An Investigation of Doctoral Education Students' Perceptions of Preparedness for Dissertation Writing

• In Event: 77.051 - Student (and Robot?) Perceptions and Uses of Assessment

Abstract

This qualitative study investigated doctoral students’ perceptions of and satisfaction with their doctor of education program related to dissertation writing preparation. Qualitative data by means of an anonymous online survey was used to ascertain 115 doctoral students' writing experiences in three different programs, including K-12 Educational Leadership, Cognitive Studies in Reading, and Higher Education Leadership. In accordance with Urie Brofenbrenner’s (1917-2005) human ecology theory, this study offers the students’ perceptions of the interacting intrapersonal, interpersonal, and institutional factors that supported or hindered their dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations.

Authors

• Katia Ciampa, Widener University

• Zora Wolfe, Widener University