Success For Doctoral Education : Perspectives Of Faculty Essay

Success is a word that really hard to define, because everyone will have a different definition for this word. In fact, there no exact definition for the word "success". For a student, maybe the success means to pass all courses of the semester; for a business man, signing a importance contract and get a lot of money are successes; and for a president, leading the country to develop and make the people have a better life are success. For me, I also have my own definition for the word "success". When I was a kid, I really want to be a scientist, but after I become mature, my thinking has become more mature and my definition of success also

In my current role as a nurse educator I feel the desire to pursue my dream of obtaining a master’s degree, specializing in nursing education. It has been 27 years since I have sat in the student chair in a classroom; therefore, I anticipate a number of challenges and barriers to overcome. In this paper I will present and describe three challenges that I expect to be faced with over the next two years. I will also discuss the strategies I plan to use to address these challenges.

The meaning of success is different to everyone. It can be completing your education/degree, earning money, or obtaining a good job. Success is a word that society uses to describe a person that is intelligent or genius. Talent can also be a meaning of success, but you do not have to be born with talent to meet your goals. You do not have to be born with talent to be successful you just need to have the right timing, culture, practice, and opportunity. To become an expert or successful you need the help of your parents and enough money so that you do not have to work. All of these things can play a huge role in someone's life.

Jazvac-Martek discovered that students recounted times when they felt like peers and times when they realized they were still doctoral students or candidates. The author also found that regardless of the experience (i.e. facilitating studies, writing papers or proposals or interviews for a faculty position) the students gained a sense of power and a sense of progress. (p.259)

A severe underrepresentation of Black male doctoral students and earned doctorates exist in the United States (Harper, 2010). Lack of financial resources, poor academic preparation, absence of relationships with faculty, and low motivation contribute to the disparity of black males with conferred doctoral degrees (Proctor, 2009).

The successful completion of the doctoral program requires one to make significant sacrifices and accommodations. Majority of the doctoral students are usually motivated and eager to complete their program as soon as possible. However, many students often enroll for doctoral programs without a complete understanding of the heavy demands of such a program. The doctoral program is unique and bears little resemblance to many previous degree courses and so without the necessary accommodations one can find completing it an uphill task. Each student brings to the program his/her own set of academic strengths and weaknesses (Wisdom, & Leavitt, 2015). The attitude and abilities of each and every doctoral student is unique and so is their management of the program. Therefore, the most important ingredient to doctoral success is the capability to leverage such inherent strengths and find effective ways

As a student in the Educational Doctorate (EdD) program, I had the unique opportunity to assist in the development and analysis of a qualitative method study designed to investigate the doctoral student experience at Lindenwood University (LU). Even though my primary role in the study was as principle investigator, I also was part of the eight doctoral students currently enrolled in Qualitative Methods who participated in the study. An inductive approach was applied to the data collected from the study with “little to no predetermined theory, structure, or framework” (Burnard, Gill, Stewart, Treasure, & Chadwick, 2008). Student responses were coded to identify

The author, Dr. Susan K. Gardner expands on the term success from different perspectives and attributes in which they support achieving the many milestone, through the student’s completion of a doctoral education. The question, what supportive structures exits that best enable doctoral students to achieve program milestones such as, completing the first year, moving on into Year two and subsequently into Year three beginning and completing the dissertation? are asked. With only 50% of those students completing a doctoral program, it begs the questions as to why such attrition over the course of the program and how doctoral program success is best measured.

The following paper will discuss possible obstacles to completing a dissertation; strategies used to avoid or overcome them; and generally, how to take care of ones-self throughout the career as a doctoral student.

This paper will focus on the expectations for future educators. My results reveal that most first time graduate students are very overwhelmed with what is expected of them. One reason is trying to balance family and on line classes. It is important that first time graduate students prepare themselves for several factors that they may face when entering graduate school. My find findings suggest that to become a future educator, you will need effective communication skills, writing skills, how to collaborate with others, and ways to perserverance.

Strong relationships, a desire for growth, and passion for my work were the keys to my success at Saint John’s University. Rigorous liberal arts courses, and a research

The significance of relationships, networking and family support are integral component in doctoral learner’s lives. There is evidence to support that the diverse interweaving of learner connections, is critical. Social connections are an important aspect of how doctoral students progress from dependent to independent researcher (Baker and Pifer, 2011). The beginning of learning in doctoral education involves acclimation to the social culture of the institution, interaction with faculty advisors, mentors, peers, and family support, require a village network to aid learners in establishing a solid foundation to convert from dependent to independent scholar (Baker and Pifer, 2011; Weidman and Stein, 2003). In addition, the dissertation process,

The purpose of this paper is to analyze the impact of a Todd Zakrajsek upon higher education. Zakrajsek’s knowledge, skills, and attributes possessed by this academic leader, as well as his roles and responsibilities are also discussed. The standard and methods used to analyze Zakrajsek’s impact were derived from Boyer’s (1990) priorities of the professorate and Leaming’s (2007) characteristics of an academic leader.

Article 2 explores the developmental aspects of the doctoral learner. It examines how the social interactions with peers and faculty can have an effect on success.

The journey that doctoral students face when transitioning from being a doctoral student to an independent scholar is challenging. All three articles focus on the journey of becoming an independent scholar by explaining the process and what factors lead to success. The three studies provided three common themes: Academic Success, Relationships and the progress a doctoral student makes to become an Independent Scholar. An analysis of all three studies reveal: the challenges that doctoral students face, while on their journey to becoming independent scholars. Doctoral students transition into independent scholars by achieving, academic success, developing meaningful relationships that assist students in becoming independent