“References” in “An Online Doctorate for Researching Professionals”
References
Acker, S., Hill, T., & Black, E. (1994). Thesis supervision in the social sciences: Managed or negotiated? Higher Education, 28(4), 483–498. doi:10.1007/BF01383939
Adams, A., Bondy, E., Ross, D., Dana, N. F., & Kennedy-Lewis, B. (2014). Implementing an online professional practice doctoral program in a PhD environment: Managing the dilemmas. Journal of School Public Relations, 35(3), 363–382.
Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(2–3), 3–22.
Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Development of a community of inquiry in online and blended learning contexts. Procedia: Social and Behavioral Sciences, 1(1), 1834–1838.
Allen, C. M., Smyth, E. M., & Wahlstrom, M. (2002). Responding to the field and to the academy: Ontario’s evolving PhD. Higher Education Research and Development, 21(2), 203–214.
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from https://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Allen, I. E., & Seaman, J. (2016). Online Report Card: Tracking Online Education in the United States. Babson Park, MA: Babson Survey Research Group. Retrieved from https://onlinelearningsurvey.com/reports/onlinereportcard.pdf
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 15–44). Edmonton: Athabasca University Press.
Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.) Edmonton: Athabasca University Press.
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.
Andrews, R., & Grogan, M. (2005). Form should follow function: Removing the EdD. UCEA Review, 47(2), 10–13.
Aragon, S. R. (2003). Creating social presence in online envrionments. New Directions for Adult and Continuing Education, 2003(100), 57–68.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136. doi:10.1016/j.iheduc.2008.06.003
Archbald, D. (2008). Research versus problem solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 44(5), 704–739.
Archbald, D. (2011). The emergence of the nontraditional doctorate: A historical overview. New Directions for Adult and Continuing Education, 2011(129), 7–19.
Baldwin, L. (2015). Restructuring research courses in the educational leadership program. Paper presented at the 60th annual meeting of the Florida Educational Research Association, Altamonte Springs, FL.
Barker, K. (2002). Canadian recommended e-learning guidelines (CanREGs). Vancouver: FuturEd. Prepared for Community Association for Community Education and the Office of Learning Technologies of Human Resources Development Canada. Retrieved from http://www.futured.com/pdf/CanREGs%20Eng.pdf
Barnacle, R., & Mewburn, I. (2010). Learning networks and the journey of “becoming doctor.” Studies in Higher Education, 35(4), 434–444.
Beile, P. (2003). Effectiveness of course-integrated and repeated library instruction on library skills of education students. Journal of Educational Media and Library Sciences, 40(3), 271–277.
Belzer, A., & Ryan, S. (2013). Defining the problem of practice dissertation: Where’s the practice, what’s the problem? Planning and Changing, 44(3/4), 195–207.
Bengston, E., Jones, S. J., Lasater, K., & Murphy-Lee, M. (n.d.). Research courses in the CPED phase 1 institutions: What’s the Difference? Retrieved 16 January 2016 from http://c.ymcdn.com/sites/www.cpedinitiative.org/resource/resmgr/bengston_jones_manuscript.pdf
Berge, Z. L. (2008). Changing instructor’s roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 408–414.
Blackboard Community Programs. (2012). Blackboard Exemplary Course Program rubric. Retrieved from http://www.blackboard.com/getdoc/7deaf501-4674-41b9-b2f2-554441ba099b/2012-blackboard-exemplary-course-rubric.aspx
Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3–15.
Bourner, T., Bowden, R., & Laing, S. (2001). Professional doctorates in England. Studies in Higher Education, 26(1), 65–83. doi:10.1080/03075070124819
Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18–35.
Burgess, H., Weller, G., & Wellington, J. (2013). The connection between professional doctorates and the workplace: Symbiotic relationship or loose association? Work Based Learning e-Journal International, 3(1), 76–108.
Canadian Association for Graduate Studies. (2005). Challenges to innovation in graduate education: Synopsis of the international conference of the Canadian Association for Graduate Studies, November 2–5, 2005, Toronto, Canada. Ottawa: Author. Retrieved from http://www.cags.ca/documents/publications/working/2005-Int-Cnf-Snp-Fnl-Eng.pdf
Chan, E., Heaton, R. M., Swidler, S. A., & Wunder, S. (2013). Examining CPED cohort dissertations: A window into the learning of EdD students. Planning and Changing, 44(3/4), 266–285.
