1 Nontraditional Doctorates 1 Running head: PERCEPTIONS OF NONTRADITIONAL DOCTORATES Search Committee Perceptions of Faculty Employment Applicants with Nontraditional Doctoral Degrees Matthew A. North, Ed.D. Assistant Professor of Information Technology Leadership Washington & Jefferson College 60 South Lincoln Street Washington, PA ext
2 Nontraditional Doctorates 2 Abstract Nontraditional (online or part-time professional) doctoral programs are becoming increasingly prevalent; however graduates of these programs often report a struggle to find work in areas that require a doctoral credential primarily academe and research. This study presents qualitative findings from six personal interviews conducted with faculty members who served on search committees for tenure-track faculty positions during the academic year. The opinions of these committee members are summarized and compared to an analysis of 55 recent tenuretrack job listings from The Chronicle of Higher Education and to a side-by-side comparison of eight doctoral program descriptions four traditional and four online or nontraditional programs. This summary and analysis exposes some of the concerns and obstacles which graduates of nontraditional doctoral programs must overcome when seeking a tenure-track faculty position. Keywords: Online learning, nontraditional doctorates, higher education, faculty applicants, online doctoral programs.
3 Nontraditional Doctorates 3 Introduction Prospective college students today enjoy a much wider range of options for higher education than they have ever seen before (Simonson, Smaldino, Albright & Zvacek, 2003). In addition to traditional colleges, universities, and various correspondence schools that have been available for years, students can choose from a growing list of professional schools and a vast array of online institutions; some of which lack any legitimate academic rigor while others carry fully accepted accreditation with recognized faculty members and strong academic programs (Van Dusen, 2000). Traditional schools have even begun to compete with these online schools, offering Internet-based academic programs of their own. As online programs have achieved greater recognition and acceptance, their offerings have expanded. Whereas early programs generally offered certificates or two-year degrees, today many programs exist across myriad disciplines offering Master s degrees and Doctorates (Dabbaugh & Bannan-Ritland, 2005). These online programs come with their own set of pros and cons, including financial, familial, and professional considerations each student must face. The purpose of this research is to identify and examine the key elements of online doctoral programs which will impact a graduate s ability to secure tenure-track employment in academe. Statement of Problem As mentioned, nontraditional graduate degree granting programs are beginning to proliferate. As an increasing number of graduate students choose nontraditional programs, the historical approach to hiring employees (in this study, faculty) with graduate degrees must adapt (Schrum & Berenfeld, 1997). Graduates of online doctoral programs must understand some of the stigmas concerns and hesitations that prospective employers may have with their academic credentials. Whether these stigmas are fair is irrelevant, because they are real to those
4 Nontraditional Doctorates 4 who will make hiring decisions. Likewise, search committee members at colleges and universities must begin to challenge their own frames of reference, to consider the overall value and potential contribution of a prospective colleague whose academic credentials may have been issued by a school without classrooms, grassy quads, or periodical stacks in a monolithic library. As online doctoral programs expand their reach, graduates will face these hurdles, and search committees will face these graduates. Scope and Approach This research is intentionally limited to the examination of the tenure-track applicant/search committee relationship at colleges and universities in the United States. By limiting the scope of the study to the issues surrounding tenure-track applicants and the search committees who select them, we can take a holistic view of this specific experience and determine how the applicant s credentials affect their candidacy. The data for this study were gathered at institutions of higher education in the mid-atlantic region of the United States, and this geographic area is recognized as a limitation to the study, as differing opinions on nontraditional doctorates may exist in other places, particularly in Europe or Asia. This study is qualitative in nature and data for this study were collected from four sources. The first source is a brief review of relevant literature. This literature review is not exhaustive, but the articles included do serve to illustrate key issues which will be discussed. In addition to this review, six tenure-track faculty members who served as members of search committees during the academic year were interviewed using a standard, scripted protocol. This script ensured consistency in gathering data from the six search committee participants. None of the six participated in the same searches or served on the same
