Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

Pifer, Meghan J.; Baker, Vicki L.

doi:10.28945/2347

Cited by 54 publications

(51 citation statements)

References 84 publications

(128 reference statements)

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“…Based on research about challenges doctoral students face (e.g., Pifer & Baker, 2016;Welton et al, 2015), we designed and implemented a peer mentoring program for first-year doctoral educational administration and supervision students. This program was the first of its kind in our Department of Educational Leadership.…”

Section: Introductionmentioning

confidence: 99%

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

Lowery

McConnell

2018

IJDS

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Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

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Section: Introductionmentioning

confidence: 99%

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

Lowery

McConnell

2018

IJDS

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“…As noted earlier, while the heroic journey is a story about an individual, it cannot be taken in isolation. In a similar way to Dorothy and other heroes in other stories, a supportive network has been shown to be key to doctoral student success (Ali & Kohun, 2007;Baker & Pifer, 2011;Breitenbach, 2019;Pifer & Baker, 2016). For the actual family, given that roughly a third or more of doctoral students' parents never attended college (Hoffer, Hess, Welch Jr., & Williams, 2007), the chances are good that no one in a student's familial and friendship networks has faced these challenges (Bushey -Miller, 2016).…”

Section: The Orphanmentioning

confidence: 84%

“…While Campbell elaborated on many of these secondary characters at length, one role that is central to the monomyth and the doctoral experience is the mentor or guide (Gardner, 2009;Sinclair, Barnacle, & Cuthbert, 2013;Walker et al, 2009). The responsibility for this type of guidance is given primarily to the doctoral committee chair/advisor and secondarily to the supervisory committee, who must balance the appropriate amount of support and challenge to move the doctoral candidate forward while maintaining the gateway to membership in their discipline (Lan & Williams, 2005;Pifer & Baker, 2016). As such, this role may require some of the shape-shifting abilities of the Trickster, going back and forth between ally and antagonist in the lives of doctoral students.…”

Section: Helpers On the Journey: The Chair And Supervisory Committeementioning

confidence: 99%

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Salter

2019

IJDS

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Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth is a form of pedagogy, key heroic archetypes (Pearson, 1986; 1991) provide a means to describe and understand the student experience. Methodology: This synthesis of the scholarship on doctoral education is framed within an alignment of the heroic journey monomyth described by Campbell (2008) to the progression of doctoral student experiences (Gardner, 2009). Various movie characters are used to illustrate the three primary stages of the heroic journey: the departure, initiation, and the return. Contribution: Consistent with other applications of archetypal psychology to education (e.g., Mayes, 2010), the paper presents a way for faculty and students to understand and reflect on the overall educational process. Findings: A more elaborated view of the doctoral journey is provided, including the sequence of challenges faced by students in the process and the types of Hero energies expressed at different points. Recommendations for Practitioners: The responsibilities of doctoral program faculty to create an experience that helps assure success and to mentor students appropriately are reinforced. Recommendation for Researchers: While not a research study, the discussion in this conceptual paper provides a broader context for use of the monomyth as an organizing framework for studies of doctoral education. Impact on Society: The commonly recognized 50% success rate of the best-and-brightest in higher education speaks to the size and scope of the challenge and the resulting stresses from taking this journey. Based on the apparent congruency of the monomyth to the process of doctoral education, continued use of this archetype to address these challenges would seem to be indicated.

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“…Whilst environment and relationships have a role to play in doctoral success, the execution of the research, completion, and defence of the thesis are the responsibility of the individual, and one's motivation, drive and hard work are key to successful completion. The individual is at the centre of doctoral education, the student's learning needs should be a sharp focus throughout one's studies, but the process focused in most programmes in the early phase should build skills and good habits for lifelong learning (Pifer & Baker 2016). …”

Section: Novice Researchermentioning

confidence: 99%

“…Whilst the nomenclature used by researchers in this area varies, they track development of skills and knowledge, through to integration and creation of knowledge, and on to active operation within the field. These were summarised by Pifer and Baker (2016) as knowledge consumption, knowledge creation, and knowledge enactment. These models are not perfect, but are broadly helpful.…”

Section: Introductionmentioning

confidence: 99%

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

Tonks

Williams

2018

IJDS

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Aim/Purpose: Understanding the educational needs of postgraduate research candidates (PGRs) is essential to facilitate development, support attainment, and maintain graduate quality. Background: The production and effective defence of the research thesis are the summative assessment tools used in postgraduate research education. Examiners’ reports provide a rich source of feedback and indicate the gap between the candidate’s level of performance and that expected for the award. This provides a lens through which to view the unmet training needs of PGR cohorts. Methodology: Following a review of all examiner reports for PGR assessments held over a 12 month period, we explored the quantitative and qualitative dimension data in context in order to identify common training needs for our PGR students. Utilising this theoretical framework and standard thematic analysis, we identified recurring themes and were able to determine key areas for future focus. Contribution: This study utilises independent comment from postgraduate research candidate thesis and oral examination assessment to identify unmet core research training needs. Findings: We recognised seven key areas identified by the examiners for improvement: i) quality of scientific writing, ii) general presentation of thesis, iii) statistics /data analysis, iv) understanding / critical appraisal, v) experimental design, vi) English language and vii) supervision. Academic literacy and numeracy stood out as key areas for future training focus. The results highlight areas for future focus in educational provision and targeted training for PGRs undertaking biomedical and life sciences research within our faculty. Recommendations for Practitioners: Evaluation of postgraduate research programmes should include feedback from a variety of sources and not rely solely on employability and completion rates as measures of success. The examination committees are an important source of feedback on the individual and the programme with regard to attainment of core research skills. Recommendation for Researchers: Regular and wide reaching evaluation of postgraduate research programmes and support available is required to ensure the sector can meet the changing needs of our PGR cohorts. Impact on Society: Doctoral graduates are entering increasingly diverse employment fields. Ensuring the quality of graduates and supporting their journey through candidature ensures the greatest value for society once in the work place. Future Research: This study highlights unmet training needs of PGRs as identified by an inde-pendent expert. The impact of engagement with training and the importance of prior experience are not explored in this study, nor is the student perspective on the process. These will reveal additional dimensions to the evaluation process.

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Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

Cited by 54 publications

References 84 publications

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Identifying Unmet Training Needs for Postgraduate Research Students in the Biomedical Sciences through Audit of Examiners’ Reports

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