To maximize career potential, earning a terminal degree is a multifaceted prerequisite. The pursuit of the doctor of philosophy or education often is an arduous journey with challenges that may include but are not limited to financial limitations, imposter syndrome, standardized test-taking bias or anxiety, academic hazing and various forms of discrimination.
Nevertheless, the tam and tassel are worth the hassle, and I have outlined tips and strategies to help students get “PhinisheD” or “finishEdD.”
First and foremost, it is critically important to answer the “why.” Why is it important to earn a doctorate degree, and what are the intrinsic and extrinsic benefits to such a time-consuming and expensive investment? The pursuit of new knowledge and discovery can be daunting, and it is imperative to have a clear rationale as to why this particular academic quest has personal or professional value. After identifying the “why,” the scholar must challenge all self-doubt and operate with a full sense of belonging. Scholars should celebrate all milestones and connect with external and internal accountability partners who can provide the necessary support and encouragement.
The next step in the process is to fully examine various aspects of several programs, including cost and funding resources, credit and programming requirements, degree-completion rates, community demographics, course content and sequencing, advising and mentoring structure, testing requirements, faculty expertise and school reputation and accreditation. This thorough investigation and review of several institutions will allow the scholar to assess and identify the doctoral program that is the right fit.
The exploration of earning a doctoral degree includes the ever-present Ph.D. versus Ed.D. debate. The diversity within the two primary doctoral degree types, including the academic content and graduation requirements, adds fuel to the discussion. Historically, the Ph.D. is often touted as the most prestigious option for faculty and researchers, and at times required for the aforementioned positions. The Ed.D., recognized by the National Science Foundation as the equivalent of a Ph.D., is often discipline-focused and presented as the primary option for higher education administrators and practitioners. Both terminal degrees traditionally require original data-driven discovery based on a theoretical framework and are held by presidents, deans, faculty and administrators worldwide. Additionally, faculty can become tenured having earned either degree, albeit not at every institution type.
The Ph.D.-Ed.D. debate in many ways mirrors the ongoing dispute of the value of academic affairs versus student affairs in the holistic development of the scholar. Ultimately, the emphasis in pursuing a particular terminal degree should be connected to the quality of the deliverables related to personal and professional growth.
The “dissertating” process is typically uncharted waters for scholars who are accustomed to the traditional coursework process. Writing the dissertation is a daily active process. A well-researched, published dissertation gets written one chapter, one page, one paragraph, one sentence, one word at a time. Often, scholars allow their personal connection to the topic to impact the research process and potential findings. Irrespective of the origins of the subject matter, the writing process begins with identifying a realistic research problem, developing strong research questions and, if possible, utilizing other course assignments to ensure the dissertation is not disconnected from the overall doctoral experience. Once the research problem and questions are vetted, the scholar should develop writing plans, explore several methodologies and data collection options, archive all readings and research and find strategic outlets to publish and present. It is equally important to connect to multiple inter-disciplinary professional associations to remain engaged with new knowledge and paradigm shifts.