Chick, N. L., Haynie, A., & Gurung, R. A. (2012). Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind. Alexandria, VA: Stylus.
Cohen, N. H. (1995). The principles of adult mentoring scale. New Directions for Adult and Continuing Education, 1995(66), 15–32. doi:10.1002/ace.36719956604
Collins, K. M. T., & Veal, R. E. (2004). Off-campus adult learners’ levels of library anxiety as a predictor of attitudes toward the Internet. Library and Information Science Research, 26, 5–14.
Costa, A. L. (2008). Describing the habits of mind. In A. L. Costa and B. Kallick (eds.), Learning and leading with habits of mind: 16 essential characteristics for success (pp. 15–41). Alexandria, VA: Association for Supervision and Curriculum Development.
Costa, A. L., & Kallick, B. (Eds.). (2000). Habits of mind—A developmental series: Book 1. Discovering and exploring habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Costa, A. L., & Kallick, B. (Eds.). (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: Association for Supervision and Curriculum Development.
Costley, C. (2010). Doctoral learning that leads to organisational and individual change. Work Based Learning e-Journal, 1(1), 177–201.
Costley, C. (2013). Evaluation of the current status and knowledge contributions of professional doctorates. Quality in Higher Education, 19(1), 7–27. doi:10.1080/13538322.2013.772465
Costley, C., & Lester, S. (2012). Work-based doctorates: Professional extension at the highest levels. Studies in Higher Education, 37(3), 257–269. doi:10.1080/03075079.2010.503344
Costley, C., & Stephenson, J. (2008). Building doctorates around individual candidates’ professional experience. In D. Boud & D. Lee (Eds.), Changing practices of doctoral education (pp. 171–186). New York and London: Routledge.
Coughlin, M., Fernandez, H., Johnson, A., Kenney, J., Kumar, S., Wells, T., & Wolfe Sharp, F. (2012, April 12). Balancing personal, professional, and academic commitments: Challenges experienced by online doctoral students. Paper presented at annual meeting of the American Educational Research Association. Retrieved March 19, 2018 from the AERA Online Paper Repository.
Council for Higher Education Accreditation (CHEA). (2002). CHEA Monograph Series: No. 1. Accreditation and assuring quality in distance learning. Washington, DC: Author. Retrieved from http://www.chea.org/pdf/mono_1_accred_distance_02.pdf
Council of Australian Deans and Directors of Graduate Studies. (2007). Guidelines on professional doctorates. Retrieved from http://www.uhr.no/documents/guidelines_on_professional_doctorates.pdf
Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545. doi:10.1007/s11162-009-9130-2
Cutler, R. H. (1995). Distributed presence and community in cyberspace. Interpersonal Communication and Technology: A Journal for the 21st Century, 3(2), 12–32.
Cutler, R. H. (1996). Technologies, relations, and selves. In L. Strate, R. Jacobson, and S. B. Gibson (Eds.), Communication and cyberspace: Social interaction in an electronic environment (pp. 317–333). Cresskill, NJ: Hampton Press.
Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. 2nd ed. Thousand Oaks, CA: Corwin Press.
Dawson, K., & Kumar, S. (2014). An analysis of professional practice Ed.D. dissertations in educational technology. TechTrends, 58(4), 62–72.
Dawson, K., & Kumar, S. (2016). Guiding principles for quality professional practice dissertations. In K. Hesbol & V. Storey (Eds.), Contemporary approaches to dissertation development and research methods (pp. 134–146). Hershey, PA: IGI Global.
Dawson, K., Cavanaugh, C., Sessums, C., Black, E., & Kumar, S. (2011). Designing a professional practice doctoral degree in educational technology: Signature pedagogies, implications and recommendations. Journal of Distance Education, 25(3). Retrieved from http://www.jofde.ca/index.php/jde/article/view/767/1317
de Valero, Y. F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. Journal of Higher Education, 72(3), 341–367.
