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.

abstract: Every year, potential graduate students hunt through websites and promotional materials searching for the perfect program to fit their needs. The search requires time and patience, especially for those future scholars who seek a doctoral program in Education Policy Studies (EPS) with a focus on interacting with the policymaking process. The primary objective of this project was to explore the promotional materials of EPS doctoral programs in order to better understand how these programs promote formalized training for students to engage with education policy and the policymaking process. I selected the top 10 EPS programs in the nation along with my own institution (Arizona State University) as the sample for this study. By reviewing their websites, I found that programs provide a comparable training description for similar careers as well as upholding similar goals in the subfield of EPS. Ultimately, the program materials revealed that while these programs advertise significant formalized training in research methods and scholarly pursuits, opportunities to actively engage with policymaking were missing from the materials. Instead, it is more likely that such opportunities occur in informal settings such as apprenticeships and working at research centers. This study provides a detailed discussion of how programs promote training opportunities to students, the types of careers that programs claim to prepare students for, and the important role that faculty projects and additional resources play in the student experience related to engagement with policy and the policymaking process. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2014

The purpose of this study is to gain an understanding of the supervision process that takes place between the counselor education doctoral student and the doctoral student’s faculty supervisor from the perception of the doctoral student supervisor. The goal of this study is to identify salient constructs that impact the effectiveness of the supervisory experience. A qualitative design was used to collect and analyze data. Six doctoral student supervisors were interviewed and the data analyzed. Themes of the supervisory experience that impact the supervision process and outcome were identified. They were: Supervisor Competency, Supervisor Individual Characteristics, and Supervisory Relationship. Recommendations for future research and implications are discussed.

There are many documented reasons why both men and women fail to complete their doctoral studies such as insufficient funding, family responsibilities as well as demotivation due to lack of progress in their research (Herman, 2011c, Gardner, 2008, Magano, 2011). However, it is arguable that men are at an advantage of completing their doctoral studies at a higher rate compared to women, partly due to the masculine culture within higher education institutions, which includes aspects such as having more male senior lecturers/academics (Brown and Watson, 2010, Ismail, 2011, Haake, 2011). Several studies have shown how African women’s experience and performance in doctoral studies are impacted by several relations within the learning environment such as lack of role models, mentorship, insufficient funding, dual identities and masculine environment (Brown and Watson, 2010, Johnson-Bailey, Velentine, Cervero, and Bowles, 2008). Despite such obstacles, it is important to mention that there are some women, who successfully complete their doctoral studies. This study, therefore, aims to focus on African women who have successfully completed their doctoral studies in South Africa in order to bring forth positive narratives of African women’s success in doctoral education. Using the capabilities approach as the analytical framework, and in-depth interviews with fourteen selected African women doctoral graduates from a South African university, this study examines women’s experiences of accessing, participating and progressing through doctoral programmes in higher education. The research adopts an interpretative model, which results in principles that are necessary for interpreting the actions and behaviours of people, such as agency, opportunities, and beings and doings in seeking to answer the following questions: 1) What capabilities using the capabilities approach enabled African women, doctoral students’ success in higher education? 2) What functionings did African women, doctoral graduates hope for after completion of their doctoral studies? 3) How did African women use their agency to develop capabilities (opportunities and freedoms) for academic success? 4) What conversion factors enabled or constrained African women’s success in their doctoral journeys? / Thesis (PhD)--University of Pretoria, 2021. / Education Management and Policy Studies / PhD / Unrestricted

