Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62343

Exploring the Experiences of Pre-Candidacy Social Science Doctoral Students.

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Title:Exploring the Experiences of Pre-Candidacy Social Science Doctoral Students.
Authors:Chun, Brandon T.
Contributors:Education (department)
Date Issued:Aug 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:The primary purpose of this study was to examine the experience of pre-candidacy Social Science doctoral students at the University of Hawai'i at Manoa. First, this study examined the academic and social integration as it relates to the student progression through a Ph.D. program. Second, this study examined the ways Ph.D. students' describe their barriers to doctoral progress. Third, this study explored the relationship between student and faculty advisor. Last, this study explored the practices, processes, and values of social science Ph.D. programs. Using a qualitative case study methodology, participants were interviewed using a semi-structured approach. The data collected was aggregated and compiled using multiple levels of qualitative analysis.
Through these multiple levels of analysis, four primary themes emerged: Goals, Support and Acceptance, Reputation, and finally Challenges. The primary themes are further broken down into multiple sub-themes. The subthemes for "Support and Acceptance" include: "I don't know what I don't know", "Investing in the person you are going to be", opportunities for student engagement, and family encouragement. The subthemes for "Reputation" include: "Top notch program or a happening place", "useless and hopeless", and faculty expertise. The subtheme of "Challenges" includes: external commitments, poor job outlook, and lack of resources. The Goals include: self-empowerment, and "becoming an expert". Implications for the work include the creation of formal mentoring programs, regular evaluation of pre-candidacy students, having open door policies of advising, increase the level of entrepreneurialship amongst graduate faculty, having graduate faculty be accountable for their students, preparing pre-candidacy students to be treated as a colleague, building of academic self-efficacy.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62343
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Education


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