Learning community literature supports the use of student cohorts to enhance learning through increased peer interaction and common course work. Researchers employed the qualitative method of phenomenography to identify various ways doctoral counseling students conceptualize and experience learning in a cohort over the course of a single academic year. Participants were all 10 members of a single southwestern U.S. university counseling program doctoral cohort of full-time students between 20 and 59 years of age with 5 members 20-29, 4 members 30-39, 1 member 50-59; 8 female, 2 male; 9 White non-Hispanic, 1 African-American. Data were transcripts from 30 one-hour interviews, three for each participant over the course of their first year of study. The research team that analyzed the data consisted of three advanced counseling program doctoral students, each with research methods coursework. Results revealed nine dynamic structural aspects of learning: dialogue, diversity, knowledge, motivation, support, shared experience, relationship development, interpersonal awareness, and conflict. Findings support the use of learning communities in doctoral level counselor education programs. Cohort members demonstrated increasing awareness of the potential learning benefits of cohort interaction and developed more in depth strategies over time to utilize the cohort to enhance learning. Future counselor educators may now with greater confidence design learning communities and curriculum to facilitate doctoral cohort development for optimal student interaction.

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.

The struggles of Black males at various stages of the educational pipeline have been well documented. However success stories and the experiences of high achieving Black males have received less scrutiny, as research has focused mostly on problematic outcomes from a deficit perspective until recent years. There remains a dearth of research that examines and gives voice to the experiences of Black male doctoral students (BMDS) on the campuses of predominantly white colleges and universities (PWI). Under these circumstances, it is important to understand how Black males have navigated their way into and through doctoral programs. Specific aims addressed in the present study examine the various aspects of socialization among BMDS, including experiential commonalities, sources of social support and how BMDS make sense of and respond to socialization efforts in their various departments. To address these specific aims qualitative research methods were employed. The study highlights results in five key areas: 1) Black male doctoral student pathways to doctoral programs, 2) choice of dissertation and research topics, 3) campus and community environment, 4) socialization experiences and, 5) the advisor-protégé relationship. My dissertation’s unique contributions are its addition of the Black male doctoral student socialization to the discourse and by examining their unique experiences. a central concern for this study’s participants has been navigating, resisting, and transforming many of the structural and cultural aspects of doctoral socialization that they as Black males find to be subtractive. BMDS in this study have largely adopted proactive strategies to aid them in their academic careers. Most have sought strategic relationships with faculty, Black faculty in particular as well as community support networks. Most have either created or worked closely with organizations that seek to transform the experiences of graduate students. These efforts are to maintain control of their educational experiences and resist elements of doctoral socialization that can be dehumanizing, frustrating and isolating for students of color while hopefully leaving the department and institution easier to navigate for those who follow in their footsteps. / text

The number of doctoral programmes in nursing has rapidly multiplied in many countries of the world, with each doctoral programme varying not only between countries, but also between higher education institutions within countries. This has led to a concern about the quality of doctoral education in nursing and the development of quality criteria, standards and indicators (QCSI) for doctoral education in nursing that can be applied globally. This study is part of an international collaborative study to compare the quality of doctoral education in nursing among Australia, Japan, Korea, South Africa, Thailand, United Kingdom (UK) and the United States of America (USA) using the QCSI criteria, i.e. the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, the availability of institutional resources and evaluation of the programme. In South Africa, no study has ever been conducted at a national level to evaluate the quality of doctoral education in nursing. Linking to the global need, this research aimed to explore and describe the quality of doctoral education in nursing in South Africa and to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The aim was achieved through five objectives: exploring and describing the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students with regard to the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, availability of institutional resources, and evaluation of the programme. A further objective was to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The design of the study was quantitative, with exploratory, descriptive and contextual research strategies. The research followed specific steps that consisted of two phases. Phase one consisted of the first four objectives of the study and entailed a comprehensive literature review and empirical research using four structured (Likert-type) internet-mediated (by v email) questionnaires to explore and describe the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students. Sixty-two (62) problems were identified from the literature review and the empirical research, which served as the evidence base towards developing a strategy for improving the quality of doctoral education in nursing in South Africa in phase two, which consisted of objective five of the study. The strategy for improving the quality of doctoral education in nursing in South Africa was developed using a strategic process to develop a vision, mission, values, principles, assumptions, strategy objectives, and functional tactics, based on Total Quality Management (TQM) philosophy_ Finally, the research was evaluated, limitations were identified and recommendations were formulated for practice, education, research and policy. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.

