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Download full textDos Santos, Luis Miguel; Lo, Ho Fai – International Journal of Education Policy and Leadership, 2018
This article investigates why potential doctoral students decided to enroll in a professional doctorate program instead of a traditional Doctor of Philosophy (PhD), and how it enhanced their professional development and career promotion. Twenty professional doctorate graduates were invited to participate in this study, which was guided by the…
Descriptors: Foreign Countries, Doctoral Programs, Program Development, Graduates
Advancing the Next Generation of Higher Education Scholars: An Examination of One Doctoral Classroom
Turner, Caroline Sotello Viernes; Wood, J. Luke; Montoya, Yvonne J.; Essien-Wood, Idara R.; Neal, Rebecca; Escontrias, Gabriel, Jr.; Coe, Aaron – International Journal of Teaching and Learning in Higher Education, 2012
Course content in graduate school is especially important in terms of helping students make progress toward a doctorate. However, content is merely one aspect of developing successful students. This article highlights the value of creating an affirming learning environment by discussing one graduate class on Qualitative Policy Research. The…
Descriptors: Graduate Students, Course Content, Scholarship, Higher Education
Direct linkMenke, Kristen Ann – ProQuest LLC, 2015
Counseling psychology doctoral trainees' satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando & Hulse-Killacky, 2005; Hadjipavlou & Ogrodniczuk, 2007; Morton & Worthley,…
Descriptors: Counseling Psychology, Counselor Training, Doctoral Programs, Graduate Students
Bhandari, Naina A.; MacDonald, Beth L.; Martin, Jenny M.; Modena, Amanda; Simmons, Jamie M.; Turner, Windi D.; Asselin, Susan – International Journal of Teaching and Learning in Higher Education, 2013
Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years' worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1…
Descriptors: Seminars, College Credits, Doctoral Programs, Graduate Students
Turkowitz, Alysa Ann – ProQuest LLC, 2012
This qualitative study explored how 17 lesbian, gay, and bisexual (LGB) graduate students perceived their experiences in the graduate classroom. The study was conducted at a large graduate level institution in the Eastern United States and focused on the classroom experiences of the students, including what factors influenced their engagement with…
Descriptors: Qualitative Research, Homosexuality, Sexual Identity, Sexual Orientation
Drago-Severson, Eleanor; Asghar, Anila; Gaylor, Sue Stuebner – 2003
This study focused on things learned from teaching doctoral students (17 doctoral and 2 masters students) about qualitative analytic strategies. Researchers used a grounded theory approach while simultaneously drawing from literature related to adult learning theories, doctoral student training, and curricula development, all of which informed…
Descriptors: College Faculty, Course Content, Doctoral Programs, Graduate Students
