TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 192 Implications Previous literature states that the relationship between a doctoral student and the dissertation chairperson is essential in determining the student’s successful completion and defense of his or her dissertation (Gardner, 2009; Lovitts, 2001). Findings from the current study reveal how counselor education doctoral students’ selection of their chairperson and the behaviors that the chairperson exhibits are influential in predicting students’ overall satisfaction with the student–chairperson relationship. Specifically, students who select their chairperson based on the chairperson’s work style and the students’ perceptions of their own abilities to collaborate with the chairperson appear to be more satisfied with their relationship with their chairperson than students who select their chairperson based on having a personal relationship. This knowledge can inform doctoral students and faculty members about the criteria and behaviors that contribute to good advising relationships and positive dissertation outcomes. Understanding the most influential selection criteria (similar work ethic, personality match, previous relationship) and chairperson behaviors (patience, investment in the relationship and the student, advocacy for the student, timely and effective feedback) can result in greater satisfaction in the student–chairperson relationship. This information has the potential to influence both students and faculty when making decisions about selection or behaviors that may lead to a favorable dissertation outcome. Additionally, results from this study and future studies may provide information to programs on how to decrease doctoral student attrition. Being aware of potential behaviors displayed by faculty members in a myriad of roles throughout the program, such as chairperson, advisor, supervisor or professor, could assist in increasing doctoral students’ overall satisfaction. By utilizing the current study’s findings and understanding which selection criteria and chairperson behaviors are most likely to influence overall satisfaction, counselor educators can enhance their advising behaviors to best meet the needs of students, thereby increasing the likelihood that students will successfully defend their dissertations and graduate from the counselor education doctoral program. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research: Vol. 19 (pp. 481–534). Dordrecht, The Netherlands: Kluwer Academic. Bloom, J. L., Propst Cuevas, A. E., Hall, J. W., & Evans, C. V. (2007). Graduate students’ perceptions of outstanding graduate advisor characteristics. NACADA Journal , 27 (2), 28–35. doi:10.12930/0271-9517-27.2.28 Casto, C., Caldwell, C., & Salazar, C. F. (2005). Creating mentoring relationships between female faculty and students in counselor education: Guidelines for potential mentees and mentors. Journal of Counseling & Development , 83 , 331–336. doi:10.1002/j.1556-6678.2005.tb00351.x Cohen, J. (1992). A power primer. Psychological Bulletin , 112 , 155–159. doi:10.1037//0033-2909.112.1.155 Council of Graduate Schools. (n.d.-a) . Ph.D. completion and attrition: Analysis of baseline demographic data from the Ph.D. completion project—Executive summary . Retrieved from http://www.phdcompletion.org/information/ executive_summary_demographics_book_ii.pdf