Administrative Chair of Institutional Research Liberty University, United States
Background: Many research applications submitted by online doctoral candidates reflect a lack of preparedness for the practical aspects of research, like recruitment, consent, and data collection. Such deficiencies can negatively impact subjects' ability to understand what participation will involve and researchers' ability to properly collect data and manage participant privacy and data confidentiality, increasing risk. The purpose of this study was to explore online doctoral candidates’ experience applying research knowledge gained through coursework and research exposure to research practice.
Methods: The qualitative method was used, and the study design was phenomenology. Because the study was concerned with describing candidates’ experiences and not my interpretation of them, transcendental phenomenology was utilized (Moustakas, 1994). The study site was a medium-sized, private, faith-based university in the Mid-Atlantic region of the United States. Participants graduated from an online Doctor of Education or Doctor of Philosophy program associated with the education department at the study site between September 1, 2021, and September 30, 2022. The participant pool consisted of 823 individuals. Creswell and Poth (2018) noted that the number of phenomenology participants can range from as few as three to as many as 15, and Morse (1994) recommended around 10. My planned sample size was between 10 and 15 participants, and data saturation was achieved at 10. Data was collected through individual interviews, document analysis of participants IRB applications, and three focus groups. Moustakas's (1994) second approach, which involves adjustments to the Stevick-Colaizzi-Keen method, and hand-coding were used for data analysis.
Results: Although the participants initially expressed their belief that they were prepared to conduct their dissertation research, the data revealed various problems encountered by each and the sources of assistance used to overcome those barriers. Three themes emerged: I Felt Prepared, Coursework Alone Was Inadequate, and Alternative Sources of Information and Guidance Were Needed. A feeling of preparedness resulted from the role of coursework and the role of instructors. When coursework did not adequately prepare candidates for aspects of the research process, the cause centered around gaps in content and gaps in experiences. Alternative sources of information and guidance were obtained from dissertation chairs, candidates’ doctoral cohort, members of the doctoral community outside their cohort, their personal efforts, and the IRB.
Limitations: My participants were limited to two races and two age groups. Also, participants completed two types of degrees from several programs in the same department, The degree and program differences were limited to participants' early coursework; otherwise, they were very similar, particularly where final courses and dissertation experience were concerned. Deception was not intentionally used, but not all participants were aware of my role in the IRB. Although I have 11 years of experience as an IRB coordinator and administrator, this was my first research project, so my lack of experience could have impacted my ability to make correct conclusions. Otherwise, I believe that my method and chosen data collection procedures were appropriate for the study's purpose. Regarding delimitations, I chose to use individuals from the same department due to program differences. Finally, I chose a transcendental approach instead of a hermeneutical because I felt that my years of IRB experience set me apart from my participants.
Discussion: I drew two interpretations from my results: candidates do not know what they do not know, and not knowing everything and having to find it is part of the dissertation process. The results of this study indicate that the education program at the study site can do a better job of informing and preparing their online doctoral students. Regarding what should be taught, instruction in recruiting and consenting potential study participants, conducting the chosen data collection procedures, and analyzing the data, particularly qualitative data, is needed. Suggestions from the literature for how to better teach students how to conduct research include the use of “role playing, vignettes, and case studies, or simulation” (Rodriguez et al., 2021, p. 261). Additionally, exercises that provide practice coding qualitative data are needed.
