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HOW FULL-TIME WORKING PROFESSIONALS NAVIGATE AND COMPLETE A DOCTORAL PROGRAM IN A TIMELY MANNER
Title
HOW FULL-TIME WORKING PROFESSIONALS NAVIGATE AND COMPLETE A DOCTORAL PROGRAM IN A TIMELY MANNER.
Creator
Roy, Kelly Marie, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
Doctoral study is demanding, time consuming, and can be emotionally exhausting. In fact, 50% of doctoral students never complete the degree (Bowen & Rudenstine, 1992; Council of Graduate Schools, 2008). In addition to the array of challenges that doctoral students face in completing the degree, there are increasingly more working professionals pursuing the degree, who are also balancing the demands of their employment and personal lives. Thus, the purpose of this qualitative study was to...
Show moreDoctoral study is demanding, time consuming, and can be emotionally exhausting. In fact, 50% of doctoral students never complete the degree (Bowen & Rudenstine, 1992; Council of Graduate Schools, 2008). In addition to the array of challenges that doctoral students face in completing the degree, there are increasingly more working professionals pursuing the degree, who are also balancing the demands of their employment and personal lives. Thus, the purpose of this qualitative study was to describe the lived experiences of full-time working professionals who have recently completed a doctoral degree in Education in a timely manner. The central research question was: How do full-time working professionals navigate and complete a doctoral program in a timely manner while managing the competing demands of their work and personal responsibilities? This study included 17 participants who met the following criteria: completed a traditional Ph.D. program in Educational Leadership at a public research institution along the Eastern Seaboard of the U.S.; maintained full-time professional employment while completing the degree; completed the degree within six consecutive years; and graduated with the degree within the last five years. Data was collected through a background information survey and in-depth, semi-structured interviews, which lasted approximately 60 minutes each. Additionally, four interview participants also participated in a 60- minute focus group. Data were analyzed and coded in three rounds. These codes were developed into themes and presented through five categories: situation, challenges, self, support, and strategies. Situation includes themes related to life roles, responsibilities, and characteristics. Challenges includes themes related to time management, degree requirements, unexpected obstacles, and working with faculty. Self includes themes of motivation, grit, organization skills, and self-directedness. Support includes themes related to peers, work supervisors and colleagues, faculty, significant others, and family and friends. Lastly, strategies include themes of prioritization, working with others, preparation, planning, technology, and self-care.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013409
Subject Headings
Doctoral students, Work-life balance
Format
Document (PDF)
A GROUNDED THEORY OF OVERCOMMITMENT IN UNDERGRADUATE COLLEGE STUDENTS
Title
A GROUNDED THEORY OF OVERCOMMITMENT IN UNDERGRADUATE COLLEGE STUDENTS.
Creator
Adam, Molly, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description
This qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate...
Show moreThis qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate students define overcommitment? Overcommitment has been tied to several mental and physical health issues. With student mental health issues on the rise on college campuses, it is imperative that overcommitment in undergraduate students be explored and defined. This study included 21 undergraduate college student participants, who met the following criteria: (1) enrolled as a full-time undergraduate student; (2) identified by a higher education professional as committed or overcommitted. Data was collected through a demographic survey, as well as, 60-minute semi-structured interviews on Zoom with each student participant. Data were analyzed through three rounds of coding: (1) open coding, (2) axial coding, and (3) selective coding. Three major themes emerged from the analysis of the undergraduate students’ overcommitment definitions: doing too much, lack of basic self-care, and detriments to mental and physical health. After synthesis, it was determined that undergraduate students define overcommitment as “taking on too many commitments to the overall detriment of mental and physical health, due to the lack of basic self-care.” The interview codes were ultimately developed into themes to create the theory of undergraduate student overcommitment as evidenced in the Undergraduate Student Overcommitment Model and answer the remaining research sub-questions about identification, challenges, benefits, and social supports and strategies. The theory explains undergraduate students’ rationale for overcommitting and has six levels: self, family, peers, school, future dreams and goals, and society.
