Abstract
ABSTRACT When doctoral students begin the dissertation process, they may not be able to fully articulate their expectations of their dissertation chairs. However, as the dissertation progresses, the students’ expectations begin to develop and change in ways that bring chair performance to light. This phenomenological qualitative study examined the lived experiences of 18 online doctoral graduates who completed dissertations. The study found that students had clear expectations of their chairs’ communication styles, knowledge of the topics and dissertation processes, and ability to develop positive relationships with them. The study also revealed several barriers that developed between students and their chairs. These barriers included lack of access to the chairs, respect from their chairs, and management skills.
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