Chapter 27- Advancing Professionally Through Doctoral Education

1. Chapter 27-Advancing Professionally Through Doctoral Education EDHE 6730 Organization & Administration of Student Services Dr. Baier Fall 2008 Submitted by: Dayanna Carson

2. Chapter 27 Key Focus Points • The nature of doctoral preparation for student affairs administrative, teaching, and research positions • The growth and specialization of perspectives of doctoral programs in higher education and student affairs administration

3. Chapter 27 Key Focal Points • This chapter will focus on the following: curricular focus, degree requirements, faculty, acquiring a Ph.D or Ed.D degrees, criteria and process for admission, financing doctoral study, and alternative preparation routes • Observations on evaluating the appropriateness of a doctoral program • Self assessment and program review • Steps to transition into a doctoral program • Future issues in doctoral preparation

4. Doctorates For Career Success • A doctorate may assist with advancement and credibility in student affairs • A professional may be effective and acquire promotions and lateral mobility from within without acquiring a doctorate • Most career advancements for mid-management and upper management require the doctoral credential • Prospective doctoral students without prior experience may not be able to obtain an administrative position in higher education with the doctoral alone

5. Characteristics of An Effective Doctoral Program An Effective Program Offers: • Formal Opportunities For Building Additional Competencies & Skills Regardless of the Student’s Chosen Career Path (ex: faculty, research, leadership role)

6. Doctorate Statistics According to NASPA Data • Doctorates are common among senior student affairs officers in all types of institutions • Doctorates were the highest degree earned in all categories with the exception of community and two-year colleges • Doctorates were held by 52.4% of senior student affairs officers in a college survey • Doctorates are clearly common at public universities and that exception increases with the institution’s size

7. Doctorate Statistics According to NASPA Data • The doctorate appears less essential for departmental head positions • The masters is the terminal degree for 64.1% of the 1,148 directors and doctorates were weld by only 22.5% of positions such as directors of student life, student services, and student development according to a 1998 survey

8. Doctoral Statistics • Studies nearly two decades ago found that 13% of all administrators with doctorates in four-year colleges and universities have their degree in higher education • The student affairs field needs more information on degrees held by department heads and SSAO’s at four-year institutions • Doctorates in higher education are common in two-year colleges

9. Doctoral Statistics • In a study of 716 presidents, and vice presidents of academic and student affairs, in various types of institutions indicated that approximately one third of the presidents had obtained doctorates • Presidents and vice presidents of academic affairs are unlikely to prefer the higher education degree for their role • Vice presidents of student affairs are more likely to value their degree

10. Doctoral Statistics • Nearly half of the respondents of the survey indicated that they believed that the degree is more beneficial than one in an academic discipline for a vice president of student affairs • 23% of the respondents think that it is less desirable • Presidents seemed to be neutral and student affairs vice presidents were highly supportive • The doctorate is clearly valued for student affairs and institutional management positions in all types of institutions • The higher education degree is more useful for those seeking career advancement in lower-tier institutions than those in Level I institutions, particularly for positions in academic administration • According to researchers, obtaining a doctorate may be the means for prospective students to simply hold their current positions, rather than to advance

11. Specializing In Studying Higher Education and Student Affairs • Just as college Student Personnel (CSP) is a field that begins professional study a the graduate level, entry-level preparation receives a great deal of attention in the student affairs literature • Many studies have been published in student affairs and far less attention has been paid to doctoral preparation research

12. Specializing In Studying Higher Education and Student Affairs • The latest Directory of Graduate Preparation Programs in College Student Personnel, sponsored by ACPA Commission XII, lists over 80 institutions that offer master’s or doctoral studies in student affairs • No accreditation agencies for higher education or student affairs doctoral programs are offered • The directory indicates which programs meet minimum criteria set by the commission • The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) which is associated with the American Counseling Association • ( ACA) has historically been the only accreditation route for graduate programs in student affairs

13. Specializing In Studying Higher Education and Student Affairs • No standards for doctoral preparation in student affairs or higher education exists • Prospective doctoral students might explore either a generalist degree of higher education or a specialized degree in student affairs administration with various emphasis.

14. Perspectives on Doctoral Programs in Higher Education or Student Affairs Administration • According to Dressel and Mayhew there are three groups of higher education programs assessment that applies to student affairs graduate programs. • These programs are classified as follows: programs with a national perspective, programs with a local or regional perspective, and programs designed that serve a local need

15. Perspectives on Doctoral Programs in Higher Education or Student Affairs Administration • National Perspective- based upon research and the professional activity of their faculty, their graduate placement, and their student applicants • Local/Regional Perspective- frequently composed of part-time students or administrators from area institutions • Local Need- has little or no formal structure and courses serve a local need often geared to community college personnel

16. Perspectives on Doctoral Programs in Higher Education or Student Affairs Administration • Many problems exist with ranking or listing exemplary national programs • Some reviews measure the following: faculty-to-student ratios, size, number of faculty, and courses offered • Some programs are distinguished by qualitative rather than quantitative factors and have more cosmopolitan and active faculty and students

17. Curricular Focus • Doctoral programs offer specialization options. • The two specializations that generally exist are student affairs administration and management. • Two-thirds offer a specialization in academic administration or community college administration • Other focuses are: curriculum and instruction, teaching, adult education, foundations, history, philosophy of higher education, institutional research, policy analysis, and finance

18. Curricular Focuses • The core of doctoral programs in student affairs should be competence in research(Delworth and Hanson, 1989). • The goal of doctoral programs in student affairs should be to develop expert practitioners, scholar-practitioners , and to develop persons to assume faculty positions(McEwen and Talbot, 1989).

