CONNECT: a framework for building effective working relationships with distance education doctoral students and their advisers

Abstract

This critical reflection presents the major challenges faced while studying a doctorate through distance education. The challenges faced are explored in relation to the research literature to devise a framework for underpinning the practice of distance education doctoral advisers to ensure effective working relationships are developed and maintained throughout the candidature. The primary aim of the framework, known as CONNECT, is to reduce feelings of isolation for distance education doctoral students, while promoting a sense of connection to advisers, peers, and the wider university environment to reduce attrition rates in this population.

Keywords:

• distance education
• doctorate
• doctoral study
• higher degree research
• doctoral adviser

Disclosure statement

No potential conflict of interest was declared by the author(s).

Additional information

Notes on contributors

Tracey Ahern

Tracey Ahern is a registered nurse and senior lecturer in nursing and midwifery at James Cook University, Australia. Her research interests include exploring models of nursing care, rural and remote healthcare, online learning and teaching, and best practice in online education.