Establishing an Equitable and Fair Admissions System for an Online Doctoral Program

Abstract

This is an author-produced, peer-reviewed version of this article. AbstractThe field of educational technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the

An Online Doctorate for Researching Professionals: Program Design, Implementation, and Evaluation

“…A recent informal review of the admission processes at seventeen institutions offering online doctoral programs in fields related to educational technology found great variability in admission requirements, from a minimal application process including online reference and official transcripts to more rigorous and thorough processes involving statements of purpose, writing samples, letters of recommendations, and CVs (Perkins & Lowenthal, 2014). Our admission process leans toward the more rigorous and thorough end of this continuum, since our doctoral applicants provide transcripts, GRE scores, letters of recommendation and writing samples, and a purpose statement that explains how the online professional doctorate will help them meet their career goals and what it is about the program that intrigues them.…”

“…Rather than ask potential candidates to submit videos addressing certain questions or issues, as some institutions do (Perkins & Lowenthal, 2014), we schedule telephone interviews with the pool of potential candidates. Regardless of the process employed, we recommend that faculty get to know potential candidates beyond the required application packet.…”

Using a Doctoral Program Entrance Assessment: Reflections on a Pilot Program and the Admissions Process

“…Two key factors, analytical skills and creativity, are much needed in this 21st‐century economy (Gray 2015). One solution is to take multiple materials into consideration in the admissions process (Atkinson and Geiser 2009; Perkins and Lowenthal 2014). Researchers at the College Board discovered that SAT scores in addition to the GPA are substantial predictors (Atkinson and Geiser 2009), and when these variables are examined in isolation (SAT scores, high school grades, first‐year college grades, etc.…”

“…The results found the GRE to be a “valid predictor of graduate GPA and first year graduate GPA in both master's and doctoral programs” (p. 347). Perkins and Rosenthal (2014) used Kuncel et al's study for justification in keeping the GRE in their admissions process while also citing the GRE's imperfections. One flaw of the GRE discussed by Kuncel et al (2010) and Orlando (2005) is that studies do not examine the pool of test‐takers that are not accepted into colleges and universities.…”

“…Colleges and universities want to consider the “rising number of doctorates being awarded” and that the doctorate in education is awarded to approximately 6,000 students each year (Perkins and Rosenthal 2014, p. 27); however, they also want to consider that half of the students that begin a doctoral program do not complete it (Perkins and Rosenthal 2014, p. 28). According to Perkins and Lowenthal (2014), “Given the amount of work students and faculty must do in a doctoral program, and knowing that persistence and retention is a real issue, program personnel must be conscientious about who is admitted” (p. 28). They further stated the more a doctoral department can know about a potential student, the more assured they can be in finding the right option for that candidate.…”