642 The Professional Counselor | Volume 10, Issue 4 accreditation was important because of the costs associated with accreditation fees and hiring core faculty to meet the CACREP doctoral standards. Quality in Programs: “High-Quality Output” Participants reflected on the importance of program quality as a reflection of the programs’ overall identity. Program outputs seemed to be a particularly important measure of program quality. Some participants, particularly those at research-intensive universities, emphasized the importance of research-related outputs such as “grants, high-quality output, and visibility.” Across participants, employment rates were a particularly important measure of program quality, especially employment in academic and administrative jobs post-graduation. Participants reported that such metrics were useful as a “selling point” to administrators, especially if needs existed for doctoral-level graduates in the local area. As one participant stated, “Some of those outcomes become really important to administrators, and I think that we need to be good at putting those outcomes in front of them.” Participants also shared concerns with program quality. These concerns often centered on admitting more students than can be adequately mentored through the dissertation process. One participant was “concerned about doc programs that bring in cohorts of 20 and churn them out” because they feared that “big doc programs” are “just course-based models without a whole lot happening outside of that. . . . And, you know, I worry about dissertation mentoring.” Program accreditation was explored as an influencing factor in program quality that ultimately influences the overall program identity through reputation. One participant stated, “We built the program around the accreditation standards and took those standards very seriously.” Another participant explored how the accreditation process can influence administrators’ opinions of the program: “If we had bombed that visit, from the president to the vice president on down, we would have looked really bad.” Advancing the Institutional Mission: “It Has to Match” Study participants commented on the importance of the identity of the doctoral program connecting to the mission of the larger institution. One participant encouraged faculty to consider the institutional mission when communicating with administrators: “When we advocate for programs, we need to understand the mission of the institution.” This participant reported that administrators in a university that values community service may be in favor of doctoral programs that “create more service providers for the local community.” Another participant stated that “it has to match the university’s mission. I hear that more and more and more.” This participant acknowledged that a proposed doctoral program would only receive administrative support if it “fits with the strategic plan of the university.” Participants indicated that the program should align not only with the institutional mission but also with the mission of the college or school where the program is housed. Stakeholder Dynamics: “Making the Administrators Happy” Participants discussed the variety of stakeholders that faculty should consider when developing a CES doctoral program. Such stakeholders include the students being educated, faculty in the program, administrators who make decisions about the program, and employers of future program graduates. Participants reflected that each stakeholder group can contribute meaningfully to the identity of the program.
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