The Development of Doctoral Students: Phases

Doctoral students are education in U.S. institutions of higher education to become tomorrow's educators, researchers, leaders, and innovators. Only a little more than 50 percent of all doctoral students will actually complete the degree, however. Understanding the complexity of the doctoral experience may assist in educating these students and ensuring their success.This monograph presents a model of doctoral student development, viewing the experience as three phases of increasing complexity. Using theories developed from psychology, sociology, and education, the monograph provides an overview of doctoral education in the United States and the sources of challenge and support that characterize the doctoral student's experience and development.This is the sixty issue the 34th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Susan K. Gardner is assistant professor of higher education at the University of Maine

Executive Summary	p. ix
Foreword	p. xiii
Acknowledgments	p. xvii
The Development of Doctoral Students: Phases of Challenge and Support	p. 1
Why Do We Need to Understand Doctoral Students' Development?	p. 2
Why Have Doctoral Students Been Forgotten?	p. 4
How Do Doctoral Students Develop?	p. 7
A Model of Doctoral Student Development	p. 8
Organization of the Monograph	p. 13
Student Development Theory: A Primer	p. 15
Defining Student Development	p. 15
Psychosocial Development	p. 18
Social Identity Development	p. 24
Racial Identity Development	p. 24
Cognitive Development	p. 26
Conclusion	p. 28
Understanding Doctoral Education	p. 29
Doctoral Degrees and Their Purposes	p. 29
The Structure of the Doctoral Program	p. 30
Today's Doctoral Students	p. 31
Key Constituencies in the Doctoral Program	p. 39
Entry	p. 41
Challenge: The Initial Transition	p. 42
Support: Orientation	p. 44
Challenge: Coursework	p. 46
Challenge: Changes in Thinking	p. 49
Challenge: The Transition from Undergraduate to Graduate School Expectations	p. 53
Support: Initial Relationships with Peers and Faculty	p. 55
Student Departure in Phase I	p. 59
Conclusion	p. 60
Integration	p. 61
Challenge: Coursework	p. 62
Support: Peer Relationships	p. 65
Support: Advisor Relationship	p. 66
Challenge: Examinations	p. 70
Challenge: Changing Role	p. 71
Student Departure in Phase II	p. 74
Conclusion	p. 75
Candidacy	p. 77
Challenge: Transition to Candidacy	p. 78
Challenge: The Dissertation Experience	p. 79
Challenge: Isolation	p. 82
Support: The Dissertation Advisor	p. 82
Challenge: The Job Search	p. 83
Challenge: Transition to Professional Role	p. 85
Student Departure in Phase III	p. 87
Conclusion	p. 88
Summary and Recommendations	p. 91
Implications for Phase I	p. 92
Implications for Phase II	p. 96
Implications for Phase III	p. 99
Implications for Future Research	p. 101
Conclusion	p. 103
Appendix: Details of Research Conducted to Construct the Model	p. 105
References	p. 107
Name Index	p. 119
Subject Index	p. 123
About the Author	p. 127
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The Development of Doctoral Students: Phases of Challenge and Support ASHE Higher Education Report, Volume 34, Number 6

Summary

Author Biography

Table of Contents

Supplemental Materials