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Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program

Barnickle, Julie Elizabeth
http://rave.ohiolink.edu/etdc/view?acc_num=frank1682443947171155

Abstract Details

2023, Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, International Institute for Innovative Instruction.
Student perceptions of Doctoral Faculty Advisors (DFAs) and how they support motivation in an online, Professional Doctorate (PD) program were investigated in this dissertation. The purpose of this qualitative case study was to explore how DFAs support online doctoral student motivation to progress in their PD at a private, professionally-focused university. The conceptual framework of Tinto’s (1975, 2012) Student Integration Theory and Deci and Ryan’s (1985, 2012a, 2012b) Self-Determination Theory guided the investigation of several identified gaps in the literature relating to doctoral student attrition. Specifically, gaps in the literature directed additional research towards online, non-traditional, PD student perceptions of factors which contribute to their feelings of isolation and motivation, academic and social integration, student-faculty relationships, and faculty advising. Five themes emerged from 16 semi-structured interviews: (1) DFA-Student Pairing Process and Expectations, (2) Academic Integration, (3) Social Integration, (4) Motivation, and (5) Non-traditional Student Experience. Implications to practice were identified to improve services offered by DFAs at the university. One recommendation of this study was to increase the sample size. In addition, it was recommended that the study be replicated at similarly populated universities. Other recommendations were to explore student demographic correlations in the DFA-student relationship, DFA commitment, DFA perceptions, resiliency and its connection to the DFA-student relationship, and institutional program evaluations of offered services and programs to meet the needs of their student populations’ motivation. A final recommendation of this study was to include multiple research methods to increase triangulation. These recommendations will support the continued development of DFA-student relationships.
Valerie Storey (Committee Chair)
Crissie Jameson (Committee Member)
Rachel Althof (Committee Member)
163 p.
Adult Education; Education; Educational Theory; Higher Education
doctoral student attrition; faculty advisor; PD; online doctoral programs; doctoral student retention; doctoral student motivation; academic advising approaches; academic advising impact; institutional advising models; Student Integration Theory; Self-Determination Theory

Recommended Citations

Citations

  • Barnickle, J. E. (2023). Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program [Doctoral dissertation, Franklin University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=frank1682443947171155

    APA Style (7th edition)

  • Barnickle, Julie. Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program. 2023. Franklin University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=frank1682443947171155.

    MLA Style (8th edition)

  • Barnickle, Julie. "Student Perceptions of Doctoral Faculty Advisors and How They Support Motivation in an Online, Professional Doctorate Program." Doctoral dissertation, Franklin University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=frank1682443947171155

    Chicago Manual of Style (17th edition)

frank1682443947171155
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© 2023, all rights reserved.
This open access ETD is published by Franklin University and OhioLINK.