Open AccessDoctoral Students Living, Leading, and Learning During a Pandemic
Author(s) -
Debra Bukko,
Jaskaran Dhesi
Publication year - 2021
Publication title -
impacting education
Language(s) - English
Resource type - Journals
ISSN - 2472-5889
DOI - 10.5195/ie.2021.167
Subject(s) - intrapersonal communication , transformative learning , interpersonal communication , focus group , psychology , qualitative research , persistence (discontinuity) , pedagogy , medical education , sociology , social psychology , medicine , social science , geotechnical engineering , anthropology , engineering
Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.