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Doctoral Program Specialists in the Big Ten Conference
Abstract
An increase in non-academic personnel in higher education institutions has led to the development of specialized roles for staff members. One of these roles is the doctoral program specialist. The purpose of the study was to explore the role of doctoral program specialists in the universities of the Big Ten conference in the U.S. The study focused on a) the work of doctoral program specialists; b) their relationships with members of the university community involved in graduate education; and c) how the administration and work expectations have changed during the past five years. Role theory provided the theoretical framework for understanding how staff fit within the larger institutional setting. Face-to-face interviews were conducted with twenty individuals at eleven Big Ten institutions. Participants, individually or in small groups, described their positions and responsibilities. Themes that emerged from the findings were: change, work interactions, policy, and role identification. Participants described changes in their work processes, personnel and responsibilities. Work interactions designed to support students included collaborations with administrative offices and academic departments. Work interactions with students were referred to as support and advocacy. Their work was guided by policies and the institutions' governing boards. The participants defined their roles as being a problem-solver, a middle man or anonymous. The findings of the study may be useful in preparing individuals for roles as doctoral program specialists and in professional development activities for these specialists
Subject Area
Educational administration
Recommended Citation
Bachman, Eva Burns, "Doctoral Program Specialists in the Big Ten Conference" (2014). ETD collection for University of Nebraska-Lincoln. AAI3618171.
https://digitalcommons.unl.edu/dissertations/AAI3618171