Table of Contents

Abstract

Executive SummaryForewordAcknowledgmentsThe Development of Doctoral Students: Phases of Challenge and SupportWhy Do We Need to Understand Doctoral Students' Development?Why Have Doctoral Students Been Forgotten?How Do Doctoral Students Develop?A Model of Doctoral Student DevelopmentOrganization of the MonographStudent Development Theory: A PrimerDefining Student DevelopmentPsychosocial DevelopmentSocial Identity DevelopmentRacial Identity DevelopmentCognitive DevelopmentConclusionUnderstanding Doctoral EducationDoctoral Degrees and Their PurposesThe Structure of the Doctoral ProgramToday's Doctoral StudentsKey Constituencies in the Doctoral ProgramPhase I: EntryChallenge: The Initial TransitionSupport: OrientationChallenge: CourseworkChallenge: Changes in ThinkingChallenge: The Transition from Undergraduate to Graduate School ExpectationsSupport: Initial Relationships with Peers and FacultyStudent Departure in Phase IConclusionPhase II: IntegrationChallenge: CourseworkSupport: Peer RelationshipsSupport: Advisor RelationshipChallenge: ExaminationsChallenge: Changing RoleStudent Departure in Phase IIConclusionPhase III: CandidacyChallenge: Transition to CandidacyChallenge: The Dissertation ExperienceChallenge: IsolationSupport: The Dissertation AdvisorChallenge: The Job SearchChallenge: Transition to Professional RoleStudent Departure in Phase IIIConclusionSummary and RecommendationsImplications for Phase IImplications for Phase IIImplications for Phase IIIImplications for Future ResearchConclusionAppendix: Details of Research Conducted to Construct the ModelReferencesName IndexSubject IndexAbout the Author

An Archetypal Analysis of Doctoral Education as a Heroic Journey

“…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.…”

“…The research on doctoral student success and attrition has identified several potential sources for this disconnect (e.g., Ehrenberg, Jakubson, Groen, So, & Price, 2007;Golde, 1998;Rockinson-Szapkiw, Spaulding, & Spaulding, 2016). Rather than instrumental needs such as finances and the environmental challenges of family and work however, the focus of this conceptual paper is on the internal struggles of becoming a person who holds a doctorate (Gardner, 2009;Yazdani & Shokooh, 2018).…”

“…Hence, the purpose of this conceptual paper was to align some of the key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions (e.g., Hughes & Tight, 2013;Villate, 2012) and testing the limits of the journey metaphor in this context. To achieve this goal, the sequence of experiences in the monomyth (Campbell, 2008) was compared with the phases of doctoral education (Gardner, 2009). Then, to flesh out this alignment, I searched through a curated bibliography of over 1,500 research articles and publications addressing doctoral education that supports my work as an academic administrator and researcher, as well as drawing on my own experiences and interactions with students and colleagues after 20+ years working in graduate education.…”

La experiencia de investigación educativa de nivel doctoral en la región de Cuyo, Argentina

“…Cierto es que estos trayectos curriculares no garantizan una correlación directa con el desarrollo de habilidades de investigación a corto plazo; como señala Moreno Bayardo (2005:524), "existe una notable diferencia entre aprobar cursos de metodología y saber investigar". No obstante, en dependencia del enfoque de los cursos y en sinergia con otros factores, puede favorecer el camino hacia la independencia al que refiere Gardner (2009).…”

Online tutoring procedure for research project supervision: management, organization and key elements

“…According to Blass, Jasman and Levy (2012), the TPI practice is a personal issue; tutors must have as their main concern to find ways to help and guide their students throughout the research project development process (Gardner, 2009); this acquires great importance when it comes to the orientation and skills that a student needs to acquire during the work carried out with the tutor (Hernández & Díaz, 2010) and the implementation of the research project.…”