Aim/Purpose: This study investigates the professional development needs of educators with a Master’s degree and seeking or having a doctoral degree in education.
Background: Understanding the ...professional development needs of educators is important for meeting these needs. The literature focuses on post-bachelor education but does not address professional development and doctoral degree needs.
Methodology: Educators with a Master’s degree in education seeking or having completed a doctoral degree participated in one 30 minute semi-structured interview.
Contribution: This research can be used as a guide for how to support Master’s-level educators seeking doctoral degrees.
Findings: Master’s level students earning a doctorate degree in education found professional development satisfied through their programs when experiential learning opportunities were provided and in-depth institutional support.
Recommendations for Practitioners: Educators seeking a doctorate degree in education to meet their professional development needs should seek out higher education opportunities that include mentorships and experiential learning opportunities.
Recommendation for Researchers: Further research is necessary to understand how additional professional development needs can be met in higher education and in the creation of successful professional development partnerships.
Impact on Society: Required teacher professional development can increase classroom performance if necessary educator needs are met.
Future Research: Additional research on professional development successes in schools partnering with higher education institutions potentially for a dual purpose of obtaining doctorate degrees may provide an invaluable increase in classroom performance.
Doctoral education is going through a period of transition. This transition is evident in the many varieties of doctoral degrees currently offered in higher education institutions worldwide, from the ...traditional research-based Doctor of Philosophy (PhD) to the Professional Doctorate and the New Route PhD. This article reports on a study which considers factors relating to the rise of the Doctor of Education in three different countries: Australia, China and Iceland. The emergence of professional doctorates worldwide is having a significant impact on the status and structure of traditional research-based PhDs. This scenario has implications for the changing roles of academics and students in the so-called knowledge economy and suggests an agenda for research in the field of professional doctorates. The present study aims to contribute to the growing interests of these new genres of studies at the doctoral level.
The introduction of the occupational therapy doctoral (OTD) program to the field of occupational therapy (OT) education was intended to advance the field by developing future leaders, increasing ...advanced practice, and promoting scholarship in practice. Limited information to date is available regarding outcomes of the OTD program related to the future research potential of graduates. One such approach to promoting the scholarship of practice among OTD graduates is the use of the practice-scholar model. The practice-scholar model is designed to build research skills among OTD students to encourage their ongoing commitment to evidence-based practice through implementing their own research in practice. Founded in 2014, the Northern Arizona University (NAU) entry-level OTD program has implemented the practice-scholar model through their practice-scholar apprenticeship (PSA) program. The NAU PSA program involves a mentorship experience with OTD students engaging in faculty and/or community clinician led research. The purpose of this paper is to share evaluation results of the NAU PSA program related to the research development among the program’s graduates. NAU OTD students completed pre and post surveys regarding their expectations towards research and a post qualitative feedback session. Students reported statistically significant improvements in their research self-efficacy skills. Qualitatively students identified their developed research skills, the importance of research and their desire to continue implementing research in the future. The field of OT should continue to identify structural ways to support research in practice to realize the potential of future OTD practitioners.
The aim of this study is to examine the experiences of PhD students in Educational Administration Program in terms of the problems they encounter, the strategies they use to deal with these problems ...and the motivational factors that stimulate them. The participants of this phenomenological study include 25 PhD students enrolled in the PhD program in Educational Administration departments of three state universities in Ankara. The data have been collected through a semi-structured interview form developed by the researchers, and analysed through descriptive content analysis. According to the findings of the research, the prominent problems of the PhD students are administrational problems at university, problems in their professional lives and individual problems. The students use different internal and external strategies to overcome these problems. And lastly, professional and individual factors motivate them to survive during this difficult path.
Abstract
Background
This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. ...A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes.
Results
The review included 41 articles, mostly originating in the United States (
n
=26) and Europe (
n
=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level:
Prerequisite for doctoral candidates
,
Qualifications of faculty members
,
Mission of doctoral programs
; (b) process level:
Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad
; and (c) outcome level:
Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges.
Conclusions
Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.
The doctorate is the third cycle of official university studies, which, through the defense of the doctoral thesis leads to the acquisition of the title of doctor or PhD from the Anglo-Saxon ...countries. Royal Decree law 99/2011 regulates doctoral programs, with a wide margin on quality requirements. The objective of this study is to find out if there is this variation in the requirements of the doctorate programs of the different departments of surgery of the Spanish public universities and to establish a quality scale.
Cross-sectional observational study from 2/22/2021 to 3/3/2021, through a survey sent electronically to the professors of the departments of surgery.
Thirty-five departments of surgery were consulted, obtaining a response in 29 of them (82.9%). The observed variation regarding requirements has been basically in the quality of the research project, in fact in 25 (86.2%) there are no regulations on this. When it is presented in the form of a compendium of articles, these are required to be original in 15 (51.7%). Regarding the position as author, the doctoral student must be the preferred author, at least in 2 articles in 14 (48.4%) of the programs. In 14 departments (48.4%) there are no regulations on the position of the articles and quartiles of journals. When scoring the different programs according to their requirements, the variability is high, ranging between 2 and 19 points. Funding for the development of the doctorate is meager.
There is a wide variability in the requirement of doctoral programs. Homogeneous levels of demand must be defined to promote and protect higher-level doctorates.
Traditionally, doctoral education was a matter of the talented few being apprenticed to learn how to research from masters in their discipline; it was conducted in private in spaces far removed from ...normal teaching or industry or commerce; the only requirement to supervise or to examine candidates was to be research active; many candidates dropped out in the course of their studies; for those who persisted their research took as long as it took; and the majority of graduates went on to become academics. But, over the past three decades or so, there have been a number of changes which have transformed doctoral education almost beyond recognition. The purpose of the present article is to provide a general analysis of these factors in order to provide an overall framework for the discussion at the international level of the changes in doctoral education in a sample of case studies drawn from across the globe.
PDF
