Literature Review Resources 2

Number

Article Information: Be sure entries are presented in alphabetical order.

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1.

Reference

Prasad, A. (2015). Liminal transgressions, or where should the critical academy go from here? Reimagining the future of doctoral education to engender research sustainability. Critical Perspectives on Accounting, 26, 108-116.

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http://dx.doi.org/10.1016/j.cpa.2014.09.006

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Researchers are faced with the problem of coming up with research work that count by observing the set institutional guidelines. Doctoral students are the ones who have been affected significantly with the provision of these regulations because they are not well empowered within the in the education ladder. As a doctoral student one has to expect different forces in their work, which are critical to thriving in their work, while encouraging them to focus on a certain area. Besides, these forces help them to determine the most appropriate methodology and the parameters that they have to take into consideration during their work. Most doctoral students are lacking the most important opportunities that will enable them to air their voices in their respective disciplines on culminations of the ongoing conversation regarding the nature of the existing institutional pressures on research findings. These calls for the reawakening of the doctoral study of the future through institutionalizing the roles of senior professors in the respective field of study because learning is affected by critical orientations, and focusing on collaborative efforts to untie from the mainstream propositions in.

2.

Reference

Hands, A. S. (2018). What doctoral student motivation tells us about the future of LIS education. Journal of Education for Library & Information Science, 59(3), 17-25.

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https://www.utpjournals.press/doi/abs/10.3138/jelis.59.3.2018-0014.03

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Different individuals are interested in pursuing a doctoral degree due to varying reasons such as interests in conducting, their educational experiences in the past, their need to prepare for the future as well as to appeal their respective areas of research. More specifically a student can be interested in attaining a LIS degree with aim of closing the gap between the existing LIS professionals, even though they might have little interests in engaging in teaching to help close the gaps. The study indicates the importance of relying on previous doctoral studies in helping students draw the existing areas that need to be addressed through their research work. This can also use from the students undertaking the doctoral study to understand their motivations and realign with existing literature to draw more comprehensive conclusions. This is critical because it helps the program administrators come up with more comprehensive findings that can inform them about the future of doctoral education prospects among learners. There also concerns that need to be addressed that pertains to the supply concerns, offering recommendations from graduate to doctoral studies as educational organization leaders.

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Reference

Le, D. (2016). On the call for action: Rejoinder to “Isn’t it time we did something about the lack of teaching preparation in business doctoral programs?”. Journal of Management Education, 40(5), 528-532.

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https://journals.sagepub.com/doi/abs/10.1177/1052562916640009

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There have been inconsistencies in the current state of teaching preparations across doctoral programs. There have been inconsistencies regarding whether education is an art that is required to be acquired or a skill that should be learned. The underlying idea is that the whole idea regarding doctoral research is based on the fact that the effectiveness of the doctoral programs is based on engaging on research, but this has been skewed, especially when it comes to teaching preparations relating to business doctoral programs. The study has drawn much attention on emphasizing the importance of focusing on teaching aspects when focusing on offering a transformative approach to doctoral programs. This an important aspect for school administrators because it helps them to focus on call to action through suggesting new AACSB Standards for teaching preparations and increase the role schools play in teaching preparations. However, the researcher poses only a suggestion and does not insinuate it is part of the AACSB Doctoral Education Task Force.

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Reference

Cansoy, R., & Parlar, H. (2018). Examining the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy. International Journal of Educational Management.

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https://doi.org/10.1108/IJEM-04-2017-0089

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There is much to learn from the already existing bank knowledge provided by evaluating the relationship between school principles’ instructional leadership behaviors, self-efficiency among the teachers and collective teacher effectiveness. Organizations also recognize various factors that influence the effectiveness of the teachers within the school environment. School leadership behaviors dictate how the teachers will perceive collective efficacy. School heads need to demonstrate certain leadership skills that are aligned to their humanistic, educational, symbolic and cultural leadership skills. Self-efficacy and leadership efficacy dictate the level of collective efficacy achieved within the whole organization. School principals are responsible for implementing practices that influence teacher’s competence, so that they feel more effective so that they are able to compete as a group. Through collaboration, teachers with less experience can be guided by more experienced ones. Leaders in these institutions are responsible for coming up with opportunities that enhance effectiveness among ineffective and less experienced teachers for maximum efficiency to be attained.

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Reference

Ivankova, N. V., & Stick, S. L. (2007). Students’ persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48(1), 93.

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https://link.springer.com/article/10.1007/s11162-006-9025-4

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Different factors influence students’ persistence in doctoral program in educational leadership in high education. Understanding the factor behind student’s persistence by academic institutions can be helpful in meeting the needs of doctoral students, which improves their experience in their academic journey and increase their degree completion rates. The first factor that needs to be considered in determining the persistence in an educational program is the quality of the doctoral programs that student is undertaking. The nature of the online environment, and support from various programs. Besides, persistence in a doctoral program is also dictated by the student’s self-motivation. Though these factors work collectively, different factors work together in enhancing persistence, academic experience tends to influence persistence in doctoral programs compared to other factors. Most of the learners may have the necessary experience in their program but they also look forward to interacting with others and utilized the opportunity to learn from them. Other factors such as student’s departmental orientation, skills, and their attitudes towards participation in the program dictate their persistence within a program.