The aim of this multiple and independent quantitative and qualitative methods study was to investigate the relevance of Facebook groups for doctoral students during their dissertation process. A convenience sampling approach was used to survey quantitatively the Texas A&M Ed.D. online doctoral students who met the inclusion criteria. The participants completed a valid, web-based survey using the Doctoral Student Connectedness Scale (DSCS, Terrell et al., 2009). Purposeful sampling was used to recruit a sub-sample of participants who subsequently responded to semi-structured interview questions via web conferencing. Quantitative data analysis involved descriptive statistics using SPSS for Mac. Content analysis of the qualitative data was performed using QSR NVivo 11 software. Ethnographic and Thematic analysis used Saldaña’s (2013) two-stage eclectic coding, where emergent themes helped explain the quantitative analysis results. These results revealed that student-to-student regular communications was the only DSCS indicator proven to be statistically/practically significant. While the quantitative results of this study were inconsistent with the results of previous studies, the qualitative data provided additional understanding of the indicators regarding the student-to-student connectedness factor and the CoP by offering their theoretical themes and their emerging themes described as alternate communications. These preferred forms of communication added perspective to low-quality relationships by further explaining that students abandoned the cohort Facebook group due to an institutional procedure designed to divide the cohort into smaller thematic groups. Because the success expressed by the doctoral student cohort group failed to be reproduced in the smaller thematic groups, it is recommended that newly structured thematic constructs incorporate the student input presented in this study.

No description available.

Doctoral program attrition has consistently remained an issue in higher education with approximately fifty to sixty percent of doctoral students leaving their degree programs without earning the degree. Of particular concern is the disparity between Black graduate students’ attrition rates and their peers. Less than half of Black doctoral students earn their degree within ten years. To address this challenge, the study considers the variables that affect Black doctoral students’ programmatic experiences. Mentors have often been cited as primary agent of doctoral program achievement. As key conductors of the socialization process, they have the ability to affect students’ experiences within their doctoral program. Due to the gap in doctoral degree attainment for Black students, this study sought to understand what influence Black doctoral students perceived mentoring and race to have on their graduate program experience. This collective case study was conducted with 15 current and recently graduated Black doctoral students. Semi-structured interviews were employed to gain an understanding of their doctoral program life. Using socialization theory and Critical Race Theory (CRT) to understand students’ expectations of mentoring and the perceived effect mentoring had on their doctoral program experience. Many participants automatically viewed their research advisor as a mentor. Critical Race Theory was also utilized to explore how racialized experiences played a common role in their mentoring and program experiences. Findings of the study point to close connections that Black students hope to have with mentors in their doctoral program. Black students are looking for mentors to provide detailed guidance through the doctoral program and beyond. The ideal is to build trusting relationships that grow beyond the professional. This includes mentors who will take the time to know them as a whole person beyond their life as a student. Students placed significant value of their mentors for helping to develop their skills as researchers and providing connections to build their professional network. Additionally, the findings illustrate that race is a part of the doctoral program experience at all times. Mentors who can create an environment to listen and understand that experience can often help Black students remain resilient in completing their degree. With regard to racialized experiences, often faculty were the key antagonists in these moments. Students cited experiences with microaggressions, being given less opportunities than White peers and feeling personally violated. Key recommendations based on findings include, developing CRT informed training for graduate faculty as they are key drivers in creating the academic environment Black doctoral students experience, reexamination of how we discuss research advisors. / Policy, Organizational and Leadership Studies

No description available.

No description available.

Background: Doctoral attrition has been the subject of significant research over the past several years (Bair & Haworth, 2004; Cohen & Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three groups of doctoral students in education: Ed.D. and Ph.D. students, part-time enrolled and full-time enrolled students, and first-year and secondyear students. Setting: University of Central Florida, College of Education Subjects: First-year and second-year students drawn from all three doctoral programs offered in the College, including Education, Ed.D., Education, Ph.D., and Educational Leadership, Ed.D. Data Collection and Analysis: A 131-item electronic survey to assess student motivation and subjective well-being was distributed to all 142 enrolled first-year and second-year doctoral students, of which 28.2% responded (n = 40). Cumulative motivation and separate subjective well-being scores were calculated for each participant, and MannWhitney tests were performed to compare the distribution of student scores within each group (Ed.D. and Ph.D., part-time enrolled and full-time, and first-year and second-year). Findings: No statistically significant differences were found in motivation and subjective well-being among the three groups of students. However, some findings on measures of motivation did approach statistical significance between Ed.D. and Ph.D. students. iv Conclusions: These findings may demonstrate that relative well-being and similar levels of intrinsic motivation exist among several groups of doctoral students. Recommendations for future research include an increase in the sample size by expanding the study to multiple institutions offering doctoral programs in education, as well as a modification of the instruments from ordinal scales to Likert-type instruments