Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance
This article draws from a keynote address presented at the 2019 Doctoral Education Forum sponsored by the Council for Christian Colleges & Universities (CCCU). A review of the literature reveals growth in doctoral education in the United States and the proliferation of types of doctoral degrees....
| Auteurs: | ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
[2021]
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| Dans: |
Christian higher education
Année: 2021, Volume: 20, Numéro: 1/2, Pages: 38-56 |
| RelBib Classification: | CF Christianisme et science FB Formation théologique ZF Pédagogie |
| Sujets non-standardisés: | B
systems thinking
B Quality assurance B Doctoral capstone product B Christian doctoral education B dissertation and portfolio |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | This article draws from a keynote address presented at the 2019 Doctoral Education Forum sponsored by the Council for Christian Colleges & Universities (CCCU). A review of the literature reveals growth in doctoral education in the United States and the proliferation of types of doctoral degrees. The article describes an increase in the variety of doctoral capstone products (DCPs) beyond the dissertation, including portfolios, digital DCPs, artistic performances, interdisciplinary collaborations, and professional endeavors; the article also identifies a concomitant need for achieving and maintaining quality outcomes in all forms of DCPs, including the dissertation. Systems thinking is applied to this end by first identifying three factors—the student, faculty, and program context—as influencing the DCP process, based on a review of the literature and then analyzing the interactions among those factors which influence the quality of the DCP processes and outcomes. To holistically improve the DCP process and outcome, five principles are offered: (a) develop a program context that adheres to its standards of excellence; (b) recruit qualified students and position them for success; (c) engage qualified and committed faculty in the growth journey with students; (d) prioritize resource allocation in support of high-quality DCP production; and (e) implement a fair and appropriate DCP evaluation system. The conclusion describes possible implications for future research related to this topic within the context of Christian Higher Education. |
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| ISSN: | 1539-4107 |
| Contient: | Enthalten in: Christian higher education
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| Persistent identifiers: | DOI: 10.1080/15363759.2020.1851314 |