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ERIC Number: EJ979994
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-0271-0633
Crossing Boundaries in Doctoral Education: Relational Learning, Cohort Communities, and Dissertation Committees
Holloway, Elizabeth L.; Alexandre, Laurien
New Directions for Teaching and Learning, n131 p85-97 Fall 2012
This chapter explores relational boundary crossing in doctoral education as a way to improve student learning and faculty satisfaction. A brief introduction sets the stage by articulating a recognized set of challenges for student learning in the current context of U.S. doctoral education. The chapter then introduces elements of an innovative twenty-first century doctoral study with a focus on a successful interdisciplinary doctoral program in which both authors have worked for over a decade. In particular, the authors explore key aspects of program design, including the nature of relational learning in cohort communities of practitioner-scholars as well as the nature of relational practice among faculty members with a specific focus on the culminating dissertation committees. Evidence demonstrates that a primary focus on student learning that incorporates intentional relational practice has increased student persistence and graduation and enriched faculty work lives.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio; United States