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On being a PhD Student in Educational Administration: A Phenomenological Inquiry into the Perspective of the Graduate Students

Year 2020, Volume: 8 Issue: 4, 1323 - 1346, 27.10.2020

Gökhan Arastaman Oya Uslu Çetin Selçuk Yusuf Arslan Pınar Necmiye Gülsoy Kerimoğlu

Abstract

The aim of this study is to examine the experiences of PhD students in Educational Administration Program in terms of the problems they encounter, the strategies they use to deal with these problems and the motivational factors that stimulate them. The participants of this phenomenological study include 25 PhD students enrolled in the PhD program in Educational Administration departments of three state universities in Ankara. The data have been collected through a semi-structured interview form developed by the researchers, and analysed through descriptive content analysis. According to the findings of the research, the prominent problems of the PhD students are administrational problems at university, problems in their professional lives and individual problems. The students use different internal and external strategies to overcome these problems. And lastly, professional and individual factors motivate them to survive during this difficult path.

Keywords

Doctorate students Doctorate program Educational administration doctorate program

References

  • Akbulut, H. İ., Şahin, Ç. ve Çepni, S. (2013). Doktora tez sürecinde karşılaşılan problemlerin belirlenmesi: Eğitim fakültesi örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 50-69.
  • Ali, A., & Kohun, F. G. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21–33.
  • Appel, M., & Dahlgren, L. (2003). Swedish doctoral students’ experiences on their journey towards a PhD: Obstacles and opportunities inside and outside the academic building. Scandinavian Journal of Educational Research, 47(1), 89-110.
  • Arastaman, G., Fidan, İ. Ö., ve Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 37-75.
  • Austin, A. E. (2002) Preparing the next generation of faculty: graduate school as socialisation to the academic career. The Journal of Higher Education, 73(1), 94-122
  • Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XIX, pp. 481–534). Dordrecht: Kluwer Academic Publishers.
  • Barnes, B. J., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment, and institutional differences. Research in Higher Education, 53(1), 47–75.
  • Başer, N., Narlı, S. ve Günhan, B. (2005). Öğretmenlerin lisansüstü eğitim almalarında yaşanan sorunlar ve önerileri. Buca Eğitim Fakültesi Dergisi, (Özel Sayı 1, Lisansüstü Eğitim), 129-135.
  • Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55(4), 485-540.
  • Bieber, J. & Worley, L. (2006) Conceptualising the academic life: graduate students' perspectives. The Journal of Higher Education, 77(6), 1009-1035
  • Bowen, A. G. (2005). Preparing a qualitative research-based dissertation: Lessons learned. The Qualitative Report, 10(2), 208-222.
  • Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the PhD. Princeton, NJ: Princeton University Press.
  • Blue, M. A. (2008). The influence of resilience on doctoral completion in one preparation program in educational leadership. Doctoral Thesis. Seton Hall University
  • Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider to drop out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053–1068.
  • Castelló, M., Iñesta, A., & Corcelles, M. (2013). Learning to write a research article: Ph.D. students’ Transitions toward disciplinary writing regulation. Research in the Teaching of English, 47(4), 442–477.
  • Chance, E. M.(2018). A phenomenological study of doctoral student experiences in an educational leadership doctoral program. Doctoral Thesis. The University of Houston-Clear Lake
  • Cohen, M. Z., Kahn, D. L., & Steeves, D. L. (2000). Hermeneutic phenomenological research: A practical guide for nurse researchers. Thousand Oaks, CA: Sage.
  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174–187.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. CA: Sage.
  • Ersoy, F. (2016). Fenomenoloji. A. Saban ve A. Ersoy (Edt.), Eğitimde nitel araştırma desenleri içinde (s. 51-109). Ankara: Anı Yayıncılık.
  • Deci, E. L., & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In Human motivation and interpersonal relationships (pp. 53-73). Springer, Dordrecht.
  • De Valero, Y. F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. The Journal of Higher Education, 72(3), 341-367.
  • Fries, L.W. (2005). An ınvestigation of optimism and pessimism as cognitive coping strategies of doctoral students in educational leadership programs. Doctoral Thesis. Arkansas State University
  • Gardner, S. K. (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. Higher Education, 58, 97–112.
  • Glesne, C. (2012). Nitel araştırmaya giriş (2. baskı). Ankara: Anı Yayıncılık.
  • Golde, C., & Doré, T. (2001). At cross purposes: what the experiences of today's doctoral students reveal about doctoral education. Philadelphia: Pew Charitable Trusts
  • Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. Journal of Higher Education, 76(6), 669-700.
  • Green, Kathy E. (1997). Psychosocial Factors affecting Dissertation Completion. New Directions for Higher Education. 25 (3), 57-64.
  • Haynes, C., Bulosan, M., Citty, J., Grant-Harris, M. Hudson, J., & Koro-Ljungberg, M. (2012). My world is not my doctoral program or is it? Female students’ perceptions of well-being. International Journal of Doctoral Studies, 7, 1-17.
