Motivations to Pursue the Doctoral Degree in Counselor Education and Supervision

Abstract

Pursuing a doctoral degree in Counselor Education and Supervision (CES) requires a significant commitment. Although there is research on motivations to pursue a doctorate in general, there has not been a specific examination of motivations among those who have pursued a doctorate in CES, which warrants investigation given the diversity of training and potential career paths offered by the degree. In this Q methodology study, 35 students, counselor educators, and practitioners sorted statements pertaining to their motivation for doctoral studies in CES. The sorted statements were correlated and factor analyzed, resulted in four distinct motivations. The motivations are described and implications for CES are discussed. Author's Notes Author Note Michelle S. Hinkle, Department of Special Education and Counseling, William Paterson University, Wayne, NJ 07470 Melanie M. Iarussi, Department of Special Education, Rehabilitation, and Counseling, Auburn University, Auburn, AL 36830 Travis W. Schermer, Department of Psychology and Counseling, Carlow University, Pittsburgh, PA 15213 Jennifer F. Yensel, Doctoral Candidate, Department of Counseling and Human Development Services, Kent State University, Kent, OH 44240 The authors wish to thank Donald L. Bubenzer for his guidance in the beginning stages of this research. Correspondence concerning this article should be addressed to Michelle S. Hinkle at hinklem@wpunj.edu