faith-based institutions who offer online doctoral education or plan to do so in the future.

research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students’ research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators’ perspectives on research training. This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers’ challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication. Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants’ stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students’ motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.

The purpose of this study was to investigate social science doctoral students' perceptions and attitudes toward different characteristics of written feedback and written feedback providers for their academic writing. Moreover, it aimed to provide an explanatory model to describe the relationships between these perceptions and attitudes, students' revision decisions, and other potentially relevant factors in their written feedback practices. The investigation was informed by two theoretical frameworks: principles of instructional design and conditions of learning, and situated learning and communities of practice. The study used a mixed methods approach in which qualitative data collection and analysis was followed by quantitative data collection and analysis. The main purpose of the qualitative phase was to develop a background to build a questionnaire to be used in the quantitative phase. The qualitative data were collected through interviews with 15 participants. Grounded theory data analysis methods were adapted in the qualitative analysis of the data. The quantitative data were collected through a questionnaire with 276 participants in two large mountain west public universities. Descriptive and multivariate correlational data analyses were employed for the analysis of the quantitative data. The results of this study provided descriptive information on doctoral students' preferences for different types of written feedback and their perceptions and attitudes toward different characteristics of written feedback providers. Moreover, the structural equation modeling (SEM) analysis results showed that that there are several factors in the feedback practices of the doctoral students that have significant influences on some other factors in these feedback practices. An eight-factor model was developed constituting the following factors: (a) attitudes toward critical/negative written feedback, (b) motivations for academic writing, (c) perceptions of opportunities to write academic papers with faculty members in the department, (d) attitudes toward asking and searching for written feedback for academic papers, (e) attitudes toward feedback providers' willingness and time to give feedback when asking for written feedback, (f) attitudes toward feedback providers' personality when asking for written feedback, (g) revision decisions considering the external issues while examining the written feedback, and (h) revision decisions considering the written feedback characteristics and the need for the revisions while examining the written feedback.

There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to the lack of accredited doctoral-level CES programs. The purpose of this study was to better understand the factors that may influence or predict an institution's decision to pursue Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation in order to increase the number of programs that pursue specialized accreditation. The research question focused on understanding the predictive relationship between institutional factors and CACREP accreditation status. A quantitative, cross-sectional correlation design was employed that used existing secondary data provided by institutions on institutional, government, and CACREP websites, as well as existing literature. The target population was 91 doctoral-level CES programs offered through U.S. institutions. Key findings from both correlational and logistic regression analyses indicated that the existence of master's-level CACREP accredited programs was the strongest predictor of CACREP-accredited doctoral-level CES programs. Graduate enrollment and the public/private status of an institution were also found to be predictors of doctoral-level CES CACREP accreditation status. Increased availability of accredited doctoral CES programs would impact the number of highly trained counselors practicing within mental health services, thereby improving quality of life for counseling clients, their families, employers, communities, and society.

<p>This essay investigates the work situation for teacher educators at a university with focus on the subject areas education, research and administration. The research questions contain the work situation the teacher educators have, how they apprehend it, and how they find their position within the work organisation. Six interviews have been executed at the teacher education at a university. Some of the results from the investigation indicate that the teacher educators find education to be very a very demanding work and that the split of work during the academic year is uneven. The work with administration before and after the education, for example work with syllabuses and descriptions for courses, are activities demanding much time. In the work situation the teacher educators find themselves to be in a hard situation of work with few possibilities to get help from other teacher educators. A possible solution could be to work more in teams. Team learning in a learning organisation could reduce the time pressure in the teacher education, and possibly be a source of inspiration for the students in their future profession.</p>

This essay investigates the work situation for teacher educators at a university with focus on the subject areas education, research and administration. The research questions contain the work situation the teacher educators have, how they apprehend it, and how they find their position within the work organisation. Six interviews have been executed at the teacher education at a university. Some of the results from the investigation indicate that the teacher educators find education to be very a very demanding work and that the split of work during the academic year is uneven. The work with administration before and after the education, for example work with syllabuses and descriptions for courses, are activities demanding much time. In the work situation the teacher educators find themselves to be in a hard situation of work with few possibilities to get help from other teacher educators. A possible solution could be to work more in teams. Team learning in a learning organisation could reduce the time pressure in the teacher education, and possibly be a source of inspiration for the students in their future profession.

The lack of highly qualified labour force in the Vietnamese water and environmental sector as well as the problems in the mutual admission of doctoral students between German and Vietnamese Universities have motivated the Institute of Environmental Engineering and Management (IEEM) at the University of Witten/Herdecke to initiate the Water Doctoral Network (WDN). This network shall not be limited to tuition and conferral of doctorates in water sciences, engineering and economics, but serve as nursery for new, innovative research potentials and projects within the international academic co-operation. Applied learning and research, rather than basic research and pure science, are the main focuses of this project. / Sự thiếu hụt lực lượng lao động chất lượng cao trong lĩnh vực nước và môi trường ở Việt Nam cũng như các vấn đề trong việc tiếp nhận nghiên cứu sinh tiến sỹ giữa các trường Đại học của Đức và Việt Nam đã tạo động lực để Viện Kỹ thuật và Quản lý Môi trường (IEEM) của trường Đại học Witten/Herdecke đề xuất mạng lưới đào tạo Tiến sỹ nghiên cứu về ngành nước (WDN). Mạng lưới này không chỉ giới hạn ở việc giảng dạy và cấp bằng tiến sĩ trong lĩnh khoa học, kinh tế và kỹ thuật về ngành nước, mà nó như là vườn ươm đối với các dự án và tiềm năng nghiên cứu sáng tạo mới trong hợp tác hàn lâm quốc tế. Học tập và nghiên cứu ứng dụng thực tế là các trọng tâm chính của dự án này chứ không đơn thuần là nghiên cứu cơ bản và khoa học thuần túy.