Developing the Dissertation Chair and Doctoral Candidate Relationship in Online Learning Environments
Matasha MurrellJones, Imani Akin, University of Phoenix, United States
EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The doctoral candidate and dissertation chair relationship is critical to the success and timeliness of the completion of the dissertation. Some doctoral candidates struggle to complete the dissertation in a timely manner and have a favorable experience. Emotions which emerge during the doctoral process, impact the well-being of the doctoral candidate and development of the dissertation. The problem is there is a lack of research supporting effective communication and collaboration to support a collegiate mentoring process for doctoral candidates. The mentoring enactment theory (MET) which has nine propositions, was deconstructed to serve as a theoretical framework for this study A gap in the literature exists regarding specific factors, such as the impact of the doctoral candidate and the dissertation chair relationship on the doctoral candidate’s experience, and timely completion of the dissertation. The aim of conducting this research has been to discover strategies which positively build the doctoral candidate and dissertation relationship to enhance the doctoral candidate’s overall experience and completion time. A quantitative, correlational study was conducted to discover the impact of the relationships of the doctoral candidate and the dissertation chair. Participants were recruited and completed a Likert-type survey to collect data.
MurrellJones, M. & Akin, I. (2020). Developing the Dissertation Chair and Doctoral Candidate Relationship in Online Learning Environments. In Proceedings of EdMedia + Innovate Learning (pp. 849-859). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).
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