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dc.contributorCorrespondence addressing this article should be sent to L. DiAnne Borders: borders@uncg.edu
dc.contributor.authorBorders, L. DiAnne
dc.contributor.authorWester, Kelly
dc.contributor.authorFickling, Melissa
dc.contributor.authorAdamson, Nicole
dc.date2021-06-30T22:18:45.000
dc.date.accessioned2021-09-08T14:46:13Z
dc.date.available2021-09-08T14:46:13Z
dc.date.issued2015-10-01T00:00:00-07:00
dc.identifierrepository.wcsu.edu/jcps/vol7/iss3/2
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/2028
dc.description.abstract<p>Faculty in 38 CACREP-accredited doctoral programs in the US described their dissertation products over the last three years, composition of their dissertation committees, and their satisfaction ratings with dissertation products and processes. Results indicated traditional dissertation formats were predominant. Over half (54%) of completed dissertations were quantitative and 40% were qualitative. Committees typically included two or three counselor educators and at least one outside faculty member. Faculty were modestly satisfied with dissertations, citing the need for more rigor and consistency of standards. Higher satisfaction was related to committee composition as well as the use of a variety of research methods.</p>
dc.titleDissertations in CACREP-Accredited Counseling Doctoral Programs: An Initial Investigation
dc.title.alternativeCounseling Dissertations
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol7/iss3/2
dc.source.statuspublished
dc.subject.keywordDissertations
dc.subject.keywordDissertation Committees
dc.subject.keywordCACREP
dc.subject.keywordCounselor Education
wcsu.oldid1102
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/73.1102


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