Theoretical papers
On this site
A Systems Model for Doctoral Student Development and Retention
A conceptual model and a systems metaframework for viewing the doctoral student development process is described.
The intellectual, social and personal/motivational competencies involved in a successful and timely completion of the doctorate are outlined as well as suggested strategies for facilitating them.
The model is based in part on Motivational Systems Theory (Ford, 1992) and the role of personal agency beliefs in sustaining motivational energy for goal-directed activity.
The Jump-Start Program for Entering Doctoral Students
A proposal for a department-based "jump start" program to get entering doctoral students off to an informed, positive start in their graduate career. It begins a deliberate process of student acculturation into the department. Strategies are outlined for helping students strengthen the personal, social and intellectual competencies important for success as doctoral students and later, as practicing professionals in their fields.
for the study of Dissertation Abstract citations on doctoral student degree completion and attrition and for the Model for Doctoral Student Development and Retention.
The two papers listed below were presented at the 1998 annual meeting of the International Systems Science Society. Ideas from both have been incorporated in the model for doctoral student development described elsewhere.
A Living Systems Perspective as a Metaframework for Viewing the Dynamics of Human Experience
This is a conceptual framework, based on living systems principles, for viewing the dynamics of human experience, over the lifespan. The purpose is to provide a metaframework for individuals to use in getting the 'big picture' of the pattern in how they are living their everyday lives. Primary emphasis is on information - - how and what is used, how it is interpreted, and its influence on the pattern in how we, as a species, use our life energy as we live our everyday lives.
This paper is a translation of the concepts and principles of the first paper into an operational framework for working with adults in a career and life planning setting. Emphasis is on helping students develop their metacognitive skills, to become more aware of the role of "self-talk" (or intrapersonal communication) in determining the pattern in how they live their lives - - and what they need to do in order to effect the changes they want to make.
The theme is "It isn't what happens in our day-to-day experience, but what we tell ourselves about its personal meaning that determines what we think, how we feel and what we do."
©
2000,
Elaine R Parent,
Ph. D.