Dole, J., & Sinatra, G. (1998). Reconceptalizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2–3), 109–128. doi:10.1080/00461520.1998.9653294
Ensher, E. A., Heun, C., & Blanchard, A. (2003). Online mentoring and computer-mediated communication: New directions in research. Journal of Vocational Behavior, 63(2), 264–288. doi:10.1016/S0001-8791(03)00044-7
Ensher, E. A., & Murphy, S. E. (2007). E-mentoring: Next generation research strategies and suggestions. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work (pp. 299–322). Thousand Oaks, CA: Sage.
Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Journal of the American Medical Association, 287(2), 226–235.
Estrem, H., & Lucas, B. (2003). Embedded traditions, uneven reform: The place of the comprehensive exam in composition and rhetoric Ph.D. programs. Rhetoric Review, 22(4), 396–416.
Exter, M., Korkmaz, N., & Boling, E. (2014). Student support and advising in a new online Ed.D. of instructional systems technology program: A design case. TechTrends, 58(4), 36–44.
Ferguson, K. S., & Ferguson, A. (2005). The remote library and point-of-need user education: An Australian academic library perspective. Journal of Interlibrary Loan, Document Delivery and Information Supply, 15(3), 43–60.
Fox, A., & Slade, B. (2014). What impact can organisations expect from professional doctorates? Professional Development in Education, 40(4), 546–560. doi:10.1080/19415257.2013.843579
Franke, A., & Arvidsson, B. (2011). Research supervisors’ different ways of experiencing supervision of doctoral students. Studies in Higher Education, 36(1), 7–19. doi:10.1080/03075070903402151
Gappa, J. M., Austin, A. E., & Trice, A. C. (2007). Rethinking faculty work: Higher education’s strategic imperative. San Francisco: Jossey-Bass.
Gardner, S. K. (2007). “I heard it through the grapevine”: Doctoral student socialization in chemistry and history. Higher Education, 54, 723–740.
Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and direction. Sloan-C Series, vol. 4 (pp. 29–38). Needham, MA: Sloan Consortium.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2/3), 87–105.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7–23.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148. doi:10.1207/s15389286ajde1903_2
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36. doi:10.1016/j.iheduc.2009.10.002
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.
Golde, C. M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers? Educational Researcher, 36(6), 344–351. doi:10.3102/0013189X07308301
Golde, C. M., & Walker, G. E. (Eds.). (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline—Carnegie essays on the doctorate. San Francisco: Jossey-Bass.
Green, R. (2010). Information illiteracy: Examining our assumptions. Journal of Academic Librarianship, 36(4), 313–319.
Guskey, T. R. (1998). The age of our accountability: Evaluation must become an integral part of staff development. Journal of Staff Development, 19(4), 36–44.
Hadjioannou, X., Shelton, N., Fu, D., & Dhanarattigannon, J. (2007). The road to a doctoral degree: Co-travelers through a perilous passage. College Student Journal, 41(1), 160–177.
Hall, R. A. (2008). The “embedded” librarian in a freshman speech class: Information literacy instruction in action. College and Research Libraries News, 69(1), 28–30.
Halse, C., & Mowbray, S. (2011). Editorial: The impact of the doctorate. Studies in Higher Education, 36(5), 513–525.
Hamilton, B. A., & Scandura, T. A. (2003). E-mentoring: Implications for organizational learning and development in a wired world. Organizational Dynamics, 31(4), 388–402.
Hare, A. P., & Davies, M. F. (1994). Social interaction. In A. P. Hare, H. H. Blumberg, M. F. Davies, & M. V. Kent (Eds.), Small group research: A handbook (pp. 169–193). Norwood, NJ: Ablex.
Hayes, S., & Koro-Ljungberg, M. (2011). Dialogic exchanges and the negotiation of differences: Female graduate students’ experiences of obstacles related to academic mentoring. Qualitative Report, 16(3), 682–710.
Headlam-Wells, J., Gosland, J., & Craig, J. (2005). “There’s magic in the web”: E-mentoring for women’s career development. Career Development International, 10(6–7), 444–459. doi:10.1108/13620430510620548
Heath, T. (2002). A quantitative analysis of PhD students’ views of supervision. Higher Education Research and Development, 21(1), 41–53. doi:10.1080/07294360220124648
Henriksen, D., Mishra, P., Greenhow, C., Cain, W., & Roseth, C. (2014). Innovation in the hybrid/online doctoral program at Michigan State University. TechTrends, 58(4), 45–53.
