PhD Student Expectations

Background and Purpose:

Despite an increase in the number of students pursuing doctoral education in social work, the number pursuing a research doctorate (PhD) decreased by 37.8% from 2010 to 2020, as an increasing number of students enrolled in practice doctorate (DSW) programs (GADE/CSWE, 2019). While these trends have been well documented by the Group for the Advancement of Doctoral Education in Social Work (GADE), as well as the Council for Social Work Education (CSWE), data collection efforts have focused on the perspectives of directors and administrators of social work doctoral programs to understand these trends. This study explored the perceptions and expectations of incoming and early PhD students as they commence a PhD in social welfare program. While much attention in the last ten years has focused on the assessment and improvement of quality in doctoral social work education, less literature has focused on the phenomenological experience of social work PhD students. This exploratory study employed a case study design to answer the following research questions: What are incoming students' expectations for their PhD experience at CUNY’s school of social welfare? What motivations and experiences influence student expectations of a PhD experience?

Methods:

Semi-structured qualitative interviews were conducted virtually via Zoom with CUNY Graduate Center PhD in Social Welfare students in the first and second-year cohorts of the 2022-2023 academic year. Participants were contacted through email and followed up with researchers voluntarily without incentive. Response rates were high with 78% of the first-year students and 100% of the second-year students participating in interviews (N = 16) that lasted between 26-117 minutes. Participants were asked questions that explored their expectations of their PhD experience (including research opportunities, funding, impact of the pandemic, curriculum, and faculty relationships), as well as experiences that led them to pursue a PhD. The interviews were transcribed and analyzed using content analysis.

Findings:

Both incoming and second year students had expectations for close faculty relationships and faculty availability, as well as abundant research opportunities, including opportunities to learn about the process of research. Second year students reported these expectations had not been fully met. Both cohorts reported expectations for close and supportive cohort relationships and reported this expectation was met. Both cohorts reported having unclear expectations about how funding would impact their educational experience. Students working full time also reported not realizing how much time doctoral studies would take and what the full impact would be on their current employment and family situation. Second year students also reported an expectation of more formal mentorship than they were experiencing.

Conclusion and Implications:

Additional themes that emerged included an interest in community learning and collaboration, intellectual growth, learning how to prioritize energy and effort, the importance of family support, and ways the PhD experience was opening up new opportunities. These findings suggest that doctoral program administrators should consider the importance of faculty access, research opportunities, and clear communication about funding for students. Moreover, students expect opportunities for mentorship and community during their doctoral studies.