Social Work Dissertation Committee Chairs’ Perceptions of Their Role

ABSTRACT

This descriptive study used a mixed-methods approach to explore social work dissertation committee chairs’ (N = 150) conceptualizations of their role including their understanding of successful relationships, perceptions, and experiences with the scope of the role. Most chairs had no formal training and learned through their own experiences as students and committee members. The majority believed the chair role included academic support but disagreed on whether the role should include psychosocial support (e.g., self-care, physical, mental health) and family support (e.g., pregnancy, parenting, family issues). Qualitative data provided further details and examples of how chairs learned or prepared for their role, conceptualized their role, and defined successful and challenging relationships and the scope of their role. Implications for social work education including strengthening training for chairs and supports for chairs and students are discussed.

Additional information

Notes on contributors

Rebecca G. Mirick

Rebecca G. Mirick is an Assistant Professor at Salem State University.

Ashley Davis

Ashley Davis is a Clinical Associate Professor at Boston University.

Stephanie P. Wladkowski

Stephanie P. Wladkowski is an Associate Professor at Eastern Michigan University.