  • Jairam, D., & Kahl Jr., D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311-329.
  • Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence practice. American Psychologist, 58(11), 934-945.
  • Kluever, R. C., & Green, K. E. (1998). The responsibility scale: A research note on dissertation completion. Educational and Psychological Measurement, 58(3), 520-531.
  • Lovitts, B. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Inc.
  • Malmberg, E. D., (2000). Retention and attrition of doctoral candidates in higher education (Doctoral dissertation). Available from Proquest Dissertations and Theses database. (UM 3041915)
  • McAlpine, L., & McKinnon, M. (2013). Supervision – the most variable of variables: Student perspectives. Studies in Continuing Education, 35(3), 265–280.
  • McAlpine, L., & Amundsen, C. (2007). Academic communities and developing identity: The doctoral student journey. In P. Richards (Ed.). Global Issues in Higher Education (pp.57-83). NY: Nova Publishing
  • McAlpine, L., Jazvac-Martek, M., & Hopwood, N. (2009). Doctoral student experience in education: Activities and difficulties influencing identity development. International Journal for Researcher Development, 1(1), 97–109.
  • McCalley, A. (2015). Outlook: Doctoral candidates’ perspectives on success factors contributing to dissertation completion (Doctoral dissertation). Retrieved from UMI Dissertation Publishing. (3682940).
  • Morrison, M. (2014). Investing in Our Education:Leading Learning Researching and the Doctorate, Edition: vol13 International Perspectives on Higher Education, Chapter: 3, Publisher: Emerald Press, Editors: A. Taysum and S. Rayner, pp.31-58.
  • National Science Foundation (2012). Doctorate Recipients from U.S. Universities: 2011. Special Report NSF 13-301. Arlington, VA. Retrieved from http://www.nsf.gov/statistics/sed/.
  • NCES. (2020). Characteristics of Postsecondary Students. Retreived from https://nces.ed.gov/programs/coe/indicator_csb.asp
  • Mullen, C. A. (2005). Fire and ice: Igniting and channeling passion in new qualitative researchers. New York: Peter Lang.
  • Nerad, M., & Cerny, J. (1993). From facts to action: Expanding the graduate division’s educational role. New Directions for Institutional Research, 80, 27-39.
  • Nettles, M. T., & Millett, C. M. (2006). Three magic letters: Getting to Ph.D. Baltimore, MD: The Johns Hopkins University Press.
  • Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach, Studies in Higher Education, 42:3, 572-590.
  • Özmen, Z. M., Güç, F. A. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214-219.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Pyhältö, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of experienced problems and well-being of doctoral students. International Scholarly Research Network ISRN Education, 2012, Article ID 934941.
  • Pyhältö, K., Vekkaila, J., & Keskinen, J. (2012). Exploring the fit between doctoral students’ and supervisors’ perceptions of resources and challenges vis-à-vis the doctoral journey. International Journal of Doctoral Studies, 7, 395–414.
  • Protivnak, J. J., Foss, L. L. (2009). An exploration of themes that influence the counselor education doctoral student experience. Counselor Education & Supervision, 48(4), 239-256.
  • Reese, K. L. (2013). Exploring doctoral student experiences from the perspectives of mid-career professionals in educational leadership using photo-elicitation (Doctoral dissertation, Clemson University).
  • Regis, T. R. (2014). Doctoral students: attrition, retention rates, motivation, and financial constraints. Doctoral Thesis. Keiser University
  • Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293 - 308.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
  • Sayan, Y. ve Aksu, H. H. (2005). Akademik personel olmadan lisansüstü eğitim yapan bireylerin karşılaştıkları sorunlar üzerine nitel çalışma: dokuz eylül üniversitesi- Balıkesir üniversitesi durum belirlemesi, Buca Eğitim Fakültesi Dergisi, (Özel Sayı 1: Lisansüstü Eğitim), 59-66.
  • Spaulding, L. S., & Rockinson-Szapkiw, A. J. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199-219.
  • Stallone, M. N. (2004). Factors associated with student attrition and retention in an educational leadership doctoral program. Journal of College Teaching and Learning, 1(6),17-24.
  • Sölpük, N. (2016). Araştırma yaklaşımlarının kavramsallaştırılması ve doktora tez süreci: Doktora öğrencileri ve danışmanları bağlamında bir karşılaştırma çalışması. Yayımlanmamış Doktora Tezi, Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Teowkul, K. Seributra, N. J., Sankaworn, C., Jivasantikarn, C., Devilai, S., & Mutjaba, B. G. (2009). Motivational Factors of Graduate Thai Students Pursuing Master and Doctoral Degrees in Business. RU. Int. J. 3(1), 25-56.
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago.
  • West, I. J., Gokalp, G., Vallejo, A. E., Fischer, L., & Gupton, J. (2011). Exploring effective support prac- tices for doctoral students’ degree completion. College Student Journal, 45(2), 310-323.
  • Wynn, R.E. (2003). Derailment in doctoral students in educational leadership Programs: a study of high-risk doctoral Dissertation pitfalls. Doctoral Thesis. The University o f North Carolina at Greensboro
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı) Ankara: Seçkin.
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Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme

