Doctoral Education Online: Challenging the Paradigm

Hank Radda*, B. Jean Mandernach**
*-** Ph. D, Grand Canyon University.
Periodicity:October - December'2012
DOI : https://doi.org/10.26634/jet.9.3.2059

Abstract

While doctoral education is well-established in traditional academic environments, the role, value and function of online doctoral education is less clear. Interwoven with concerns about the online delivery format is the changing focus of doctoral education. As a function of social, technological and economic pressures, doctoral programs are expanding the traditional emphasis on basic research to include more integrated, applied models of inquiry. Understanding the unique needs and educational objectives of a scholar-practitioner model shifts concerns about online doctoral education from an emphasis on mode of delivery to an awareness of how the mode of delivery aligns with the broader learning model. The issue is not online or face-to-face, but rather rests in alignment of the theoretical model with development of curriculum and academic support structures. This paper highlights specific strategies and theoretical approaches underlying the creation of a doctoral online learning model focused on maintaining academic excellence while adapting to meet the needs of modern learners.

Keywords

Online Education,Doctoral Education, Doctoral Learning Model.

How to Cite this Article?

Hank Radda and B. Jean Mandernach (2012). Doctoral Education Online: Challenging The Paradigm. i-manager’s Journal of Educational Technology, 9(3), 1-8. https://doi.org/10.26634/jet.9.3.2059

References

[2]. Boud, D., & Tennant, M. (2006). Putting doctoral education to work: Challenges to academic practices. Higher Education Research and Development, 25, 293–306.
[4]. Golde, C., Jones, L., Bueschel, A., & Walker, G. (2006). The challenges of doctoral program assessment. In The Assessment of Doctoral Education, (Eds. P. Maki & N. Borkowski), 53–82. Sterling, VA: Stylus Publishing.
[5]. Jones, E.A. (2010). Designing and implementing transparent assessments in doctoral education. Curriculum & Teaching Dialogue, 12(1), 153-161.
[6]. Lee, Y., & Nguyen, H. (2007). Get your degree from an educational ATM: An empirical study in online education. International Journal of E-Learning, 6(1), 31–40.
[7]. Leners, D., Wilson, V. W., & Sitzman, K.L. (2007). Twenty-first century doctoral education: Online with a Focus on Nursing Education. Nursing Education Perspectives, 28(6), 332-336.
[8]. Mah, D.M. (1986). The process of doctoral candidate attrition: A study of ABD phenomenon. Doctoral dissertation. University of Washington. Dissertation, Abstract International, 47(\2A).
[9]. Maxwell, T. (2003). From first to second generation professional doctorate. Studies in Higher Education, 28(3), 279–291.
[11]. Merriam, S. (Ed.) (2008). Third update on adult learning theory: New Directions for Adult and Continuing Education. San Francisco: Jossey-Bass.
[12]. Mutsuddi, I., & Mutsuddi, R. (2008). Retaining talents: The key to knowledge organization. ICFAI Journal of Management Research, 7(7), 73-84.
[14]. Neumann, R. (2005). Doctoral differences: Professional doctorates and Ph.D compared. Journal of Higher Education Policy and Management, 27(2), 73–88.
[16]. Pedler, M., Burgoyne, J., & Boydell, T. (1997). The learning company: A strategy for sustainable Development, (2nd ed.). Berkshire: McGraw-Hill International (UK).
[17]. Scott, D., Brown, A., Lunt, I., & Thorne, L. (2004). Professional doctorates: Integrating professional and academic knowledge. Maidenhead: Open University Press, and McGraw-Hill Education.
[18]. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. London: Random House.
[20]. Tluczek, J. (1995). Obstacles and attitudes affecting graduate persistence in completing the doctoral dissertation. Doctoral dissertation, Wayne State University. Dissertation Abstract International, 56 (05A).
[21]. Walker, G.E., Golde, C.M., Jones, L., Bueschel, A.C., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco: Jossey-Bass.
[22]. Wellington, J., & P. Sikes, P. (2006). 'A doctorate in a tight compartment': Why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31, 723–34.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.