19. Curricular Focuses There are six general competence areas that students should seek in a developmental framework for their doctoral preparation(Beatty and Stamatakos, 1990). They are as follows: • Theoretical competence • Scholarly competence • Functional competence • Transferal competence • Environmental competence • Human relations competence

20. Competencies • Theoretical competence- an in-depth understanding of the historical, philosophical, and theoretical foundations on which student affairs administration is based • Scholarly competence- the development of scholarship through inquiry, critical interpretation, writing, investigation, and research, etc. • Functional competence- the development, maintence, and enhancement of skills • Transferal competence- the ability to transfer theory into practice • Environmental competence- the ability to work and help people in the environment in which student affairs administration exists • Human relations competence- the ability to communicate, understand, and interact with colleagues and peers in a higher education environment

21. Doctoral Degree Requirements • Doctoral requirements include the following: residency requirement, dissertation, course work in higher education, statistics and research requirements • Student affairs doctoral programs require 3.7 research courses on average and an average of 18.1 courses beyond a masters degree(Keim, 1991).

22. Doctoral Degree Requirements • Comprehensive Examinations- Most programs require them to measure subject competence in the field • Dissertation- The process is guided by a committee and chaired by the student’s adviser. The committee generally includes the following: a methodologist, someone from outside of the host department/college, and a faculty member from the program. • The two components of the dissertation includes the proposal and oral defense. The acceptance of the proposal is often more intense than the defense.

23. Doctoral Degree Requirements • Virtually everyone should pass the oral defense. • Students are advised to conduct their proposal meeting before accepting or assuming a new professional role.

24. Faculty • Most higher education programs are small with a mean of 3.7 full-time faculty and 5.5 part-time affiliates. • Over half of all higher education programs report more than 20 students per full-time faculty member. • In a national study of CAS and CACREP standards concluded that the lack of staff is a major issue in trying to meet standards of courses, supervision and advising. • There are few minorities in higher education or student affairs graduate programs. • Women compose over half of all student affairs and higher education doctoral enrollments yet women make up only 15% of all higher education faculty at all ranks.

25. Ph.D.Verses Ed.D. • Most institutions offer both • It is frequently possible to switch programs • The Ph.D. is thought to reflect research and the Ed.D. is thought to have a practioner focus. • In reality, reviews show little difference between the two.

26. Criteria and Process for Admission • Credentials required may include the following: letters of recommendation, a master’s degree, English Proficiency, a satisfactory GRE score, and a minimum GPA from both the bachelor’s and master’s degree. • Some programs require the following: career goal statements, experience, biographical statements, interviews. • Students who do not meet the qualifications may be admitted on a probationary status.

27. Financing Doctoral Study • Assistants may be valuable and may serve as financial support • Doctoral students should consider assistantships with research opportunities for experience

28. Alternative Approaches • A doctorate in counseling, counselor of education, or counseling psychology • A doctorate in alternative disciplines(organizational behavior, social psychology, law, etc.) • External degree programs may consist of weekend seminars, direct research, regular progress checks. The disadvantage is the lack of interaction.

29. Institutes, Workshops, Extended Study, and Professional Development • Continuous learning is essential even if a doctoral degree is not a goal. • CEU’s allow for professionals to continue content knowledge.

30. Assessing a Doctoral Program- Is It Right for You? • Finding a match between personal needs and program characteristics is important in the decision making process. • Make a self-assessment • Decide upon part-time and full-time status • Decide whether to work on or off campus • Evaluate the time needed to acquire the degree

31. Program Assessment • Programs may be located via the classic Directory of Graduate Preparation Programs in College Student Personnel or via the ACPA web page(http://www.acpa.nche.edu) • NASPA has a graduate program website that may be a valuable research tool. The address is as follows: (http://www.naspa.org)

32. Program AssessmentReview the Following: • Policies • Connections with Practice • Areas of Specialty • The Academic Experience • Teaching Modes • Ethics • Research and Dissertations • Financial Support • Student Completion

33. Succeeding in Doctoral Study • Understand the stages of socialization and transition • Feldman describes a three-stage model of socialization to an organization: anticipatory socialization, accommodation, and role management(Feldman, 1976).

34. Tips for Success • Get Organized • Negotiate Home Responsibilities • Establish Good Working Relationships • Stay Positive • Keep a Research Log

35. Future Content in Doctoral Preparation • The intentional outcome of doctoral programs should be the development of leadership perspectives, attitudes, and skills in doctoral students. • Programs should embrace diversity.

36. Chapter Summary • Doctorates are essential for many positions in various types of institutions. • Prospective students desiring careers as administrators, researchers, and faculty members are encouraged to seek the doctorate. • Requirements should be researched and individual needs and goals considered. • A challenge of the decade is to employ higher education institutions with those who have acquired graduate credentials.

37. References Barr, M. , Desler, M., & Associates,(2000).The Handbook of Student Affairs Administration (Second Edition).California: Jossey-Bass.