The Professional Counselor | Volume 10, Issue 4 411 have the intellectual capital and expertise to educate, train, and graduate high-quality doctoral graduates. This article is an essential read for anyone planning to start or revitalize a program. Future Directions The 14 studies contained in this special issue represent a vital contribution to doctoral counselor education, yet important questions remain. We highlight four important directions to help guide future research. First, there is a need to promote a more focused, systematic, ongoing agenda for the scholarship of doctoral counselor education. This special issue is an important first step, but leadership is needed to continue the effort. It is unclear how stakeholders such as CACREP, professional associations, doctoral program faculty, and editorial boards of peer-reviewed journals may build on and initiate efforts to promote scholarship in this area. It may be that a unified and intentional approach is key to ensuring that research proceeds in a strategic and methodical fashion and moves the profession steadily forward. Second, we need to better understand how the advent of online programs is shaping the landscape of doctoral education. Based upon the findings in this special issue, we know residential doctoral programs are not distributed evenly across the country, but does it really matter if there is now an online option for all students? It is important to understand how potential employers now perceive online graduates and how potential doctoral students perceive online programs as acceptable alternatives to a brick-and-mortar campus experience. Third, the important work of this journal’s special issue in promoting high-quality outcomes in doctoral education should continue. Current descriptions of quality rely heavily on expert faculty opinions and judgments. We need to evaluate how these suggested best practices actually translate into more empirical outcomes, such as student satisfaction and retention, dissertation pass rates, jobseeking success, and post-degree productivity. Future studies can also benefit from larger sample sizes and broader representation from more programs to increase the generalizability of findings. Finally, the work of better understanding and improving the student experience—especially that of students from culturally diverse backgrounds and identities—is critical. This special issue strikes a good balance with six student-oriented articles and two focused on helping programs recruit, retain, and support students from underrepresented minority backgrounds, but we have more yet to do. The work must continue until the words “underrepresented minority” are a thing of the past and we have doctoral student cohorts that truly reflect the diversity of our world. Conclusion As we conclude our introduction to this special issue on doctoral education, we are grateful for the contribution of the 14 studies and their authors. We now know more about the state of research in the profession, potential geographic gaps in program coverage, how to define and improve program quality, strategies to gain administrative support, and most importantly how to best increase diversity and promote student success. We hope that the combined insights in the assembled studies will help inform CES doctoral programming and contribute to a focused research agenda for years to come. We look forward to revisiting this first CES special issue in the future to observe its influence and the positive outcomes we trust will follow.
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