Herr, K., & Anderson, G. L. (2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage.
Hicks, M. (2014). Professional development and faculty support. In O. Zawacki-Richter & T. Anderson (Eds.), Online distance education: Towards a research agenda (pp. 267–286). Edmonton: Athabasca University Press.
Horvath, M., Wasko, L. E., & Bradley, J. L. (2008). The effect of formal mentoring program characteristics on organizational attraction. Human Resource Development Quarterly, 19(4), 323–349. doi:10.1002/hrdq.1244
Hughes, M., Ventura, S., & Dando, M. (2007). Assessing social presence in online discussion groups: A replication study. Innovations in Education and Teaching International, 44(1), 17–29.
Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes. Studies in Higher Education, 30(5), 535–555. doi:10.1080/03075070500249161
Jacobs, H. L. M., & Berg, S. A. (2013). By librarians, for librarians: Building a strengths-based institute to develop librarians’ research culture in Canadian academic libraries. Journal of Academic Librarianship, 39(3), 227–231.
Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York and London: Routledge.
Johnson, W. B., & Huwe, J. M. (2003). Getting mentored in graduate school. Washington, DC: American Psychological Association.
Jones, G., Warren, S. J., Ennis-Cole, D., Knezek, G., Lin, L., & Norris, C. (2014). Transforming the doctorate from residential to online: A Distributed PhD Learning Technologies. TechTrends, 58(4), 19–26.
Kadushin, A. (1976). Supervision in social work. New York: Columbia University Press.
Kamler, B., & Thompson, P. (2006). Helping doctoral candidates to write: Pedagogies for supervision. New York and London: Routledge.
Kelly, R. (2010). Transformative learning: Q&A with Patricia Cranton. Faculty Focus, 19 January. Retrieved from https://www.facultyfocus.com/articles/instructional-design/transformative-learning-qa-with-patricia-cranton/
Kember, D. (1995). Open learning courses for adults: A model of student progress. Englewood Cliffs, NJ: Educational Technology.
Kenney, J., Kumar, S., & Hart, M. (2013). More than a social network: Facebook as a catalyst for an online educational community of practice. International Journal of Social Media and Interactive Learning Environments, 1(4), 355–369. doi:10.1504/IJSMILE.2013.057467
Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46(3), 293–304. doi:10.1080/14703290903069001
Knowles, M. S. (1973). The adult learner: A neglected species. Madison, WI: American Society for Training and Development.
Knowles, M. S. (1980). The modern practice of adult education (2nd ed.). New York: Adult Education.
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.
Knupfer, N. N., & McLellan, H. (1996). Descriptive research methodologies. In David H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 1196–1212). Mahwah, NJ: Lawrence Erlbaum.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice-Hall.
Kontos, F., & Henkel, H. (2008). Live instruction for distance students: Development of synchronous online workshops. Public Services Quarterly, 4(1), 1–14. doi:10.1080/15228950802135657
Kot, F., & Hendel, D. (2012). Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: A comparative analysis. Studies in Higher Education, 37(3), 345–364. doi:10.1080/03075079.2010.516356
Kotcherlakota, S., Zimmerman, L., & Berger, A. M. (2013). Developing scholarly thinking using mind maps in graduate nursing education. Nurse Educator, 38(6), 252–255. doi:10.1097/01.NNE.0000435264.15495.51
Kumar, S. (2014a). A systematic approach to the assessment of impact in a professional doctorate. Higher Education, Skills and Work-Based Learning, 4(2), 171–183. doi:10.1108/HESWBL-10-2013-0020
Kumar, S. (2014b). Quality considerations in the design and implementation of an online doctoral program. Journal of Online Doctoral Education, 1(1), 6–22.
Kumar, S. (2014c). Signature pedagogy, implementation and evaluation of an online program that impacts educational practice. The Internet and Higher Education, 21, 60–67. doi:10.1016/j.iheduc.2013.11.001
Kumar, S., & Antonenko, P. (2014). Connecting practice, theory and method: Supporting professional doctoral students in developing conceptual frameworks. TechTrends, 58(4), 54–61.
