Mentoring Doctoral Students in a Distance Learning Environment

Abstract

The purpose of this chapter is to describe research on mentoring and advising of doctoral students in a distance education context through the lens of for-profit education. Changes in the doctoral education landscape, including broad access mandates, mean that more students, many of whom are older, have family obligations, are first generation, and have established careers, have access to doctoral education. The role of the mentor has and will continue to change to meet the unique demands these students present. Findings from the examination of mentoring doctoral students online suggest that the characteristic of mentorship are well-examined and that more research is needed that disentangles the roles of mentors to provide targeted services needed by doctoral students. The for-profit, distance education sector has the potential to be a leader in knowledge on mentoring doctoral students in a virtual environment.

Transforming doctoral mentoring expectations and culture: An action model approach

“…These non‐traditional learners are often older and first‐generation college students. These institutions need to accommodate a wide range of skills and experience to meet the needs of today's diverse learners (Burkholder, 2022). To serve and support these students, curricula and support services are essential and should be available when and where students need them (Lynn et al., 2022).…”

“…Faculty members play an essential role in the doctoral student experience (Russell, 2021), and a unique skillset is required for online doctoral faculty; this is particularly true for those who serve as mentors for dissertations or final doctoral projects (note that in this paper, we refer to these major projects that lead to the doctor degree doctoral capstones due to the variety of naming conventions for these projects). Understanding the nature of online doctoral faculty mentoring is needed to improve the student experience and support retention, progress, and graduation (Burkholder, 2022; Stadtlander, 2021). The roles and skillsets needed by doctoral faculty require the need to balance a variety of approaches to support student progress.…”

“…The roles and skillsets needed by doctoral faculty require the need to balance a variety of approaches to support student progress. Explicit mentoring guidance, trust, and accessibility along with empathy for the challenging nature of the doctoral capstone process for working adults enhances student motivation and progress (Black, 2017; Geesa et al., 2020; Burkholder, 2022; Spillett & Moisiewicz, 2004; Stadtlander, 2021).…”