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Pursuing a doctorate part-time presents many challenges, like needing to balance personal/work commitments with study (Watts, 2008), which are further amplified within educational doctorate (EdD) programmes, where candidates often hold educational leadership roles while engaging in their studies (Geesa et al., 2023). The need for institutional support (Posselt, 2018) as well as social support (Mantai, 2019) among such students is therefore of paramount importance (Owens et al., 2020). The value of a sense of community has long been recognised as one of the main sources of support for doctoral students (Berry, 2017; Rovai, 2002).
The Doctor of Education (EdD) at X University is a blended, part-time, cohort-based programme structured around a number of Areas of Professional Focus (APFs), or specialisms/strands, which focus on specific disciplinary areas. In the first two years, students take a mix of modules which are APF-specific and common to all students, before commencing their theses in year 3. This paper considers the experiences of one cohort of students developing community during years 1 and 2 of their study. Participants took an online survey, which was coded using the four elements of Rovai’s (2002) definition for sense of community (spirit, trust, learner interaction, common expectation) and were also considered in terms of student-led and staff-led initiatives.
The four elements of Rovai’s definition for sense of community were clearly evident in student responses. The first (spirit, which includes feelings of friendship, cohesion, and bonding) occurred through the use of terms such as “connection”, “relationships”, “rapport”, and “bond”. The second element, trust, was reflected through such terms as “safe and respected environment”, “share fears”, and “support network”, and “we are a wonderful, supportive group”. Responses regarding Rovai’s third element, learner interaction, made particular reference to both staff-led and student-led activities. At staff level, features such as Coffee and Conversations (a weekly informal online gathering facilitated by the EdD programme chair), as well as organisation of in-person social gatherings to coincide with on-campus teaching, were highlighted. From a student-led perspective, the development of WhatsApp groups, online Zoom meetings, and in-person meetings such as “informal get-togethers'', were frequently cited. Rovai’s fourth element (common expectation, referring to shared commitment among participants to a common educational purpose) was evident through such comments as “we share ideas and resources” and “sharing materials and readings online in a shared folder”, indicating a common focus in progressing along the doctoral journey and in supporting one another.
These findings indicate a clear sense of community among EdD students at DCU, and the critical role of community in supporting part-time doctoral students. The elements of Rovai’s sense of community provides a useful framework for both understanding how community can be fostered in doctoral programs, and how this can be further developed. The combination of staff-led and student-led initiatives, along with the blend of online and in-person interactions, helps to create a supportive community for EdD students. These insights are valuable for informing the design and implementation of doctoral programmes, emphasising the importance of community as a key support mechanism for doctoral students.