Kumar, S., & Arnold, P. (2014). Assessing transformational learning in online professional programs: Methodological approaches and challenges. In A. M. Teixeira & A. Szűcs (Eds.), Challenges for research into open and distance learning: Doing things better—doing better things (pp. 173–184). Oxford, UK: European Distance and e-Learning Network (EDEN).
Kumar, S., & Dawson, K. (2012a). Exploring the impact of a professional practice education doctorate in educational environments. Studies in Continuing Education, 35(2), 165–178. doi:10.1080/0158037X.2012.736380
Kumar, S., & Dawson, K. (2012b). Theory to practice: Implementation and initial impact of an online doctoral program. Online Journal of Distance Learning Administration, 15(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring151/kumar_dawson.html
Kumar, S., & Dawson, K. (2014). The impact factor: Measuring student professional growth in an online doctoral program. TechTrends, 58(4), 89–97.
Kumar, S., Dawson, K., Black, E. W., Cavanaugh, C., & Sessums, C. D. (2011). Applying the community of inquiry framework to an online professional practice doctoral program. The International Review of Research in Open and Distributed Learning, 12(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/978/1961
Kumar, S., & Edwards, M. E. (2013). Information literacy skills and embedded librarianship in an online graduate program. Journal of Information Literacy, 7(1), 3–17. doi:10.11645/7.1.1722
Kumar, S., & Hart, M. (2014). Social presence in learner-driven social media environments. In M. Searson & M. Ochoa (Eds.), Proceedings of society for information technology and teacher education international conference 2014 (pp. 73–78). Chesapeake, VA: Association for the Advancement of Computing in Education.
Kumar, S., Heathcock, K., & Ochoa, M. N. (2014). Sustainable embedded librarianship to foster research skills in an online graduate program. In E. Leonard & E. McCaffrey (Eds.), Virtually embedded: The librarian in an online environment (pp. 39–51). Chicago, IL: Association of College and Research Libraries.
Kumar, S., & Johnson, M. (2014). Research and dissertations: Challenges overcome by online doctoral students. In P. R. Lowenthal, C. S. York, & J. C. Richardson (Eds.), Online learning: Common misconceptions, benefits, and challenges (pp. 115–124). New York: Nova Science.
Kumar, S., & Johnson, M. (2017). Mentoring doctoral students online: Mentor strategies and challenges. Mentoring and Tutoring: Partnerships in Learning, 25(2): 202–222.
Kumar, S., Johnson, M., & Hardemon, T. (2013). Dissertations at a distance: Students’ perceptions of online mentoring in a doctoral program. International Journal of e-Learning and Distance Education, 27(1). Retrieved from http://www.ijede.ca/index.php/jde/article/view/835/1481
Kumar, S., & Ochoa, M. N. (2012). Program-integrated information literacy instruction for online graduate students. Journal of Library and Information Services in Distance Learning, 6(2), 67–78.
Kumar, S., Ochoa, M., & Edwards, M. (2012). Considering information literacy skills and needs: Designing library instruction for the online learner. Communications in Information Literacy, 6(1), 91–106.
Kumar, S., & Ritzhaupt, A. D. (2014). Adapting the community of inquiry survey for an online graduate program: Implications for online programs. E-Learning and Digital Media, 11(1), 59–71.
Land, R., & Meyer, J. (2010). Threshold concepts and troublesome knowledge (5): Dynamics of assessment. In J. Meyer, R. Land, & C. Baillie (Eds.), Threshold concepts and transformational learning (pp. 61–80). Rotterdam, Netherlands: Sense.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Lechuga, V. M. (2011). Faculty-graduate student mentoring relationships: Mentors’ perceived roles and responsibilities. Higher Education, 62(6), 757–771. doi:10.1007/s10734-011-9416-0
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281. doi:10.1080/03075070802049202
Lee, A., Brennan, M., & Green, B. (2009). Re-imagining doctoral education: Professional doctorates and beyond. Higher Education Research and Development, 28(3), 275–287. doi:10.1080/07294360902839883
Lee, A., Green, B., & Brennan, M. (2000). Organisational knowledge, professional practice and the professional doctorate at work. In J. Garrick & C. Rhodes (Eds.), Research and knowledge at work: Perspectives, case studies and innovative strategies (pp. 117–136). New York and London: Routledge.