Year 2020, Volume: 8 Issue: 4, 1323 - 1346, 27.10.2020

Gökhan Arastaman Oya Uslu Çetin Selçuk Yusuf Arslan Pınar Necmiye Gülsoy Kerimoğlu

Abstract

Bu çalışmanın amacı, Eğitim Yönetimi doktora programına kayıtlı öğrencilerin deneyimlerini, karşılaşılan problemler, problemlerle baş etmek için kullanılan stratejiler ve süreçte motive edici faktörler açısından incelemektir. Nitel araştırma yöntemlerinden fenomenolojik (olgu bilim) desen ile yürütülen araştırmanın çalışma grubunu Ankara’daki üç devlet üniversitesinin Eğitim Yönetimi Doktora programına kayıtlı, ders aşamasını tamamlamış tez aşamasında olan 25 doktora öğrencisi oluşturmuştur. Araştırmada veri toplamak amacıyla araştırmacılar tarafından geliştirilen yarı yapılandırılmış bir görüşme formu kullanılmıştır. Veriler, yüz yüze görüşmeler ile toplanmış ve içerik analizi yöntemi ile analiz edilmiştir. Araştırma bulgularına göre Eğitim Yönetimi Doktora Programı öğrencileri programın kendisine yönelik sorunları, iş hayatına yönelik sorunlarını ve diğer sorunları öncelikli olarak belirtmişlerdir. Katılımcılar bu sorunlarla başa çıkarken içsel ve dışsal olmak üzere farklı stratejiler kullandıklarını ifade etmişlerdir. Katılımcıları bu zorlu sürece güdüleyen faktörler ise mesleki ve kişisel faktörler şeklinde ortaya çıkmıştır.

