Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?

Autor/inn/en	Geber, Hilary; Bentley, Alison
Titel	Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?
Quelle	In: Perspectives in Education, 30 (2012) 3, S.30-38 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	College Faculty; Doctoral Degrees; Career Development; Coaching (Performance); Semi Structured Interviews; Health Sciences; Health Education; Cost Effectiveness; Graduation Rate; Participant Satisfaction; Program Effectiveness; Program Evaluation; Doctoral Programs; Doctoral Dissertations; Capacity Building; Time to Degree; Skill Development; Program Descriptions; Questionnaires; Research Skills; Graduate Students; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Fakultät; Doctoral degree; Doktorgrad; Berufsentwicklung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Programme evaluation; Programmevaluation; Doktorandenprogramm; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Kompetenzentwicklung; Qualifikationsentwicklung; Fragebogen; Forschungsleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Career development for full-time Health Sciences academics through to doctoral studies is a monumental task. Many academics have difficulty completing their studies in the minimum time as well as publishing after obtaining their degree. As this problem is particularly acute in the Health Sciences, the PhD Acceleration Programme in Health Sciences was piloted in 2009 by the Faculty of Health Science Research Office at the University of the Witwatersrand to provide deliberate support to staff members registered for a PhD to attain their goals. There is little research on such interventions using coaching and coaching-learning. This article discusses the programme structure, participants' evaluation of the year-long intervention and some longitudinal data, using semi-structured interviews in a qualitative paradigm. The findings indicate that staff found the research writing course the most valuable of the skills courses and noted that the individual, goal-directed coaching helped them in many different ways in completing the thesis and managing their professional lives simultaneously. This structured support programme with coaching provides a low-cost, sustainable innovation for full-time academics during doctoral studies. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10