Post-dissertation: surviving and thriving amidst doctoral transition

ABSTRACT

The purpose of this autoethnographic study was to examine the post-dissertation experiences of three doctorates and discover how they survived doctoral transition with the use of digital technologies. All three of the doctorates in this study live in different locations spanning the globe and were members of a closed-cohort learning model doctoral program. Although distance proved a challenge, it also presented a unique opportunity for commitment, connection, and transformation. Through the use of personal and reflexive narratives, as well as communication in the form of emails, the doctorates examined their post-dissertation experiences individually and collectively. As a result, the doctorates discovered a way to work through their emotional and mental anguish of change associated with the completion of their dissertations and post-doctoral work, to eventually thrive. Essentially the doctorates recreated the cohort structure using digital technologies to support each other and remain part of a collaborative team while fostering personal growth and making the transition to academic and independent scholar possible.

KEYWORDS:

• Autoethnography
• global collaboration
• cohort
• digital technologies
• post-dissertation

Disclosure statement

No potential conflict of interest was reported by the authors.

Informed consent

Informed consent was obtained from all individual participants included in the study. Additional informed consent was obtained from all individual participants for whom identifying information is included in this article (email address).

Research involving Human Participants and/or Animals

This is a Retrospective Study, as autoethnographic data was collected and used.

Additional information

Notes on contributors

Sharon Kaplan-Berkley

Sharon Kaplan-Berkley, Ph.D. is an Early Childhood Teacher Educator, and researcher at the Efrata Education College. Her interest in identity development and enhancement influence her practice within the various educational settings she works in Israel. Her mentoring approach and coursework are grounded in Socio-Emotional Learning and teaching.

Christopher M. Strickland

Christopher M. Strickland, Ph.D. is an Artist Educator, consultant, researcher, and adjunct faculty at Lesley University. Dr. Strickland’s research interests lie in autoethnographic and arts-based inquiry and his work encompasses the following: the arts and creativity, visual literacy, interdisciplinary curriculum design, and culturally responsive teaching.

Lisa Dimartino

Lisa Dimartino, Ph.D. is currently a Strategic Initiative Officer for Educational Success at the Rhode Island Foundation. She has over 20 years of experience in the education sector serving in various roles ranging from providing tutoring services, conducting research, and providing technical assistance to overseeing philanthropic funds to support educational initiatives within Rhode Island