Becoming Action Researchers, Users of Theory, and Research Literature and Academic Writers

• In Event: Marriott Roundtable Session 1
  In Roundtable Session: Academic, Professional, and Scholarly Development in Graduate Education

Abstract

This evaluation research explored doctoral students in a professional doctorate becoming action researchers, users of educational theory and research literature, and academic writers. Data were collected through program surveys with three cohorts. Quantitative findings reported students expressed the program has positive impacts. Five themes were identified: (a) Students expressed they more knowledgeable about research and understanding the scope and depth of research. (b) Students’ struggled with becoming academic writers. (c) Experiences with research and knowledge of educational theory have impacted students’ instructional design and practice. (d) Extant theory and research literature have caused students to be more critical and prompt the need for more study. and (e) Students said they needed more experiences with quantitative research methods and statistical analyses.

Authors

• Michael M. Grant, University of South Carolina

• Ismahan Arslan-Ari, University of South Carolina - Columbia

• Fatih Ari, University of South Carolina

• William Morris, University of South Carolina

• Lucas Vasconcelos, University of South Carolina

• Hengtao Tang, University of South Carolina