Keywords

Doktora programı Doktora öğrencisi Eğitim Yönetimi

References

  • Akbulut, H. İ., Şahin, Ç. ve Çepni, S. (2013). Doktora tez sürecinde karşılaşılan problemlerin belirlenmesi: Eğitim fakültesi örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 50-69.
  • Ali, A., & Kohun, F. G. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21–33.
  • Appel, M., & Dahlgren, L. (2003). Swedish doctoral students’ experiences on their journey towards a PhD: Obstacles and opportunities inside and outside the academic building. Scandinavian Journal of Educational Research, 47(1), 89-110.
  • Arastaman, G., Fidan, İ. Ö., ve Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 37-75.
  • Austin, A. E. (2002) Preparing the next generation of faculty: graduate school as socialisation to the academic career. The Journal of Higher Education, 73(1), 94-122
  • Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XIX, pp. 481–534). Dordrecht: Kluwer Academic Publishers.
  • Barnes, B. J., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment, and institutional differences. Research in Higher Education, 53(1), 47–75.
  • Başer, N., Narlı, S. ve Günhan, B. (2005). Öğretmenlerin lisansüstü eğitim almalarında yaşanan sorunlar ve önerileri. Buca Eğitim Fakültesi Dergisi, (Özel Sayı 1, Lisansüstü Eğitim), 129-135.
  • Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55(4), 485-540.
  • Bieber, J. & Worley, L. (2006) Conceptualising the academic life: graduate students' perspectives. The Journal of Higher Education, 77(6), 1009-1035
  • Bowen, A. G. (2005). Preparing a qualitative research-based dissertation: Lessons learned. The Qualitative Report, 10(2), 208-222.
  • Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the PhD. Princeton, NJ: Princeton University Press.
  • Blue, M. A. (2008). The influence of resilience on doctoral completion in one preparation program in educational leadership. Doctoral Thesis. Seton Hall University
  • Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñe-Soler, N. (2017). Why do students consider to drop out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053–1068.
  • Castelló, M., Iñesta, A., & Corcelles, M. (2013). Learning to write a research article: Ph.D. students’ Transitions toward disciplinary writing regulation. Research in the Teaching of English, 47(4), 442–477.
  • Chance, E. M.(2018). A phenomenological study of doctoral student experiences in an educational leadership doctoral program. Doctoral Thesis. The University of Houston-Clear Lake
  • Cohen, M. Z., Kahn, D. L., & Steeves, D. L. (2000). Hermeneutic phenomenological research: A practical guide for nurse researchers. Thousand Oaks, CA: Sage.
  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174–187.
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. CA: Sage.
  • Ersoy, F. (2016). Fenomenoloji. A. Saban ve A. Ersoy (Edt.), Eğitimde nitel araştırma desenleri içinde (s. 51-109). Ankara: Anı Yayıncılık.
  • Deci, E. L., & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In Human motivation and interpersonal relationships (pp. 53-73). Springer, Dordrecht.
  • De Valero, Y. F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. The Journal of Higher Education, 72(3), 341-367.
  • Fries, L.W. (2005). An ınvestigation of optimism and pessimism as cognitive coping strategies of doctoral students in educational leadership programs. Doctoral Thesis. Arkansas State University
  • Gardner, S. K. (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. Higher Education, 58, 97–112.
  • Glesne, C. (2012). Nitel araştırmaya giriş (2. baskı). Ankara: Anı Yayıncılık.
  • Golde, C., & Doré, T. (2001). At cross purposes: what the experiences of today's doctoral students reveal about doctoral education. Philadelphia: Pew Charitable Trusts
  • Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessons from four departments. Journal of Higher Education, 76(6), 669-700.
  • Green, Kathy E. (1997). Psychosocial Factors affecting Dissertation Completion. New Directions for Higher Education. 25 (3), 57-64.
  • Haynes, C., Bulosan, M., Citty, J., Grant-Harris, M. Hudson, J., & Koro-Ljungberg, M. (2012). My world is not my doctoral program or is it? Female students’ perceptions of well-being. International Journal of Doctoral Studies, 7, 1-17.
  • Jairam, D., & Kahl Jr., D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7, 311-329.
  • Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence practice. American Psychologist, 58(11), 934-945.
  • Kluever, R. C., & Green, K. E. (1998). The responsibility scale: A research note on dissertation completion. Educational and Psychological Measurement, 58(3), 520-531.
  • Lovitts, B. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Inc.
  • Malmberg, E. D., (2000). Retention and attrition of doctoral candidates in higher education (Doctoral dissertation). Available from Proquest Dissertations and Theses database. (UM 3041915)