Lester, S. (2012). Creating original knowledge in and for the workplace: Evidence from a practitioner doctorate. Studies in Continuing Education, 34(3), 267–280.
Lester, S., & Costley, C. (2010). Work-based learning at higher education level: Value, practice and critique. Studies in Higher Education, 35(5), 561–575. doi:10.1080/03075070903216635
Lovitts, B. E., & Nelson, C. (2000). The hidden crisis in graduate education: Attrition from Ph.D. programs. Academe, 86(6), 44–50.
Lyons, W., Scroggins, D., & Bonham-Rule, P. (1990). The mentor in graduate education. Studies in Higher Education, 15(3), 277–285. doi:10.1080/03075079012331377400
Machi, L. A., & McEvoy, B. T. (2009). The literature review: Six steps to success. Thousand Oaks, CA: Corwin Press.
Manathunga, C. (2007). Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29(2), 207–221. doi:10.1080/01580370701424650
Marsh, D. D., & Dembo, M. H. (2009). Rethinking school leadership programs: The USC Ed.D. program in perspective. Peabody Journal of Education, 84(1), 69–85.
Marsh, D. D., Dembo, M. H., Gallagher, K. S., & Stowe, K. H. (2010). Examining the capstone experience in a cutting edge EdD program. In J. Gaetane & A. Normore (Eds.), Educational leadership preparation: Innovation and interdisciplinary approaches to the EdD and graduate education (pp. 203–235). New York: Palgrave Macmillan.
Maxell, J. A. (2006). Literature reviews of, and for, educational research: A commentary on Boote and Beile’s “Scholars before researchers.” Educational Researcher, 35(9), 28–31.
Maxwell, T. (2003). From first to second generation professional doctorate. Studies in Higher Education, 28(3), 279–291.
Maxwell, T. W. (2009). Producing the professional doctorate: The portfolio as a legitimate alternative to the dissertation. Innovations in Education and Teaching International, 46(2), 135–145.
Maxwell, T. W., & Shanahan, P. J. (1997). Towards a reconceptualisation of the doctorate: Issues arising from comparative data relating to the EdD degree in Australia. Studies in Higher Education, 22(2), 133–150. doi:10.1080/03075079712331381004
McCarthy, S., & Samors, R. (2009). Online learning as a strategic asset: Vol. 1. A resource for campus leaders. Washington DC: Association of Public and Land-Grant Universities. Retrieved from https://files.eric.ed.gov/fulltext/ED517308.pdf
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23.
Merisotis, J. P., & Phipps, R. A. (2000). Quality on the line: Benchmarks for success in internet-based distance education. Washington, DC: Institute for Higher Education Policy.
Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In ETL project: Occasional report 4. Universities of Edinburgh, Coventry, and Durham. Retrieved from http://www.etl.tla.ed.ac.uk//docs/ETLreport4.pdf
Meyer, J. H. F., Land, R., & Baillie, C. (2010). Threshold concepts and transformational learning. Rotterdam, Netherlands: Sense.
Meyer, K. A. (2002). Quality in distance education: Focus on on-line learning. ASHE-ERIC Higher Education Report: Jossey-Bass Higher and Adult Education Series, 29(4). Retrieved from https://files.eric.ed.gov/fulltext/ED470042.pdf
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Fransisco: Jossey-Bass.
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185–198.
Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland & J. Crowther (Eds.), Lifelong learning: Concepts and contexts (pp. 24–38). New York and London: Routledge.
Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). New York and London: Routledge.
Moore, M. G. (Ed.). (2013). Handbook of distance education. (3rd ed.) New York and London: Routledge.
Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth.
Morley, C., & Priest, J. (1998). RMIT reflects on its Doctor of Business Administration program. In T. W. Maxwell & P. J. Shanahan (Eds.), Professional doctorates: Innovations in teaching and research (pp. 8–10). Proceedings from Professional Doctorates: Innovations in Teaching and Research, Coffs Harbour. Armidale, Australia: Faculty of Education, Health and Professional Studies, University of New England.
