In Counselor Education and Supervision (CES) programs, doctoral students assume five primary professional roles: counseling, teaching, supervision, research, and leadership/advocacy. Counselor educators bear the responsibility of assessing doctoral students' professional development in these roles, encompassing professional dispositions and…

Persistence in doctoral programs has historically been low with less than 50-75% of students graduating from their programs. Though research has been conducted on self-directed learning and doctoral programming, research is scant on self-directed learning readiness in doctoral students and mode of learning (i.e., online or in person). The purpose…

The supporting evidence for student-centered assessment practices is well-documented in the literature for higher education, but not in the field of occupational therapy (OT) education. There is no agreed-upon best practice for student assessment in OT education from any professional OT governing body, nor is there current OT education research…

Practitioner-focused educational doctoral programs have grown substantially in recent years. Dissertations in Practice (DiPs), which are the culminating research report and evaluation method in these programs, differ from traditional PhD dissertations in their focus on addressing a problem of practice and on connecting theories with practice. As…

This paper explores the different epistemologies that define the Professional Doctorate, paying close attention to how Postgraduate Researchers (PGRs) doing a Professional Doctorate reconcile academic and professional knowledge. Through a narrative exploration of the literature published since the first UK Professional Doctorates were awarded in…

Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western…

This paper suggests ways in which the profile of philosophical research in education could be raised, to demonstrate that it is legitimate and genuinely productive to engage in non-empirical research in education. I begin with some historical context for philosophical research in education, exploring the approach known as "conceptual…

In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The…

The goal of this study was to assess the outcomes of a grant-funded intervention designed to provide comprehensive training and support for holistic admissions in 26 STEM PhD programs at five California research universities. This pilot intervention combined a flexible, research-based model of holistic review, training for faculty involved with…

Little is known about the experience of belonging for full-time, hybrid physical therapy faculty in the United States. Rapid growth of Doctor of Physical Therapy (DPT) education programs with hybrid curricular models and national physical therapy faculty shortages suggest the importance of exploring faculty belonging, especially given the…

It is widely recognised that an important aspect of doctoral study is the development of a researcher identity. However, little is known about how to support this. Although previous research has highlighted the importance of discursive engagement for researcher identity development, no studies examine talk or discuss how identities are constructed…

Purpose: This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support…

Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a…

The thesis by publication (TBP)--a collection of standalone articles aimed at publication and accompanied by an explanatory narrative--has grown in popularity over the last two decades. Although research on the TBP is beginning to emerge, it is thus far fragmented. We carried out a scoping review of the literature on the TBP for the years…

This essay shares the ongoing efforts of faculty in one EdD program to embrace applied research methodologies and the shifts made in research coursework to support our doctoral candidates as they explore problems of practice. Framed by third space theory, our redesign work is positioned as the lived experience through which we were able to reflect…