Doctoral Students Living, Leading, and Learning During a Pandemic

Abstract

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.

Keywords

• education doctorate
• transformative learning
• self-authorship
• mentoring
• cohort