5 Nontraditional Doctorates 5 committees. These search committee members were selected at random from various disciplines. No bias was introduced based on gender, field of expertise, or years of experience. To supplement findings from these interviews, the program descriptions of eight doctoral programs in the field of Information Systems were compared in order to make assessments regarding the comparative academic rigor of the programs. The first four programs assessed are doctoral programs at traditional universities; the latter four are nontraditional doctoral programs. The field of Information Systems was selected because it is one of the fields offering the greatest number of nontraditional doctoral programs (Maughan, 2001), and because it is the field of expertise of the author of this paper. Finally, 55 tenure-track position announcements were collected from The Chronicle of Higher Education during the fall of These postings were selected at random without regard to academic discipline, job requirements, or hiring institution. Each of these job ads was entered into a database and reviewed for content relevant to this study. The findings of these four research activities are compared and contrasted to locate common themes, which are then triangulated to determine which themes appear to most completely explain the obstacles faced by graduates of nontraditional doctoral programs. Review of Literature The catalyst for this study originated from an article published in The Chronicle of Higher Education in August of 2003 titled Battling the Stigma of Nontraditional Credentials. In this article, author Gabriela Montell addresses the issue using a largely anecdotal approach, discussing the experiences of various nontraditional program graduates as they pursued faculty openings in their respective fields. The article includes a number of quotations from faculty search committee members in both traditional and nontraditional programs, with each side
6 Nontraditional Doctorates 6 offering their justification for either supporting or opposing online doctoral study (Montell, 2003). After relating the personal experiences and opinions of several individuals, the author summarizes by stating that candidates who hold nontraditional degrees frequently feel that they have to defend their doctoral credentials that the credentials were often viewed with disdain. When successful in their defense of their credentials, many were able to find their way onto the tenure-track. In trying to understand the reasons for the disdain of nontraditional doctorates, other related research serves to illustrate some common places where search committees reluctance begins. In 2004, Kohun, Ali, and DeLorenzo published a study in the journal Issues in Information Systems examining a nontraditional professional doctorate program. The program is conducted largely at a distance with short, intense periods of face-to-face cohort meetings which serve as a residency requirement. The article is authored by two members of the program s faculty, one of whom is also a graduate of the program, and another graduate of the program who is a faculty member at a nearby community college. The authors stated objective is to demonstrate how the design of the program contributes to a three year student completion rate of 89%, and contrasts this success with the national completion rate in traditional doctoral programs, which is listed at approximately 40% (Kohun, et. al., 2004). Much of the text of the paper is dedicated to explaining why the program is so successful while traditional programs frequently fail their students. The general explanation is that traditional doctoral programs lack structure and focus too much on theory. In contrast, the program addressed in the Kohun study provides a highly structured cohort program which ushers students from inception to completion. The tone and content of the paper, coupled with concerns over the objectivity of the researchers,
7 Nontraditional Doctorates 7 serves to illustrate one possible reason why some search committee members at other institutions may become immediately hesitant to consider graduates of such programs. Another paper, published in the Association for Computing Machinery s (ACM) elearn Magazine, discusses the experiential learning of Laurie P. Dringus, a graduate of an online doctoral program and a professor and program director for online graduate programs at Nova Southeastern University. Dringus describes some key tools and technologies that she believes bridge the gap between traditional and nontraditional graduate programs. Although clearly a proponent of online graduate programs, Dr. Dringus does not fall into the trap of using her research to promote or legitimize her own credentials. She concludes her paper by stating: There is much to be accomplished in online graduate level education. Many perspectives will change based on innovations and advancements in online learning, [however] some of the heartfelt perspectives may indefinitely remain the same (emphasis added) (Dringus, 2002). The message conveyed in this and similar literature indicates that much work remains in order to realize a fuller acceptance of nontraditional doctoral credentials. This theme is further supported by Van Dusen (2000), Harasim, Hiltz, Teles, and Turoff, (1998), and O Lawrence (2007). The text of each of these authors discusses, to varying degrees, the difficulty in separating perception and reality of online learning programs. Although a nontraditional educational program may be very rigorous, resulting in a quality graduate, the stigma of the online delivery is nonetheless attached, especially at the doctoral level. Research Methodology This study has been formulated to determine what search committee members think about nontraditional doctoral credentials and why. Six interviews were conducted for this study, the structure of which was designed to ask faculty searchers about their opinions of online and
