The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs

Abstract

Purpose The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs. Practical implications The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources. Social implications Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society. Originality/value There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.

Exploring the Usage of Twitter in Higher Education

“…In this light, the inclusion of technology in education has been proven to increase students' engagement in learning (Ratheeswari, 2018). Rockinson-Szapkiw and Szapkiw (2011) stated that as a pedagogical strategy, the use of technology facilitates learning by improving the students' engagement and productivity. Therefore, this study focuses on the use of Twitter for teaching and learning in the context of higher education.…”

“…Furthermore, sharing additional material through the Twitter platform can improve the students' understanding of the topic learned. At the same time, Twitter also users to respond to the Twitter post (Rockinson-Szapkiw & Szapkiw, 2011). This mechanism is very useful in education and can increase stidents' understanding.…”

“…Another stand-out feature of the platform is the direct message function. Using direct messages can increase the students' understanding because students can directly ask for clarification of something they do not understand (Rockinson-Szapkiw & Szapkiw, 2011). In the researcher's class, students often use the direct message function in or outside the class to ask questions, reflecting their positive response and their desire to understand a topic.…”

“…Lokman et al (2019) further noted that the use of Twitter facilitates two ways communication via direct message or retweets posts, all of which can increase students' interest in learning and their engagement. However, despite the positive findings, some scholars are still doubtful over the effectiveness of using Twitter in higher education, specifically whether students can use and further integrate Twitter into learning (Rockinson-Szapkiw & Szapkiw, 2011). While there is evidence that social media can be used for socialisation or communication between individuals or groups (Danial et al, 2021), the extent to which Twitter can present information related to lessons and does not act as a distraction platform for students' learning process is still unclear.…”

Does Family Matter? A Phenomenological Inquiry Exploring the Lived Experiences of Women Persisting in Distance Education, Professional Doctoral Programs

“…Doctoral students develop from students to scholars, whereby they begin to develop a value of research, engage in conducting research (e.g., develop a research agenda, do action research to inform practice, disseminate their research to scholars and practitioners), and cultivate relationships with scholars in the field (Gardner, 2008;Rockinson-Szapkiw, 2018). This identity development is a factor influential in their likelihood to complete their doctoral programs (Gardner, 2008;Walker, Golde, Jones, Bueschel, & Hutchings, 2008).…”