Academic Socialization in Online Doctoral Programs

• In Event: Poster Session 10
  In Poster Session: Division I Poster Session

Abstract

With little study or debate, accreditation agencies have begun approving doctoral programs that will be delivered online. This study describes the extent to which these programs are able to impart the values, norms, and tacit knowledge current in academic communities. We surveyed students in an online doctoral program in nursing using the Doctoral Student Socialization Questionnaire. 69 percent of the program’s students responded. Activities associated with four of the six dimensions of academic socialization were prevalent (student-student interaction, scholarly encouragement, department collegiality, and supportive environment); two sets of activities were not prevalent (participation in scholarly activities, and student-faculty interaction). Our results provide an empirical, theory-based counterargument to the categorical assumption that the environment of online doctoral programs are necessarily impoverished.

Authors

• Liam Rourke, University of Alberta

• Heather A. Kanuka, University of Alberta