8 Nontraditional Doctorates 8 other nontraditional doctoral programs. This qualitative measure adds an understanding to the necessarily human component of the academic job search, namely: What is important to the hiring committee? What concerns them most? What attributes do they look for in candidates and can those attributes be taught or cultured in a nontraditional learning environment? The six interviews were conducted in November of 2006, with faculty search committee members on two college campuses. This should be recognized as one limitation to the scope of this study opinions may vary from one campus to another, and/or from one type of school (i.e. Research I Extensive University) to another (i.e. Community College). The degree of variation from one institution the next does not however affect the underlying questions that must be answered during the hiring process: 1) Is the applicant properly educated for the open position? 2) Is the applicant professionally prepared to succeed at the institution? 3) Is the applicant mentally and physically capable of meeting the demands of the job? Whether the search committee s objective is to hire an effective and dynamic teacher who can also research, or a gifted researcher who may also need to teach, the committee will still be seeking to answer these three basic questions. In order to provide comparative data, four traditional and four nontraditional doctoral programs were evaluated as part of this study. All eight doctoral programs are in the field of Information Systems and Technology. As previously mentioned, this is because there are a comparatively large number of nontraditional programs in this discipline; and because visualization of common themes is clearer when all of the programs used as exemplars are in the same field. In examining these eight doctoral programs, key factors that commonly affect the program selection process for prospective doctoral students were examined: Number of credits
9 Nontraditional Doctorates 9 required, residency requirements, dissertation requirements, and cost. Quality of the graduate faculty in each program was not examined but is considered important. A comparative review of credentials among traditional and nontraditional program faculty would be enlightening and represents an opportunity for further research. To complement the data gathered in interviews and from the program evaulation, 55 tenure-track faculty job listings were reviewed with an eye toward discovering the publicly available expectations of search committees. This data was collected at random from four issues of The Chronicle of Higher Education. The only criterion for selection was that the posting had to be for a tenure-track faculty position. The institution s name and the job discipline were recorded along with several specific data points from each job ad, including whether or not the hiring school specified accreditation requirements for the applicant s doctorate, and whether or not the position required research, distance education experience, etc. These data are compared against the interview data to determine whether or not search committees are clear in the expectations set forth to prospective applicants. Research Findings The overall research findings support the assertion from the aforementioned Chronicle article (Montrell, 2003), in that search committee members do in fact automatically question the academic credentials of graduates of nontraditional programs. Beyond anecdotal comments however, the research reveals some reasons why these reservations may be justified, and in some instances, wise. Search Committee Interview Data Several interview quotes illustrate the reasons for hesitancy on the committee s part:
10 Nontraditional Doctorates 10 One participant stated: I would want to know how they were assessed. For me, after 20 classes, I still had written and oral comprehensive exams; then a prospectus presentation and defense. And finally, the dissertation defense itself. If these applicants don t understand what it s like to go through that, then I couldn t consider them. Another responded: The applicant pool in my discipline is so rich with candidates from top [traditional] schools. I wouldn t waste my time trying to evaluate a graduate from a program I ve never heard of. A third participant followed on this theme by claiming that if the applicant pool were not that rich, he would rather reopen the search. Virtually all of the participants did concede that if they knew the applicant well, and were confident in the person s other credentials, the source of the doctorate would be of less concern and that candidate could be considered. Comparative Program Evaluation According to the data collected in this study, the average number of days a nontraditional doctoral student can expect to spend in in-classroom residency is approximately 35, while traditional programs all require over 100 days in class, on campus, with the average being 154 days. Most programs reviewed require a dissertation: all of the traditional programs required one while three of four nontraditional programs did. Only half of the nontraditional programs required comprehensive exams; all of the traditional programs required them. Tuition represented a wide gap as well, with the average tuition rate in nontraditional programs at $581 per credit hour (median = $499), while traditional programs averaged $250 per credit hour (median = $264). All four nontraditional programs required management training classes, while only two of the four traditional programs required such coursework. Conversely, all traditional
