Developing the Researcher Within
Saved in:
| Title: | Developing the Researcher Within |
|---|---|
| Language: | English |
| Authors: | Kyle Znamenak, Laura Holyoke |
| Source: | American Association for Adult and Continuing Education. 2024. |
| Availability: | American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Programs, Comparative Analysis, College Credits, Doctoral Dissertations, Core Curriculum, Elective Courses, Experiential Learning, Graduation Requirements, Self Efficacy, Research Skills |
| Abstract: | We examined a select group of R1 and R2 Doctor of Philosophy programs in education, focusing on core courses, research courses, dissertation structures, required credits, program structures, and experiential learning opportunities. A comparative analysis of ten institutions revealed commonalities in dissertation credit requirements but diverges in credit structuring, with R2 institutions offering more structured dissertation courses. R1 institutions emphasized core research courses, while R2 institutions provided increased flexibility through elective options. Despite the recognized benefits of enhancing research self-efficacy and skills, the implementation of structured experiential learning opportunities was inconsistent across programs. This study underscores the need for further research into how program structures influence long-term outcomes, such as publication success and career advancement. [For the full proceedings, see ED673719.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED673725 |
| Database: | ERIC |
| Abstract: | We examined a select group of R1 and R2 Doctor of Philosophy programs in education, focusing on core courses, research courses, dissertation structures, required credits, program structures, and experiential learning opportunities. A comparative analysis of ten institutions revealed commonalities in dissertation credit requirements but diverges in credit structuring, with R2 institutions offering more structured dissertation courses. R1 institutions emphasized core research courses, while R2 institutions provided increased flexibility through elective options. Despite the recognized benefits of enhancing research self-efficacy and skills, the implementation of structured experiential learning opportunities was inconsistent across programs. This study underscores the need for further research into how program structures influence long-term outcomes, such as publication success and career advancement. [For the full proceedings, see ED673719.] |
|---|
