Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance

Autor/inn/en	Sparks, Cheryl; Chang, Heewon
Titel	Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance
Quelle	In: Christian Higher Education, 20 (2021) 1-2, S.38-56 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sparks, Cheryl) ORCID (Chang, Heewon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2020.1851314
Schlagwörter	Christianity; Religious Colleges; Doctoral Programs; Capstone Experiences; Doctoral Dissertations; Organizations (Groups); Holistic Approach; Systems Approach; Portfolios (Background Materials); Doctoral Students; Interdisciplinary Approach; Performance; College Faculty; Program Design; Standards; Excellence in Education; Resource Allocation; Evaluation Methods; Models; Quality Assurance + Suchen Sie Ihr Suchwort? Christentum; Doktorandenprogramm; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Holistischer Ansatz; Systemischer Ansatz; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Achievement; Leistung; Fakultät; Programme design; Programmaufbau; Programmplanung; Standard; Lernerfolg; Ressourcenallokation; Analogiemodell; Qualitätssicherung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01