Morrison, G. R., Kemp, J. E., & Ross, S. M. (2003). Designing effective instruction. Hoboken, NJ: J. Wiley & Sons.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
National Science Foundation, National Center for Science and Engineering Statistics. (2015). Doctorate recipients from U.S. universities: 2014. Special Report NSF 16-300. Arlington, VA: Author. Retrieved from https://www.nsf.gov/statistics/2016/nsf16300/digest/nsf16300.pdf
Nerad, M., & Miller, D. S. (1997). The institution cares: Berkeley’s efforts to support dissertation writing in the humanities and social sciences. New Directions for Higher Education, 1997(99), 75–90. doi:10.1002/he.9907
Nyquist, J. (2002). The PhD: A tapestry of change for the 21st century. Change: The Magazine of Higher Learning, 34(6), 12–20.
Onwuegbuzie, A. J. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library and Information Science Research, 19(1), 5–33. doi:10.1016/S0740-8188(97)90003-7
Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476. doi:10.1007/s11162-005-9003-2
Palloff, P., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the classroom. San Francisco: Jossey-Bass.
Patton, M. Q. (2015). Qualitative evaluation and research methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: Sage.
Perkins, R. A., & Lowenthal, P. R. (2014). Establishing an equitable and fair admissions system for an online doctoral program. TechTrends, 58(4), 27–35.
Perry, J., & Imig, D. (2008). A stewardship of practice in education. Change: The Magazine of Higher Learning, 40(6), 42–49.
Phipps, R., & Merisotis, J. (1999). What’s the difference? Outcomes of distance vs. traditional classroom-based learning. Change: The Magazine of Higher Learning, 31(3), 12–17.
Professional Doctorate in Educational Leadership (ProDEL). (2012). Dissertation in practice guidelines (DP-2.2-Fa12). Pittsburgh: Author.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
Reeves, T. C. (2000). Socially responsible educational technology research. Educational Technology, 40(6), 19–28.
Reilly, E. C. (2007). Leadership in a global society: Habits of mind, of heart, and of action. Educational Leadership and Administration, 19, 139–149.
Reiser, R. (2001). A history of instructional design and technology. Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53–64.
Rhodes, G., & Shiel, G. (2007). Meeting the needs of the workplace and the learner through work-based learning. Journal of Workplace Learning, 18(3), 173–187.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
Ries, P., & Thurgood, D. (1993). Doctorate recipients from United States universities: Summary report 1991. Washington, DC: National Science Foundation.
Ritzhaupt, A. D., & Kumar, S. (2015). Knowledge and skills needed by instructional designers in higher education. Performance Improvement Quarterly, 28(3), 51–69.
Roberts, C. M. (2010). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation (2nd ed.). Thousand Oaks, CA: Corwin.
Rose, G. L. (2003). Enhancement of mentor selection using the ideal mentor scale. Research in Higher Education, 44(4), 473–494. doi:10.1023/A:1024289000849
Rossman, G. B., & Rallis, S. F. (2012). Learning the field: An introduction to qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Rovai, A. P. (2002a). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/79/152
Rovai, A. P. (2002b). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319–332.
San Miguel, C., & Nelson, C. D. (2007). Key writing challenges of practice-based doctorates. Journal of English for Academic Purposes, 6(1), 71–86.
Sanders, G., Kuit, J., Smith, P., Fulton, J., & Curtis, H. (2011). Identity, reflection and developmental networks as processes in professional doctorate development. Work Based Learning e-Journal, 2(1). Retrieved from http://wblearning-ejournal.com/archive/10-10-11/E3018%20rtb.pdf
Sankey, M., Carter, H., Marshall, S., Obexer, R., Russell, C., & Lawson, R. (2014). Benchmarks for technology enhanced learning. Canberra, Australia: Australasian Council on Open, Distance, and e-Learning. Retrieved from http://www.acode.edu.au/pluginfile.php/579/mod_resource/content/3/TEL_Benchmarks.pdf
Schichtel, M. (2010). Core-competence skills in e-mentoring for medical educators: A conceptual exploration. Medical Teacher, 32(7), e248–e262. doi:10.3109/0142159X.2010.489126
Seaman, J. (2009). Online learning as a strategic asset, vol. 2: The paradox of faculty voice—Views and experiences with online learning. Washington, DC: Association of Public and Land-Grant Universities.
Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Park, MA: Babson Survey Research Group. Retrieved from http://onlinelearningsurvey.com/reports/gradeincrease.pdf
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers and Education, 55(4), 1721–1731. doi:10.1016/j.compedu.2010.07.017
Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers and Education, 59(1), 316–326.
Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach. The International Review of Research in Open and Distributed Learning, 11(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/915/1648
Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175–190.
Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25–32.
Stacy, J. C. (2013). The dissertation in practice: A student’s perspective. Planning and Changing, 44(3/4), 317–326.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stufflebeam, D. (2000). CIPP evaluation models: Viewpoints on educational and human services evaluation (2nd ed.). New York: Springer.
Swan, K. (2003). Developing social presence in online discussions. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practices (pp. 147–164). London: Kogan Page.
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115–136.
Tenenbaum, H. R., Crosby, F. J., & Gliner, M. D. (2001). Mentoring relationships in graduate school. Journal of Vocational Behavior, 59(3), 326–341. doi:10.1006/jvbe.2001.1804
Tennant, M. (2004). Doctoring the knowledge worker. Studies in Continuing Education, 26(3), 431–441.
Thach, E., & Murphy, K. (1995). Competencies for distance education professionals. Educational Technology Research and Development, 43(1), 57–79.
Thompson, M., & Irele, M. E. (2007). Evaluating distance education programs. In M. G. Moore (Ed.), Handbook of distance education (2nd ed., pp. 419–436). Mahwah, NJ: Lawrence Erlbaum.
Tinto, V. (1993). Leaving college: The causes and cures of student attrition. Chicago: University of Chicago Press.
Tucker, D. L. (2006). The rise of the professional Doctor of Ministry degree in the ATS. Evangelical Review of Theology, 30(1), 13–30.
Tunon, J., & Ramirez, L. (2010). ABD or EdD? A model of library training for distance doctoral students. Journal of Library Administration, 50(7), 989–996.
Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco: Jossey-Bass.
Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2012). 2012: Keeping pace with K-12 online and blended learning—An annual review of policy and practice. Durango, CO: Evergreen Education Group. Retrieved from https://www.inacol.org/wp-content/uploads/2015/03/KeepingPace2012.pdf
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
West, I. J., & Gokalp, G. (2011). Effective strategies for supporting doctoral students. Journal of Diversity in Organisations, Communities and Nations, 11(2), 11–20.
Wetzel, K., & Ewbank, A. (2013). Conceptualizing the innovation: Factors influencing doctoral candidates’ interventions in the action research dissertation. Educational Action Research, 21(3), 392–411.
Williams, K., Kear, K., & Rosewell, J. (2012). Quality assessment for e-learning: A benchmarking approach. Heerlen, Netherlands: European Association of Distance Teaching Universities.
Williams, P. E. (2003). Roles and competencies for distance education progams in higher institutions. American Journal of Distance Education, 17(1), 45–57.
Willis, J., Inman, D., & Valenti, R. (2010). Completing a professional practice dissertation: A guide for doctoral students and faculty. Charlotte, NC: Information Age.
Winston, R. B., & Polkosnik, M. C. (1984). Advising graduate and professional school students. In Developmental academic advising: Addressing students educational career and personal needs (pp. 287–314). San Francisco: Jossey-Bass.
Wisker, G. (2015). Developing doctoral authors: Engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52(1), 64–74. doi:10.1080/14703297.2014.981841
Woodrow Wilson National Fellowship Foundation. (2005). The responsive PhD: Innovations in US doctoral education. Princeton, NJ: Author.
Yin, R. K. (2009). Case study research: Design and methods. Thousand Oaks, CA: Sage.
Zachary, L. J. (2002). The role of teacher as mentor. New Directions for Adult and Continuing Education, 2002(93), 27–38. doi:10.1002/ace.47
Zawacki-Richter, O., & Anderson, T. (Eds.) (2014). Online distance education: Towards a research agenda. Edmonton: Athabasca University Press.
Zhao, C. M., Golde, C. M., & McCormick, A. C. (2007). More than a signature: How advisor choice and advisor behaviour affect doctoral student satisfaction. Journal of Further and Higher Education, 31, 263–281.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1–38). Marwah, NJ: Lawrence Erlbaum.
We use cookies to analyze our traffic. Please decide if you are willing to accept cookies from our website. You can change this setting anytime in Privacy Settings.