Abstract
Using the self-determination theory framework developed by Ryan and Deci (2000), this study explored the facilitation strategies doctoral candidates used to stay on task during the global pandemic. Areas of inquiry included academic progression, dissertation research writing processes and addressing impacts on work, academic studies and persistence. The study used a phenomenological approach of qualitative research design. Ten participants were selected using a convenient sampling method. Three themes emerged from the data that included (1) Balancing work and life quality issues, (2) Mastering academic protocols (3) Developing collective efficacy in scholar development. This study revealed that student dependence on the guidance of the chair and committee is a critical component to individual decision-making regarding program persistence and project completion. Study results affirm the importance of faculty intentionality in providing more support for students during times of crisis.
Recommended Citation
Hurt, S., Woods Ways, E., & Holmes, B. (2022). Wait! Don’t Quit! Stay with your Doctoral Program During the Global Pandemic: Lessons Learned from Program Completers. The Journal of Advancing Education Practice, 3(1). https://openriver.winona.edu/jaep/vol3/iss1/2
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
