A Profile of Higher Education Doctoral Programs

Crosson, Patricia H.; Nelson, Glenn M.

doi:10.1353/rhe.1986.0027

Cited by 18 publications

(4 citation statements)

References 4 publications

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“…An additional important concern arose from students describing the content of their classes and who taught them, both key elements described as important to higher education doctoral programs (Crosson & Nelson, 1986). Participants valued faculty with professional work experience in the community college and an ability to relate course curriculum to address real-world problems, issues, and concepts that have been identified in the literature (Bourke, 2007;Crosson & Nelson, 1986;Townsend, 1990). Similarly, participants reported how case studies and guest speakers served as important instructional components of their degree programs.…”

Section: Discussionmentioning

confidence: 99%

“…Minimal scholarship has explored programmatic efficacy, and efforts to generalize across curricula and experiences have proven difficult (Crosson & Nelson, 1986). Some scholars have attempted to note students' satisfaction of completing higher education programs using both exit surveys (Townsend, 1990) or through qualitative descriptions of personal experiences (Nyunt et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

“…With a strong emphasis on the applied nature of community college leadership programs, scholars have stressed the need to better understand programmatic operations, activities, and outcomes (Card et al, 2016) and real-world focus (Crosson & Nelson, 1986). Bray (2007) similarly identified a need to better understand the role, function, and content of higher education programs broadly, and noted that only 20% of higher education programs had coursework relevant to community college studies.…”

Section: Literature Reviewmentioning

confidence: 99%

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“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs

Nachman,

Pryor,

Miller

2023

Community College Review

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Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs

Nachman,

Pryor,

Miller

2023

Community College Review

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“…They found that slightly more institutions offered the PhD only as compared to the EdD only. Cross and Nelson's (1986) study reflected little change in institutions offering both degrees but found that slightly more institutions offered the EdD only as compared to the PhD only. Twenty years later Harris (2007) discovered a marked difference in institutional offerings.…”

Section: Required Gre Scores For Admission To Programmentioning

confidence: 94%

Differentiating the EdD and the PhD in Higher Education

Foster

Chesnut²,

Thomas³

et al. 2023

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Purpose: Higher education, as a field of study, is one of the few programmatic areas that offer two doctoral degrees: The Doctor of Education (EdD) and the Doctor of Philosophy (PhD). In the United States, the two degrees are often conflated. Conversations, to this point, have done more to contribute to the theoretical debate than to operationally distinguish between the two degree paths. Method: The current study analyzed data collected from a review of the 188 doctoral programs at 145 institutions listed with the Association for the Study of Higher Education (ASHE). Results: Results suggest that while there is a shift toward operational differences between the EdD and the PhD in higher education, the similarities in entrance requirements, formats, and research expectations, to list a few, suggest that the EdD and PhD still require further refinement to reach the theoretical clarity common in many conversations about the education doctorate.

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Higher education as a field of study: Its origins, programs, and purposes, 1893–1960

Goodchild

1991

New Drctns Hghr Edu

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G. Stanley Hall's desire to reform colleges and universities through promotion of the study of higher education was the beginning of efforts to professionalize administrative work and create higher education faculty. Although the study of higher education has yet to reach maturity, it possesses many of the attributes of a scholarly field. Programs designed to prepare persons for entry into professional work in higher education exist in profusion. There are approximately eight hundred professors who think of themselves as professors of higher education. Departments of higher education and centers or institutes affiliated with universities sponsor research concerning higher education as well as provide degree and public service programs. A growing literature deals with various parts of the higher education domain. And a growing bureaucracy associated with quasieducational organizations concerns itself with generating new and systematic knowledge about higher education.

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A Profile of Higher Education Doctoral Programs

Cited by 18 publications

References 4 publications

“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs

“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs

Differentiating the EdD and the PhD in Higher Education

Higher education as a field of study: Its origins, programs, and purposes, 1893–1960

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