626 The Professional Counselor | Volume 10, Issue 4 may benefit from reviewing former student dissertations. This current study further supports these structural strategies previously highlighted by Hilliard (2013) and Flynn et al. (2012). Although a successful dissertation is a goal, the participants indicated the need to also ensure that doctoral candidates develop a scholar identity. This scholar identity allows the doctoral candidate to establish themselves as a researcher beyond the program (Lambie et al., 2008; Lambie & Vaccaro, 2011). The development of a scholar identity brings the process full circle as the former doctoral candidate represents their graduating institution and the profession (Flynn et al., 2012; Lamar & Helm, 2017). Relational Strategies Developing a supportive environment is a crucial strategy for a successful dissertation experience (Perera-Diltz & Sauerheber, 2017). Supportive environments include open communication, mentorship, providing helpful feedback, and providing appropriate challenge to candidates when writing the manuscript (Dollarhide et al., 2013; Neale-McFall & Ward, 2015; Purgason et al., 2016). Communication primarily happens through the use of digital mediums such as email and virtual conferencing, or verbally through face-to-face meetings and telephone calls (Hilliard, 2013). This communication establishes support and a means of accountability. Both the candidate and chairperson should establish expectations regarding when to meet, the purpose of the meeting, and items to bring to the meetings (e.g., written sections of a manuscript, updates on the IRB decision regarding review requests). Irrespective of the meeting format and candidate support, communication and feedback with candidates must be clear, precise, timely, and offer candidates some direction for how to move forward through their process. Feedback should also hold the doctoral candidate accountable for meeting any agreed-upon deadlines and items to submit. The style and type of feedback provided should be individualized to unique student needs and issues. Hilliard (2013) noted that feedback should (a) be given orally in meetings and electronically on items submitted from the candidate via their manuscript or email; (b) be frequent, with dates listed for each revision or submission of new information; (c) be detailed to what chapter or area in the dissertation the candidate needs to address; (d) be direct around dissertation progress and areas needing more development, and consistent so that candidates can move swiftly through their writing; and (e) include helping students understand the seriousness of academic integrity. Doctoral candidates need the chairperson to be available and to communicate clearly and authentically. A defensible dissertation happens as a result of navigating the structural and relational components of the dissertation process. This study further aligns with Flynn and colleagues’ (2012) theory of initiation, management, and completion. Specifically, the relational and structural categories that emerged, from the perspective of the chairpersons working with doctoral candidates, are all support elements of a successful navigation of the dissertation process. Implications Doctoral students’ preparedness for the dissertation process varies throughout CES programs. Students’ experiences during the dissertation process also vary. The dissertation chairperson plays an important role in both the students’ preparedness and experiences. Yet, standards for best practices in dissertation advising in CES are not clearly articulated in the profession. It is possible that some doctoral students, particularly those who need additional support for research or writing, would benefit greatly
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