Success For Doctoral Education Perspectives Of Faculty...

Gardner, S. (2009). Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven Disciplines. The Review of Higher Education, 32(3), 383-406. This article demonstrates how 38 faculty members across seven disciplines extend support in forming success for doctoral students. It conducts an in-depth research applying a constant comparative method in understanding faculty members’ own experiences of student success in doctoral education. It begins with summarizing relevant existent literature and the conceptual context guiding the study. Key elements in existent literature relating to doctoral success include retention, academic accomplishment, graduation, and professional socialization were also studied. The research indicates that doctoral education varies and is experienced inversely amongst the different disciplines. In examining the diversity among the disciplines, culture and framework influenced the faculty members’ conceptions of doctoral success. In addition, a common ground was established between departments directly related to institutional effects mainly focused on ranking, status, and funding o bservations. Of relevance, the study shows several significant conclusions such as successful completion derived from individual departmental cultural viewpoints, questioning existing institutional framework that can enable or hinder students’ success, and institutional funding. Also, the article concludes that research has only been attempted inShow MoreRelatedCritical Thinking Distance Education And Traditional Education926 Words   |  4 Pagescome in contact with have played a significant role in our development as doctoral students we are becoming today. As we being to reflect on what we read we will begin the process of higher level thinking. The sole purpose of this paper is to examine, compare, and synthesize themes of three empirical articles. 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