  • McAlpine, L., & McKinnon, M. (2013). Supervision – the most variable of variables: Student perspectives. Studies in Continuing Education, 35(3), 265–280.
  • McAlpine, L., & Amundsen, C. (2007). Academic communities and developing identity: The doctoral student journey. In P. Richards (Ed.). Global Issues in Higher Education (pp.57-83). NY: Nova Publishing
  • McAlpine, L., Jazvac-Martek, M., & Hopwood, N. (2009). Doctoral student experience in education: Activities and difficulties influencing identity development. International Journal for Researcher Development, 1(1), 97–109.
  • McCalley, A. (2015). Outlook: Doctoral candidates’ perspectives on success factors contributing to dissertation completion (Doctoral dissertation). Retrieved from UMI Dissertation Publishing. (3682940).
  • Morrison, M. (2014). Investing in Our Education:Leading Learning Researching and the Doctorate, Edition: vol13 International Perspectives on Higher Education, Chapter: 3, Publisher: Emerald Press, Editors: A. Taysum and S. Rayner, pp.31-58.
  • National Science Foundation (2012). Doctorate Recipients from U.S. Universities: 2011. Special Report NSF 13-301. Arlington, VA. Retrieved from http://www.nsf.gov/statistics/sed/.
  • NCES. (2020). Characteristics of Postsecondary Students. Retreived from https://nces.ed.gov/programs/coe/indicator_csb.asp
  • Mullen, C. A. (2005). Fire and ice: Igniting and channeling passion in new qualitative researchers. New York: Peter Lang.
  • Nerad, M., & Cerny, J. (1993). From facts to action: Expanding the graduate division’s educational role. New Directions for Institutional Research, 80, 27-39.
  • Nettles, M. T., & Millett, C. M. (2006). Three magic letters: Getting to Ph.D. Baltimore, MD: The Johns Hopkins University Press.
  • Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach, Studies in Higher Education, 42:3, 572-590.
  • Özmen, Z. M., Güç, F. A. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214-219.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Pyhältö, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of experienced problems and well-being of doctoral students. International Scholarly Research Network ISRN Education, 2012, Article ID 934941.
  • Pyhältö, K., Vekkaila, J., & Keskinen, J. (2012). Exploring the fit between doctoral students’ and supervisors’ perceptions of resources and challenges vis-à-vis the doctoral journey. International Journal of Doctoral Studies, 7, 395–414.
  • Protivnak, J. J., Foss, L. L. (2009). An exploration of themes that influence the counselor education doctoral student experience. Counselor Education & Supervision, 48(4), 239-256.
  • Reese, K. L. (2013). Exploring doctoral student experiences from the perspectives of mid-career professionals in educational leadership using photo-elicitation (Doctoral dissertation, Clemson University).
  • Regis, T. R. (2014). Doctoral students: attrition, retention rates, motivation, and financial constraints. Doctoral Thesis. Keiser University
  • Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293 - 308.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
  • Sayan, Y. ve Aksu, H. H. (2005). Akademik personel olmadan lisansüstü eğitim yapan bireylerin karşılaştıkları sorunlar üzerine nitel çalışma: dokuz eylül üniversitesi- Balıkesir üniversitesi durum belirlemesi, Buca Eğitim Fakültesi Dergisi, (Özel Sayı 1: Lisansüstü Eğitim), 59-66.
  • Spaulding, L. S., & Rockinson-Szapkiw, A. J. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199-219.
  • Stallone, M. N. (2004). Factors associated with student attrition and retention in an educational leadership doctoral program. Journal of College Teaching and Learning, 1(6),17-24.
  • Sölpük, N. (2016). Araştırma yaklaşımlarının kavramsallaştırılması ve doktora tez süreci: Doktora öğrencileri ve danışmanları bağlamında bir karşılaştırma çalışması. Yayımlanmamış Doktora Tezi, Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Teowkul, K. Seributra, N. J., Sankaworn, C., Jivasantikarn, C., Devilai, S., & Mutjaba, B. G. (2009). Motivational Factors of Graduate Thai Students Pursuing Master and Doctoral Degrees in Business. RU. Int. J. 3(1), 25-56.
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago.
  • West, I. J., Gokalp, G., Vallejo, A. E., Fischer, L., & Gupton, J. (2011). Exploring effective support prac- tices for doctoral students’ degree completion. College Student Journal, 45(2), 310-323.
  • Wynn, R.E. (2003). Derailment in doctoral students in educational leadership Programs: a study of high-risk doctoral Dissertation pitfalls. Doctoral Thesis. The University o f North Carolina at Greensboro
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı) Ankara: Seçkin.
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There are 66 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gökhan Arastaman

