Current Search:   doctoral program (x)

View All Items

  • CSV Spreadsheet
(1 - 3 of 3)
Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices
Title
Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices.
Creator
Tapoler, Colton, Taylor, Rosemarye, Vitale, Thomas, Doherty, Walter, Marshall, Nancy, University of Central Florida
Abstract / Description
The purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of...
Show moreThe purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of research available on doctoral supervision in professional doctoral programs in the United States, it was critical to analyze the experienced supervision of professional doctoral candidates and its perceived effectiveness. Current candidates and recent graduates were asked to participate in interviews based on the supervision they received. Ultimately, 3 current candidates and 15 recent graduates were interviewed for this study. The interviews were transcribed verbatim and then analyzed using grounded theory (Corbin (&) Strauss, 1990). The interviews were carefully analyzed for emerging trends that went on to represent individual supervisory practices, or concepts. After several additional readings the concepts were grouped together based on similarity into categories. Finally, the concepts and categories were analyzed for connections to candidate success, which developed into the findings of this study.Ultimately, candidates and recent graduates discussed 19 supervisory practices. The 19 supervisory practices, or concepts, were: frequency of communication, quality of communication, mode of communication, accessibility, feedback, the use of articles and research, the use of a timeline for candidates, utilization of the supervisor's existing expertise, workshop offerings, use of the supervisor's network, building a personal connection, showing enthusiasm, candor, trust, encouragement, autonomy, guidance, providing advice academically, and developing a colleague-to-colleague relationship. Each of the 19 concepts was discussed as having varying levels of impact on candidates successfully completing their programs. Doctoral supervisors, and doctoral programs, should consider the implementation of these supervisory practices and the training that helps supervisors develop their supervisory experiences.
Show less
Date Issued
2017
Identifier
CFE0006667, ucf:51252
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006667
An Exploratory Study of USA Candidates' and Recent Graduates' Perceptions of Professional Doctorate Supervision
Title
An Exploratory Study of USA Candidates' and Recent Graduates' Perceptions of Professional Doctorate Supervision.
Creator
Whaley, Kari, Taylor, Rosemarye, Vitale, Thomas, Baldwin, Lee, Chase, Susan, University of Central Florida
Abstract / Description
This study focused on exploring professional doctorate candidates' and recent graduates' perceptions of their doctoral supervision experience. Candidates from across the United States, in various academic disciplines, were surveyed and 255 total responses were gathered. The literature search focused on doctorate supervisory practices, doctoral supervisors' characteristics, and unique differences of academic disciplines.This was a mixed-methods study. The data were analyzed by quantitative and...
Show moreThis study focused on exploring professional doctorate candidates' and recent graduates' perceptions of their doctoral supervision experience. Candidates from across the United States, in various academic disciplines, were surveyed and 255 total responses were gathered. The literature search focused on doctorate supervisory practices, doctoral supervisors' characteristics, and unique differences of academic disciplines.This was a mixed-methods study. The data were analyzed by quantitative and qualitative analysis. Quantitative data was analyzed through the use of descriptive statistics and inferential statistics (chi square test and Kruskal-Wallis test). Qualitative responses were analyzed using Grounded Theory. Respondents identified the most important competencies of a doctoral supervisor as having good communication skills and to understand the doctoral process. The most important ways of supervision were indicated to be honest dialogue and relationship of trust. Five emerging themes developed from the qualitative analysis, including engagement and commitment from supervisor, feedback, emotional support, supervisor experience and expertise, and supervision structure. The results demonstrate the importance of communication and relationship development between supervisor and candidate, as well as setting clear expectations for supervisors to take for an individualized approach to supervision.This study identified the following opportunities that professional doctorate programs and supervisors could focus their efforts on: providing or attending supervisory training and approach supervision with a planned framework, facilitate a coaching and mentorship relationship with advisees, and set clear expectations that are reiterated throughout the entire duration of the doctoral experience.
Show less
Date Issued
2017
Identifier
CFE0007140, ucf:52327
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007140
THE RELATIONSHIP BETWEEN ADMISSION CREDENTIALS AND THE SUCCESS OF STUDENTS ADMITTED TO A PHYSICS DOCTORAL PROGRAM
Title
THE RELATIONSHIP BETWEEN ADMISSION CREDENTIALS AND THE SUCCESS OF STUDENTS ADMITTED TO A PHYSICS DOCTORAL PROGRAM.
Creator
Wilkerson, Teresa, Tubbs, LeVester, University of Central Florida
Abstract / Description
The researcher developed this study based on the Hardgrave, et al. (1993)statement that for a doctoral student, it was "more than just standardized scores, previous academic performance, and past work experience ultimately affects whether the candidate will be successful in the program" (p. 261). This study examined both the subjective and quantifiable aspects of application materials to a physics doctoral program to explore potential relationships between the credentials presented in the...
Show moreThe researcher developed this study based on the Hardgrave, et al. (1993)statement that for a doctoral student, it was "more than just standardized scores, previous academic performance, and past work experience ultimately affects whether the candidate will be successful in the program" (p. 261). This study examined both the subjective and quantifiable aspects of application materials to a physics doctoral program to explore potential relationships between the credentials presented in the application and the ultimate success of the admitted students. The researcher developed questions with the goals of addressing the problem of attrition in doctoral programs and gaining a better of understanding the information provided in students' application packets. The researcher defined success as either enrolled four years after admission or attainment of the degree. This study examined the records of a population of students admitted to a physics doctoral program from the fall of 1997 to the fall of 2003 to determine their level of success as of August 2006. An exploratory analysis of the data provided answers to each of the research questions as well as an extensive understanding of the students admitted into the program during this time. This study examined both admission credentials and constructs identified by past researchers. An evaluation of the data gathered in this research revealed no relationships between these and student success as previously defined. In 1974, Willingham stated simply, "the best way to improve selection of graduate students will be to develop improved criteria for success" (p. 278). To this end, recommendations emerged regarding the decision-making process and suggestions for future research. This study was not developed to prove or disprove past research findings that predicted success from admissions information; rather, the researcher developed this study to explore each of the credentials that a student presents with his or her application packet, and to tell the story about the nuances of these credentials as they related to student success in a physics doctoral program.
Show less
Date Issued
2007
Identifier
CFE0001524, ucf:47154
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001524