11 Nontraditional Doctorates 11 programs required research methodology classes, but only two of the four nontraditional programs dictated such a requirement. These findings will be discussed in more detail in the next section of this paper. Job Listing Analysis The Chronicle of Higher Education also yielded interesting results. Job listings showed that only six of 55 mentioned any type of accreditation required of applicants, with the majority of those being positions in business schools accredited by the Association to Advance Collegiate Schools of Business (AACSB). The others were positions in the field of Education, where the successful candidates would need to teach in a teacher certification program. Only two position announcements mentioned distance education, and in both instances the job required the successful candidate to teach distance courses. Of the 55 listings reviewed, 35 mentioned research as a required component of the job. Analysis of Findings Every time I ve served on a search committee, we ve had excellent applicants. I can t imagine why we d consider a graduate of one of these [nontraditional] programs, when the pool of applicants we have from recognized schools is so rich. If it were not that rich, I would reopen the search. This statement, voiced by one of the six interviewees in this study, illustrates a common theme that all participants mentioned in some fashion. Before worrying about whether or not nontraditional programs are good enough, search committee members agree that there are usually enough applicants from schools with immediately recognizable names and programs that there is little motivation to consider applicants from schools I ve never heard of. As one person put it: Branding is as important in the academic market as it is in the private sector maybe more when it comes to the importance of where the applicant s degree came from.
12 Nontraditional Doctorates 12 While most of the participants in this study were able to think of at least one school that offered an online doctorate, none knew anything about the programs they d heard of. Another person stated: I know what the programs in [my field] at Michigan and Wisconsin look like. If I had applicants from programs I know, I would be less likely to bother researching a [nontraditional] program that I m unfamiliar with. From these quotes, it becomes apparent that even if a nontraditional program prepares highly qualified and talented graduates, these applicants may still not be considered, simply because their doctoral program lack name recognition. Examining the issue deeper however, there is evidence to support the hesitations shown by these search committee members. As illustrated in the comparative document analysis of doctoral program descriptions, there are wide gaps between traditional and nontraditional programs. Five of six study participants made statements that agreed with the following theme: What happens to the experience of continuing the conversation after class, maybe at the local watering hole? Some of the most formative discussions I had during my doctoral studies occurred like that when we d all go get some dinner or a drink and sit around and talk some more. Another stated: It s been nearly 20 years, and I can still smell the scent of my advisor s pipe smoke. I still see him every year at [a national conference], we ve become old friends, and whenever I see him I remember sitting in his office, with him smoking that pipe as we talked. These interviewees nearly unanimously agreed that the personal, informal interaction with faculty and other students was a critical part of doctoral studies, and that it could not be adequately replaced using technology. Even when discussing nontraditional programs with some residency requirements, search committee members felt that those residencies seem to lend themselves to an almost workshop-like environment. That s hardly the same as arguing Manifest
13 Nontraditional Doctorates 13 Destiny until 1 a.m. simply because you find it intellectually stimulating. With most nontraditional programs requiring only a few weekend meetings to complete residency requirements, most graduates would likely miss out on this experience that search committee members feel is very important. In terms of how these programs prepare graduates to become faculty members at traditional schools, one person said: Let s face it most doctoral programs don t do a very good job of preparing their graduates to teach anyway. Doc programs are set up to make you a subject matter expert, but if you want to go into academics, you have to pick up the teaching skills through grading or teaching assistantships. Another participant added: Whether assistantships are available to online doc students or not, I wouldn t know, but I would guess that since they re part-time students anyway, they wouldn t have the time to do those things. Again we see this as a concern of search committee members, worrying that some of the key aspects of doctoral preparation are lost in the nontraditional experience. Even the examination in this study of traditional and nontraditional programs reveals gaps in academic preparation. Search committee members who were interviewed repeatedly voiced concerns over the requirements and rigor of the doctoral dissertation in nontraditional programs: Some don t even require one, while I m not convinced the ones that do require a dissertation take the process seriously or examine the end result thoroughly. At this point, some may question why a person might consider nontraditional doctoral study at all. As mentioned previously, one limitation of this study is that we are not examining the value of nontraditional doctorates in other fields (e.g. professional research and development). One person explained, Since completing my doctorate, I ve worked in both research and academe. If I were hiring a person to work with me on a research project, I
