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Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees

Columbaro, Norina L
http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557

Abstract Details

2015, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
Research focusing on online doctoral programs in preparation for academic careers consistently reveals a perception that online doctoral degree programs lack opportunities for social learning, mentoring, and submersion in the academic culture (Adams & DeFleur, 2005; Flowers & Baltzer, 2006; Columbaro, 2007; Guendoo, 2007; Good & Peca, 2007; Columbaro & Monaghan, 2009; DePriest, 2009). In addition, the value of mentoring within doctoral programs has been addressed in several empirical studies (Green & Bauer, 1995, Golde & Dore, 2001; Paglis, Green, & Bauer, 2006; Creighton, Parks, & Creighton, 2007; Mullen, 2006; 2008; 2009). However, little research has specifically attended to the mentoring experiences of online doctoral students and their perceptions of how those experiences prepared them for tenure-track employment within four-year, land-based higher education institutions. The purpose of this study was to explore the existence and nature of mentoring relationships within online doctoral degree programs. Further, it explored how these relationships prepare online doctoral degree graduates for full-time, tenure-track employment in four-year, land-based higher education institutions. The following research questions guided this study: 1) How did graduates of online doctoral degree programs, currently employed as tenure-track faculty members at four-year land-based colleges or universities, experience mentoring while completing their online doctoral degree programs? 2) How did mentoring relationships prepare these graduates to become tenure-track faculty members in four-year, land-based colleges and universities? The study was informed by social learning theory in that it explores the role and purpose of interpersonal mentoring relationships in supporting doctoral students, as well as preparing them to serve as faculty in higher education environments. The research design employed basic interpretive qualitative research approach using semi-structured interviews focusing on participants' critical mentoring episodes to explore their experiences and perceptions. The lens through which findings were analyzed was social constructivism in that it accounted for the varied experiences and meaning making of individuals in their doctoral education mentoring relationships. Findings from this study may provide insight for academic institutions adopting online doctoral degrees as part of their strategic direction and for prospective online doctoral students.
Catherine Hansman, Ed.D. (Committee Chair)
Joanne Goodell, Ph.D. (Committee Member)
Jonathan Messemer, Ed.D. (Committee Member)
Mittie Davis Jones, Ph.D. (Committee Member)
Mary Hrivnak, Ph.D. (Committee Member)
276 p.
Adult Education; Educational Technology; Higher Education; Higher Education Administration
online doctoral degrees; mentoring; e-mentoring; mentoring in online doctoral degree programs; critical incident technique; tenure; faculty

Recommended Citations

Citations

  • Columbaro, N. L. (2015). Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557

    APA Style (7th edition)

  • Columbaro, Norina. Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees. 2015. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557.

    MLA Style (8th edition)

  • Columbaro, Norina. "Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees." Doctoral dissertation, Cleveland State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557

    Chicago Manual of Style (17th edition)

csu1449575557
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© 2015, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.