Ask Doctoral Advising

Earlier this month I posted a contribution on the “Re-envisioning” of the Ph.D. Building on that initial dialogue, it’s interesting to learn how our expectations often translate to assumptions and how our assumptions often define or contribute to our learning experience or definition of the essence of a program.

According to the U.S. Department of Education, National Center for Education Statistics (2006),

Distance education has become increasingly common in postsecondary education. In 2004–05, some 62 percent of public and private not-for-profit 2- and 4-year institutions offered distance education courses (defined as “an option for earning course credit at off- campus locations via cable television, internet, satellite classes, videotapes, correspondence courses, or other means”). A greater proportion of public than private not-for-profit institutions offered distance education courses: in the public sector about 88 percent of 2-year and 86 percent of 4-year institutions offered these courses, compared with 12 percent of 2-year and 40 percent of 4-year institutions in the private not-for-profit sector.

Arguably, the recent explosion of technological innovation and evolving technology delivery systems has changed how postsecondary education is delivered, evidence of a rapid utilization of such resources in many “traditional” programs. As such, online education must no longer apologize for being online; rather, assume a leadership role in redefining how we engage dialogue about critical higher education issues, such as equity and access, cost of a postsecondary education, affirmative action, lifelong learning, and more.

Since January 2008, Dr. Michael Offerman, has further established Capella University’s position as a participant in dialoguing on these critical issues with his blog, The Other 85 (http://www.theother85percent.com/) As a member of the Other 85 and a “Re-envisioned Ph.D.,” I would encourage you to participate in Dr. Offerman’s dialogue and actively reflect on the connection these issues have on your own doctoral experience.

What assumptions do you have about the doctoral process?

How has distance/online education impacted those assumptions?

How is technological innovation redefining the definition or essence of your doctoral experience?
Resource:
U.S. Department of Education, National Center for Education Statistics, 2004 Integrated Postsecondary Education Data System (IPEDS), previously unpublished tabulation (February 2006) http://nces.ed.gov/programs/coe/2006/section5/indicator47.asp