14 Nontraditional Doctorates 14 wouldn t worry as much about where they got their degree. I d be much more concerned with their publications, and what type of field experience they ve got where did they get it and how? Even within the academic setting, one place that perhaps nontraditional doctorates may be useful would be in jobs where the doctorate is considered a plus, rather than a requirement. Of the 55 job listings reviewed, 48 required a doctorate, but 7 did not. In the ranks of two-year college faculty or non tenure-track lecturers and instructors where perhaps only a master s degree is required, a nontraditional doctorate may add to a person s curriculum vitae. Even with the hesitations shown by those interviewed for this research, one participant mentioned, Over time, as the classroom and research experience increases, where the person graduated from becomes less important. Another conceded, If the applicant showed excellent experience, out there in previous schools, and I could tell they were good from what they d accomplished, I would consider them. And I wouldn t have said that five years ago. Still another said, My doctorate is not from an Ivy League school, so even with a traditional doctorate, I ve had to prove myself a qualified applicant by adding publications, service, and experience to go along with my education. Conclusions This research clearly supports the content presented in the Chronicle article Battling the Stigma of Nontraditional Credentials. One participant in this study offered the following as a closing statement: It could just be an unfair stigma that s been attached to it [the nontraditional doctorate]. And a stigma can be removed you know. We would just need to get the stigma out in the open and dealt with. So there is some evidence to show that a nontraditional doctorate could potentially serve as an adequate academic credential, and that acceptance of such a degree
15 Nontraditional Doctorates 15 may be slowly growing. Ultimately however, graduates of nontraditional programs must understand that they will face, and must address, the concerns and reservations of search committees as outlined in this paper if they are to pursue an academic career at a college or university in the United States. Whether the hesitations of search committees are fair or not is irrelevant, because they are real in the minds of the committee members; and hiring decisions are made based upon committee members beliefs and feelings. Success for nontraditional graduates in the tenure-track job market depends largely on the candidate s ability to convince committees to accept their credentials perhaps by adding publications, teaching experience, and service to their CV. A final interview quote illustrates this point: Much of it depends on the cover letter. Can the applicant convince [us] to put their application on the phone interview pile during initial screening? We don t just look at education, although it s an easy way to start narrowing the search.
16 Nontraditional Doctorates 16 References Dabbagh, N. & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies and Applications. Upper Saddle River, NJ: Prentice Hall. Dringus, L. P. (2002, June). From Both Sides Now: On being an online learner and online professor. elearn Magazine. [Electronic Version]. Retrieved on December 7, 2006 from: Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1998). Learning Networks: A Field Guide to Teaching and Learning Online (4 th Ed). Cambridge, MA: MIT Press. Kohun, F., Ali, A., & DeLorenzo, G. (2004). The Collaborative Characteristics of Professional Doctorate Degrees: A Case Example of a Doctorate Program in Information Systems and Communications. Issues in Information Systems, 5(1), Maughan, G. R. (2001). Technology Leadership: Communication and Information Systems in Higher Education. New Directions for Higher Education, 115(3), Minoli, D. (1996). Distance Learning Technology and Applications. Boston: Artech. Montrell, G. (2003, August 6). Battling the Stigma of Nontraditional Credentials. The Chronicle of Higher Education, p. B2. O Lawrence, H. (2007). An Overview of the Influences of Distance Learning on Adult Learners. Journal of Education and Human Development, 1(1). [Electronic Version]. Retrieved on February 13, 2007 from: Schrum, L. & Berenfeld, B. (1997). Teaching and Learning in the Information Age. Boston: Allyn & Bacon.
17 Nontraditional Doctorates 17 Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2003). Teaching and Learning at a Distance: Foundations of Distance Education (2 nd Ed.). Upper Saddle River, NJ: Prentice Hall. Van Dusen, G. C. (2000). Digital Dilemma: Issues of Access, Cost and Quality in Media Enhanced and Distance Education. ASHE-ERIC Higher Education Report, 27(5),
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