Higher Education Doctoral Programs Research Articles

A Nationwide Study of Research Publication Impact of Faculty in U.S. Higher Education Doctoral Programs

Research impact is very important in academia. This study explored the research impact of faculty in doctoral higher education programs through the use of Hirsch’s h index as measured by Google Scholar results. Characteristics of the h index in this field are discussed, and norms are offered for professors of different ranks. We also explore relationships between gender, experience, and U.S. News and World Report ranking and the index. We find that gender has no significant relationship to faculty index in this field, but faculty experience and school rankings do have a relationship. Our findings support the use of the h index in assessing research impact in the higher education field, and they may be of interest to persons beyond this field as we consider the manner in which we assess faculty research.

Is there a Core Curriculum across Higher Education Doctoral Programs?

Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

Journey toward Becoming a Counselor Education Doctoral Student: Perspectives of Women of Color

Diversity in higher education is encouraged among various disciplines (Clark, 2011; Ghosh, 2012). Thousands of doctoral degrees are awarded from year to year, however individuals of color make up only a small percentage of those who receive this honor (U.S Department of Education, NCES, 2008). When an individual of color decides to enter into higher education, many factors such as financial considerations, support, and benefits are taken in account (Pema, 2004). Women of color, in particular, consider these same factors, but also think about elements such as childbearing and mentorship. The decision to have children has repeatedly shown a negative relationship with career progression for women, causing many women to postpone aspirations of motherhood until they have solidified their careers (Hoffnung, 2004). In addition, women who already have children often cite feeling tom between family and career, and feeling as if they need to sacrifice family in order to advance their careers (Turner, 2002). Mentorship considerations are also important to women of color entering into higher education because they fear isolation from their peers during the experience (Miller & Stone, 2011). Furthermore, creating appropriate mentoring relationships for women of color can be challenging since limited racial diversity exists on college campuses, and racial similarities have been noted as an important part of the mentoring process (Patton, 2009). Although it is clear that women of color have different journeys and experiences in higher education, there is limited research on the topic. Because women of color are underrepresented in higher education and consider so many factors before entering into higher education, it is important to explore the journeys of these women.PurposeThe purpose of this study is to explore the experiences of women of color entering into a counselor education PhD program and their early experiences in the program. It is hoped that the dissemination of final results will help deepen the understanding of the journeys of women of color who decide to enter into higher education. Women of color have a unique journey to higher education and consider various factors before they choose to enroll in graduate school (Herzig, 2004; Pema, 2004). Oftentimes, this decision making process is different from other groups of individuals, (e.g., lack of other minorities in the field, perceived difficulties of being integrated into the program, desire to begin a family, etc.) therefore, it is important to understand their unique experiences (Herzig, 2004; Pema, 2004; Turner, 2002). Educators and their students will benefit by hearing the journeys of these women, in their own words, because it can help them understand why this experience is different for women of color. In addition, it will allow them to understand the needs of women of color who enter into higher education doctoral programs and realize the challenges and strengths of these women.The present study was conducted during the fall of 2012 when a new group of individuals began their studies as first year doctoral students. As three researchers from a large southeastern university, the authors were interested in learning about the journeys of woman of color in higher education in that area. The study aimed to gather and analyze data in order to more fully understand the journeys of women of color in a counselor education PhD program. The voices of women of color in higher education have not been heard and it was a goal to break the silence. In understanding that women of color are underrepresented in higher education, the authors also wanted to learn the challenges and strengths of these women.The study was guided by three research questions:1. What leads women of color to enter into higher education?2. What is their journey into higher education?3. What challenges and strengths have they experienced as women of color in higher education? …

Higher education doctoral programs: A demographic portrait

AbstractProgram demography reveals issues of ethnic, gender, and age diversity.

Course offerings in higher education doctoral programs

Eighty-eight doctoral programs offer 124 different higher education courses. This body of knowledge provides a great potential for improving and professionalizing a career in higher education administration.

Missions of higher education doctoral programs: Corollaries, constraints, and cultures

The missions of higher education doctoral programs are greatly affected by their reputation, governance, and organizational structure.

Visions and priorities: The future of higher education doctoral programs

Visions and priorities: The future of higher education doctoral programs

Career Paths of Graduates of Higher Education Doctoral Programs

To examine the career path of graduates of higher education programs, the authors surveyed graduates of thirty-six programs from 1972 to 1987 with an adjusted response rate of 90 percent. The study yielded the following information: (1) a demographic profile of the average graduate, (2) details of their doctoral education, and (3) employment history. Findings include the increasing feminization of higher education programs and many graduates’ dissatisfaction with the higher education doctorate.

A Profile of Higher Education Doctoral Programs

A Profile of Higher Education Doctoral Programs