Factors that influence pursuing, a doctorate in education
Pursuing a doctorate program in education is not an everyday effort for everyone. Only notable individuals with a desire for education do pursue this course. In this regard, an unfulfilled desire for education is a major factor that influences individuals to pursue a doctorate program in education and especially with technology as the majoring subject. There are people who believe that education is never satisfying and pursuing the limitless knowledge is worthwhile for scholars (Golde & Dore, 2001). In fact, an aspiring scholar would prefer pursuing a doctorate of education rather than work in lowly paying job.
Viewing education as a valuable asset is another factor, which motivates people towards pursuing a high level of education. It is common knowledge that people with a higher level of education tends to get paid more than other degree holders (Golde & Dore, 2001). In fact, people with a doctorate get employed in more satisfying jobs than other university graduates.
Doctorate program students are curious individuals, and pursuing education is part of satisfying their curiosity. A need to have a deep understanding of research topics in scholarly projects is critical for students. Studying for a doctorate in education and a major in technology is critical for scholarly projects that require in-depth research programs. Doctorate programs offer aspiring scholars with a chance to research new concepts especially in technology.
Pursuing a doctorate in education is sometimes fuelled by a desire to attain a prestigious marker. Holders in doctorate degrees are viewed as honorable people in the society. In fact, such people are referred as the elite. In this regard, pursuance to such level of education is part of personal ambition that offers social recognition in the society (Golde & Dore, 2001).
Academic influences
Students aspiring to have a doctorate in education and a major in technology are mainly inspired by previous studies on the same. Journals like Higher Education Research & Development are fundamental in guiding scholars on matters related to higher education. A notable article in the same journal has been done by notable scholars and researchers like Alice Lee and Bill Green. The researchers focus on how scholars can reshape their thoughts on doctorate education (Lee, Brennan & Green, 2009).
The Carnegie Initiative on the Doctorate (CID) has been fundamentally helpful for aspiring doctorate students in education technology. CID is a project initiative offering doctorate students with world class senior scholars experienced in various doctoral disciplines like education, history and neuroscience (Walker, Golde, Jones, Bueschel & Hutchings, 2009). Notable senior staff scholars and authors who influence doctorate education at CID are George Walker, Chris Golde and Laura Jones.
Preparedness
Joining a doctorate program requires a plan. According to Golde (2006), the planning aspect is required in writing by a guidance committee. The plan entails a time-line schedule on annual activities and coursework for the student.
The completion of the doctorate program course work requires a comprehensive examination and finally writing a dissertation project. In addition, other forms of preparedness require understanding of university’s doctoral program. It is important to evaluate how the doctoral program helps in meeting a student’s needs. Familiarizing with the available academic climate is essential for a doctoral program student. Other essential factors required in preparation include financial support and availability of work opportunities. Learners are advised to identifying mentors when preparing for the coursework. Finally, having a career experience before embarking on a doctorate is fundamental especially an experience with technology.
Current education practices
Studying on technology, economy and evidenced-based research has affected current education practices. Studying on how to improve technological advancements have changed perception towards education. Current education has changed how teaching is conducted, and this has given rise to computer-oriented classrooms and e-learning. Studying culture, politics and the global economy has shaped the education needs in a competitive society. This has led to greater importance of evidence-based research, which offers the solution to much of the world’s problems.
Professional and personal contexts
Undergoing a doctoral program requires professional experience in a past career. Professional skills like public speaking and research skills are also fundamentally necessary for a doctoral degree in education. On the same note, personality characteristics like self-motivation and interest are equally necessary to a doctoral program student. Both professional and personal contexts form a student’s identity while learning. Professional and personal contexts validate a scholar’s reason to focus and undergo a doctoral program (Boud & Walker, 1998). Both professional and personal contexts offer various variables that a learner gets involved in. The different variables like schools, education programs, family, career experience and scholars gives a learner different views toward society.
Outcomes of a doctoral program in education
A learner is expected to demonstrate knowledge and skills after completion of the program (Bowen, Rudenstine & Sosa, 1992). It is expected for the learner to participate in the program’s training activities. Writing a dissertation is a requirement for each learner after the program evaluation exercise. The doctoral program is to inspire great innovations and ideas from learners. The program expects refining of previous research by conducting evidence-based research.
Scholarship is critical in empowering aspiring scholars. Eventually, sponsored scholars are inspired to work hard and help others both professionally and socially (Bowen, Rudenstine & Sosa, 1992). The achievement of a doctorate program learner is critical in evaluating the outcome of doctoral programs. In this respect, the scholar is expected to perform with diligence in all doctoral assessments.
Scholar’s life beyond doctoral program
The life of a scholar is expected to change positively. In this regard, the scholar is expected to embark on a journey of a satisfying career. The scholar is expected to create ideas and research on issues that affect education and society. A scholar’s life is predominantly focused in changing of the society and other people’s lives. In most cases, a scholar joins a league of elite people in the society or becomes an author or a lecturer. However, a scholar loses years of progress while studying doctoral programs at old age.
Many scholars lose their jobs while pursuing doctoral programs. A fail in the doctoral program can be detrimental to a scholar considering he may have resigned from a well paying job. Nonetheless, a scholar gains incredibly for undergoing a doctoral program in education. The scholar acquires more knowledge and skills and can get employed in a well paying career. Knowledge satisfaction is the ultimate goal for a scholar in doctoral education.
References
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
Bowen, W. G., Rudenstine, N. L., & Sosa, J. A. (1992). In pursuit of the PhD. Princeton, NJ: Princeton University Press.
Golde, C. M. (Ed.). (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline. San Francisco, CA: Jossey-bass.
Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Illinois, IL: ERIC Clearinghouse.
Lee, A., Brennan, M., & Green, B. (2009). Re‐imagining doctoral education: Professional Doctorates and beyond. Higher Education Research & Development, 28(3), 275-287.
Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2009). The formation of scholars: Rethinking doctoral education for the twenty-first century. New Jersey, NJ: Wiley.