Oya Uslu Çetin

Selçuk Yusuf Arslan

Pınar Necmiye Gülsoy Kerimoğlu This is me

Publication Date October 27, 2020
Published in Issue Year 2020 Volume: 8 Issue: 4

Cite

APA Arastaman, G., Uslu Çetin, O., Arslan, S. Y., Gülsoy Kerimoğlu, P. N. (2020). Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme. Eğitimde Nitel Araştırmalar Dergisi, 8(4), 1323-1346.
AMA Arastaman G, Uslu Çetin O, Arslan SY, Gülsoy Kerimoğlu PN. Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme. Derginin Amacı ve Kapsamı. October 2020;8(4):1323-1346.
Chicago Arastaman, Gökhan, Oya Uslu Çetin, Selçuk Yusuf Arslan, and Pınar Necmiye Gülsoy Kerimoğlu. “Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme”. Eğitimde Nitel Araştırmalar Dergisi 8, no. 4 (October 2020): 1323-46.
EndNote Arastaman G, Uslu Çetin O, Arslan SY, Gülsoy Kerimoğlu PN (October 1, 2020) Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme. Eğitimde Nitel Araştırmalar Dergisi 8 4 1323–1346.
IEEE G. Arastaman, O. Uslu Çetin, S. Y. Arslan, and P. N. Gülsoy Kerimoğlu, “Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme”, Derginin Amacı ve Kapsamı, vol. 8, no. 4, pp. 1323–1346, 2020.
ISNAD Arastaman, Gökhan et al. “Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme”. Eğitimde Nitel Araştırmalar Dergisi 8/4 (October 2020), 1323-1346.
JAMA Arastaman G, Uslu Çetin O, Arslan SY, Gülsoy Kerimoğlu PN. Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme. Derginin Amacı ve Kapsamı. 2020;8:1323–1346.
MLA Arastaman, Gökhan et al. “Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme”. Eğitimde Nitel Araştırmalar Dergisi, vol. 8, no. 4, 2020, pp. 1323-46.
Vancouver Arastaman G, Uslu Çetin O, Arslan SY, Gülsoy Kerimoğlu PN. Eğitim Yönetimi Alanında Doktora Öğrencisi Olmak: Lisansüstü Öğrencilerin Bakış Açısından Fenomenolojik Bir İnceleme. Derginin Amacı ve Kapsamı. 2020;8(4):1323-46.
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