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Date Issued
2021
PURL
http://purl.flvc.org/fau/fd/FA00013829
Subject Headings
Undergraduate college students, Grounded theory, Undergraduates--Mental health
Format
Document (PDF)
IF YOU CAN’T MAKE A SOUND, MAKE A PEEP: A NARRATIVE INQUIRY OF THE LIVED COLLEGIATE EXPERIENCES OF BLACK MALE STUDENTS WHO DEALT WITH SUICIDE IDEATION
Title
IF YOU CAN’T MAKE A SOUND, MAKE A PEEP: A NARRATIVE INQUIRY OF THE LIVED COLLEGIATE EXPERIENCES OF BLACK MALE STUDENTS WHO DEALT WITH SUICIDE IDEATION.
Creator
Sanon, Malissa, Bloom, Jennifer L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
College students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns...
Show moreCollege students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns in Black male college students. Thus, the purpose of this narrative study was to expand the understanding of the lived experiences of Black male students who have dealt with suicide ideation while enrolled in college. The study asked two research questions: (1) How do Black male students who have experienced suicide ideation while in college perceive the impact of their suicide ideation on their collegiate academic and social journeys? And (2) How do Black male college students utilize university resources (counseling centers, campus-affiliated clergy), family, and peers after their suicide ideation experience, and what is their perception of these resources? The research focused not on the actual experience of suicide ideation itself, but the perceived impact of suicide ideation on Black male college students’ academic and social journeys. The academic journey includes the impact on students’ grade point averages (GPAs), impact on attendance, and desire to complete academic assignments. The social journey focuses on participation in extracurricular activities and relationships with faculty, staff, and peers.
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Date Issued
2021
PURL
http://purl.flvc.org/fau/fd/FA00013692
Subject Headings
Suicide, College students, Black, Men, Black
Format
Document (PDF)
APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES
Title
APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES.
Creator
Elsberry, Meagan, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description
This qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin...
Show moreThis qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin, 2002; Bloom et al., 2008), and an Appreciative Mindset. Bloom and McClellan (2016) coined the phrase Appreciative Administration to describe how higher education administrators could lead their organizations by harnessing the power of Appreciative Education. To date, there is no research on how higher education administrators are using Appreciative Education in their administrative practices. The purpose of this grounded theory study was to examine how higher education administrators infuse the Appreciative Education framework into their daily administrative practices. The study included 21 professionals, who met the following criteria: (1) had at least one full-time person reporting to them; (2) had participated in a formal Appreciative Education training. The experiences of the 21 study participants were captured through semi-structured 60-minute Zoom interviews. Subsequently, eight of the 21 participants participated in a focus group via Zoom to provide feedback on the study’s initial themes and sub-themes. Data was analyzed through three rounds of coding: (1) initial coding, (2) focused coding, and (3) theoretical coding.
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Date Issued
2022
PURL
http://purl.flvc.org/fau/fd/FA00014076
Subject Headings
Grounded theory, Education, Higher--Management, Education, Higher--Administration
Format
Document (PDF)
HOW STUDENT AFFAIRS DIRECTORS USE THEIR ASSESSMENT DATA TO MAKE CHANGES
Title
HOW STUDENT AFFAIRS DIRECTORS USE THEIR ASSESSMENT DATA TO MAKE CHANGES.
Creator
Goldstein, Rebecca, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
Assessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving...
Show moreAssessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving offerings, such as programs, services, initiatives, or events (Cox et al., 2017; Fuller & Lane, 2017). In the limited published studies about how student affairs professionals use assessment data, many professionals admit they do not have a plan to use their assessment data and only a small number have a plan to use their assessment data to make changes (Beshara-Blauth, 2018; Cox et al., 2017; McCaul, 2015; Parnell et al., 2018; Ridgeway, 2014). The purpose of this qualitative study was to understand how student affairs directors who have been identified as exemplars use their assessment data to make changes. The research questions for the study were: 1) How do student affair directors use assessment data in their role to make changes? 2) How do student affairs directors learn to use their data to make changes? And, 3) What influences student affairs directors to use their data to make changes?
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Date Issued
2023
PURL
http://purl.flvc.org/fau/fd/FA00014248
Subject Headings
Student affairs administrators, Educational evaluation, Decision making
Format
Document (PDF)