Dissertations in CACREP-Accredited Counseling Doctoral Programs: An Initial Investigation

Authors

L. DiAnne Borders, University of North Carolina at GreensboroFollow
Kelly L. Wester, University of North Carolina at GreensboroFollow
Melissa J. Fickling, University of North Carolina at GreensboroFollow
Nicole A. Adamson, University of North Carolina at GreensboroFollow

Document Type

Article

Keywords

Dissertations, Dissertation Committees, CACREP, Counselor Education

Subject Area

Counselor Education

Abstract

Faculty in 38 CACREP-accredited doctoral programs in the US described their dissertation products over the last three years, composition of their dissertation committees, and their satisfaction ratings with dissertation products and processes. Results indicated traditional dissertation formats were predominant. Over half (54%) of completed dissertations were quantitative and 40% were qualitative. Committees typically included two or three counselor educators and at least one outside faculty member. Faculty were modestly satisfied with dissertations, citing the need for more rigor and consistency of standards. Higher satisfaction was related to committee composition as well as the use of a variety of research methods.

DOI

http://dx.doi.org/10.7729/73.1102

Recommended Citation

Borders, L., Wester, K. L., Fickling, M. J., & Adamson, N. A. (2015). Dissertations in CACREP-Accredited Counseling Doctoral Programs: An Initial Investigation. Journal of Counselor Preparation and Supervision, 7(3). http://dx.doi.org/10.7729/73.1102