東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Student Perceptions of Doctoral Facu...

Barnickle, Julie.

Linked to FindBook

Google Book

Amazon

博客來

Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program./
Author:	Barnickle, Julie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	164 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30509696
ISBN:	9798379444105

Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program.
Barnickle, Julie.

Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 164 p.

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Franklin University, 2023.

Student perceptions of Doctoral Faculty Advisors (DFAs) and how they support motivation in an online, Professional Doctorate (PD) program were investigated in this dissertation. The purpose of this qualitative case study was to explore how DFAs support online doctoral student motivation to progress in their PD at a private, professionally-focused university. The conceptual framework of Tinto?s (1975, 2012) Student Integration Theory and Deci and Ryan?s (1985, 2012a, 2012b) Self-Determination Theory guided the investigation of several identified gaps in the literature relating to doctoral student attrition. Specifically, gaps in the literature directed additional research towards online, non-traditional, PD student perceptions of factors which contribute to their feelings of isolation and motivation, academic and social integration, student-faculty relationships, and faculty advising. Five themes emerged from 16 semi-structured interviews: (1) DFA-Student Pairing Process and Expectations, (2) Academic Integration, (3) Social Integration, (4) Motivation, and (5) Non-traditional Student Experience. Implications to practice were identified to improve services offered by DFAs at the university. One recommendation of this study was to increase the sample size. In addition, it was recommended that the study be replicated at similarly populated universities. Other recommendations were to explore student demographic correlations in the DFA-student relationship, DFA commitment, DFA perceptions, resiliency and its connection to the DFA-student relationship, and institutional program evaluations of offered services and programs to meet the needs of their student populations? motivation. A final recommendation of this study was to include multiple research methods to increase triangulation. These recommendations will support the continued development of DFA-student relationships.

ISBN: 9798379444105Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Doctoral student attrition

Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program.
LDR:03159nmm a2200409 4500 001 2401366
005 20241022112558.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379444105
035 $a (MiAaPQ)AAI30509696
035 $a AAI30509696
035 $a 2401366
040 $a MiAaPQ $c MiAaPQ
100 1 $a Barnickle, Julie. $3 3771460
245 1 0 $a Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 164 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
502 $a Thesis (Ed.D.)--Franklin University, 2023.
520 $a Student perceptions of Doctoral Faculty Advisors (DFAs) and how they support motivation in an online, Professional Doctorate (PD) program were investigated in this dissertation. The purpose of this qualitative case study was to explore how DFAs support online doctoral student motivation to progress in their PD at a private, professionally-focused university. The conceptual framework of Tinto?s (1975, 2012) Student Integration Theory and Deci and Ryan?s (1985, 2012a, 2012b) Self-Determination Theory guided the investigation of several identified gaps in the literature relating to doctoral student attrition. Specifically, gaps in the literature directed additional research towards online, non-traditional, PD student perceptions of factors which contribute to their feelings of isolation and motivation, academic and social integration, student-faculty relationships, and faculty advising. Five themes emerged from 16 semi-structured interviews: (1) DFA-Student Pairing Process and Expectations, (2) Academic Integration, (3) Social Integration, (4) Motivation, and (5) Non-traditional Student Experience. Implications to practice were identified to improve services offered by DFAs at the university. One recommendation of this study was to increase the sample size. In addition, it was recommended that the study be replicated at similarly populated universities. Other recommendations were to explore student demographic correlations in the DFA-student relationship, DFA commitment, DFA perceptions, resiliency and its connection to the DFA-student relationship, and institutional program evaluations of offered services and programs to meet the needs of their student populations? motivation. A final recommendation of this study was to include multiple research methods to increase triangulation. These recommendations will support the continued development of DFA-student relationships.
590 $a School code: 2055.
650 4 $a Higher education. $3 641065
650 4 $a Education. $3 516579
650 4 $a Adult education. $3 543202
650 4 $a Educational technology. $3 517670
650 4 $a Educational leadership. $3 529436
653 $a Doctoral student attrition
653 $a Faculty advisor
653 $a Online doctoral programs
653 $a Doctoral student retention
653 $a Doctoral student motivation
690 $a 0516
690 $a 0515
690 $a 0745
690 $a 0710
690 $a 0449
710 2 $a Franklin University. $b International Institute for Innovative Instruction. $3 3684475
773 0 $t Dissertations Abstracts International $g 84-11A.
790 $a 2055
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30509696