615 Michelle Ghoston, Tameka Grimes, Jasmine Graham, Justin Grimes, Thomas A. Field Faculty Perspectives on Strategies for Successful Navigation of the Dissertation Process in Counselor Education Michelle Ghoston, PhD, ACS, LPC, LCMHC, is an assistant professor at Wake Forest University. Tameka Grimes, PhD, NCC, is an assistant professor at Virginia Polytechnic Institute and State University. Jasmine Graham, PhD, is an assistant professor at Indiana University– Purdue University Indianapolis. Justin Grimes, PhD, is an assistant director for the Office of Recruitment, Diversity, & Inclusion for the Graduate School at Virginia Polytechnic Institute and State University. Thomas A. Field, PhD, NCC, CCMHC, ACS, LPC, LMHC, is an assistant professor at the Boston University School of Medicine. Correspondence may be addressed to Michelle Ghoston, 7406 Reynolda Station, Winston-Salem, NC 27109, ghostonm@wfu.edu. The Professional Counselor™ Volume 10, Issue 4, Pages 615–631 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates doi:10.15241/mg.10.4.615 This research was conducted as part of a larger qualitative study that involved the collection and analysis of in-depth interviews with 15 counselor educators at counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The participants were asked to identify strategies used to help students navigate the dissertation process and if the strategies were successful. Structural and relational strategies were identified as significant to the successful completion of the dissertation process. Although additional research is necessary to determine if the strategies are successful for faculty and students in other counselor education and supervision doctoral programs, we identified five themes that support the completion of the dissertation process: (a) mechanics of the program, (b) supportive environment, (c) selecting and working with committee members, (d) intentionality in developing a scholar identity, and (e) accountability. Keywords: dissertation process, counselor education and supervision, CACREP, strategies, doctoral Nearly 100,000 people pursue a doctoral degree in the United States every year (Jairam & Kahl, 2012). The pursuit of a doctoral degree in one’s identified field of study is considered an extraordinary feat. Earning a doctoral degree is an indication that one has achieved the apex in their identified area of expertise. Nevertheless, across all disciplines, the doctoral completion rate lags at 57% (Neale-McFall & Ward, 2015). There is a paucity of literature regarding how individuals navigate the process necessary to obtain a doctoral degree, including completing a dissertation. As with other fields, counselor education has a dearth of research into factors associated with doctoral completion and graduation (Golde, 2005; Hill et al., 2005; Protivnak & Foss, 2009). The dissertation process can be confusing and arduous despite completing the journey with the support and guidance of a faculty member chairperson (Mauch & Park, 2003). The chairperson holds a senior position in terms of knowledge in the field and understanding of the process needed to ensure a successful dissertation. Although this process can take differing paths depending on the field, completing the dissertation is the ultimate goal in order to cross the threshold of earning a Doctor of Philosophy (PhD) or Doctor of Education (EdD) degree. For doctoral candidates who desire to progress through the dissertation process, a successful dissertation is the difference between achieving the pinnacle of one’s educational and professional goals versus remaining at the “all but dissertation” (ABD) phase. Two major themes exist in the research literature relevant to successful dissertation experiences: the development of research identity and the importance of the advising relationship (Limberg et al., 2013; Neale-McFall &Ward, 2015). Further, Flynn et al. (2012) developed a theory that explains the experiences
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