The number of doctoral programmes in nursing has rapidly multiplied in many countries of the world, with each doctoral programme varying not only between countries, but also between higher education institutions within countries. This has led to a concern about the quality of doctoral education in nursing and the development of quality criteria, standards and indicators (QCSI) for doctoral education in nursing that can be applied globally. This study is part of an international collaborative study to compare the quality of doctoral education in nursing among Australia, Japan, Korea, South Africa, Thailand, United Kingdom (UK) and the United States of America (USA) using the QCSI criteria, i.e. the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, the availability of institutional resources and evaluation of the programme. In South Africa, no study has ever been conducted at a national level to evaluate the quality of doctoral education in nursing. Linking to the global need, this research aimed to explore and describe the quality of doctoral education in nursing in South Africa and to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The aim was achieved through five objectives: exploring and describing the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students with regard to the nature of the mission, the quality of academic personnel, doctoral students, curriculum, programme administration and infrastructure, availability of institutional resources, and evaluation of the programme. A further objective was to develop a strategy to improve the quality of doctoral education in nursing in South Africa. The design of the study was quantitative, with exploratory, descriptive and contextual research strategies. The research followed specific steps that consisted of two phases. Phase one consisted of the first four objectives of the study and entailed a comprehensive literature review and empirical research using four structured (Likert-type) internet-mediated (by v email) questionnaires to explore and describe the quality of doctoral education in nursing in South Africa from the perspectives of nursing deans, academic personnel, doctoral graduates and doctoral students. Sixty-two (62) problems were identified from the literature review and the empirical research, which served as the evidence base towards developing a strategy for improving the quality of doctoral education in nursing in South Africa in phase two, which consisted of objective five of the study. The strategy for improving the quality of doctoral education in nursing in South Africa was developed using a strategic process to develop a vision, mission, values, principles, assumptions, strategy objectives, and functional tactics, based on Total Quality Management (TQM) philosophy_ Finally, the research was evaluated, limitations were identified and recommendations were formulated for practice, education, research and policy. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.

abstract: The purpose of this mixed-methods study was to understand the key constructs and processes underlying the mentoring relationships between doctoral students and their mentors. First, exploratory and confirmatory factor analyses were used to evaluate the measurement structure underlying the 34-item Ideal Mentor Scale (IMS; Rose, 2003), followed by an examination of factorial invariance and differences in latent means between graduate students differing by gender, age, and Master's vs. Doctoral status. The IMS was administered to 1,187 graduate students from various departments across the university at Arizona State University (ASU); this sample was split into two independent samples. Exploratory factory analysis on Sample 1 (N = 607) suggested a new four-factor mentoring model consisting of Affective Advocacy, Academic Guidance, Scholarly Example, and Personal Relationship. Subsequent confirmatory factor analysis on Sample 2 (N = 580) found that this four-factor solution was superior to the fit of a previously hypothesized three-factor model including Integrity, Guidance, and Relationship factors (Rose, 2003). Latent mean differences were evaluated for the four-factor model using structured means modeling. Results showed that females placed more value on factors relating to Affective Advocacy, Academic Guidance, and Scholarly Example, and less value on Personal Relationship than males. Students 30 and older placed less value on Scholarly Example and Personal Relationship than students under 30. There were no significant differences in means for graduate students pursuing a Master's versus a Doctoral degree. iii Further study qualitatively examined mentoring relationships between doctoral students and their faculty mentor using the Questionnaire on Supervisor Doctoral Student Interaction (QSDI) coupled with semi-structured interviews. Graduate support staff were interviewed to gather data on program characteristics and to provide additional context. Data were analyzed using Erickson's Modified Analytical Inductive method (Erickson, 1986). Findings showed that the doctoral students valued guidance, advocacy and constructive, timely feedback but realized the need to practice self-reliance to complete. Peer mentoring was important. Most of the participants valued a mentor's advocacy and longed to co-publish with their advisor. All students valued intellectual freedom, but wished for more direction to facilitate timelier completion of the degree. Development of the scholarly identity received little or no overt attention. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

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

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

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