First Advisor

Helm, Heather

Second Advisor

Weingartner, Angela

First Committee Member

Vaughan, Angela

Second Committee Member

Pugh, Kevin

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Applied Psychology and Counselor Education, APCE Student Work

Abstract

The traditional dissertation is a cornerstone of doctoral education yet is a process that is surprisingly under-researched. The purpose of this interpretative phenomenological analysis (IPA) study was to explore the lived experiences of doctoral students in counselor education and supervision (CES) programs with the dissertation process. More specifically, this study sought to understand the meaning seven doctoral students made of the process and this study explored counselor educator doctoral students’ beliefs about the traditional dissertation process after they completed the dissertation This study explored three research questions. Q1 What were the lived experiences of Counselor Education and Supervision (CES) doctoral students during the traditional dissertation process? Q2 How do CES doctoral students who have completed their dissertation make meaning of the traditional dissertation process? Q3 What are CES doctoral students’ beliefs about the traditional dissertation process? First, seven participants shared their lived experiences during the dissertation process and revealed the following themes: the importance of institutional and personal support, the significant role of the dissertation chair, the emotional toll of balancing life demands, and the motivating power of personal connection to the research topic. Second, the participants shared insight into how they made meaning of the process. Themes included reframing the dissertation to maintain motivation and the personal growth and shifts in perspective that emerged during the journey. Finally, participants shared their beliefs about the process and the following themes were revealed: perspectives varied on the dissertation’s role as an evaluation tool with some questioning its relevance and others affirming its rigor. Participants agreed the process had a profound personal and professional impact. Findings highlighted the complexity and nuance of the dissertation experience based on individual’s experiences, emphasizing the need for programs to consider how they supported doctoral students through this critical milestone.

Abstract Format

html

Language

English

Extent

230 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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