468 The Professional Counselor | Volume 10, Issue 4 Intriguingly, the sample in this study was adequately representative of faculty and program characteristics. For example, the sample was overrepresented by faculty who self-identified as White (73.3%), which closely mirrored CACREP (2019a) data regarding faculty racial/ethnic composition across CACREP-accredited programs (73.6% White faculty). Regarding Carnegie classification, 73.3% of participants worked at research-intensive (i.e., R1 or R2) institutions. This was consistent with institutional classification of CACREP-accredited doctoral programs. As of 2019, 71.8% of CACREP-accredited doctoral programs were at R1 and R2 institutions. Another potential area of overrepresentation was participant experience as a faculty member. Participant experience ranged from 4 to 34 years, with an average of 19.7 years (SD = 9.0). This average seemed fairly high. Unfortunately, the exact number of years of experience of core faculty in CACREP-accredited programs is unknown, which limits analyses regarding the sample representation of years of experience relative to the overall population of doctoral-level counselor educators. The current study examined faculty perceptions of components of high-quality doctoral programs in CES. It would be important for future studies to survey current students or recent graduates of these doctoral programs to ascertain their perspectives on these components. As consumers of this advanced degree, students may have important perspectives on this issue. In addition, the current study only interviewed faculty who worked in CACREP-accredited CES programs. As accreditation standards define curriculum, these faculty may have been largely influenced by program components that are required by the current iteration of the CACREP standards. Faculty who work in non– CACREP-accredited programs may have different perceptions about what constitutes a high-quality doctoral program in CES. Conclusion The number of CACREP-accredited CES doctoral programs, enrolled doctoral students, and doctoral graduates have increased substantially within a fairly short (i.e., 4-year) period (CACREP, 2017, 2019a). As doctoral programs are increasingly developed and maintained, administrators and faculty may benefit from insights about how to build a program that is of high quality. By attending to high quality, a counselor education doctoral program is likely to provide a more optimal experience for the students who choose to enter the program. The findings from this study therefore may be important for administrators and faculty to consider when creating or attempting to sustain a doctoral program in CES. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Adkison-Bradley, C. (2013). Counselor education and supervision: The development of the CACREP doctoral standards. Journal of Counseling & Development, 91(1), 44–49. https://doi.org/10.1002/j.1556-6676.2013.00069.x American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/Resources/aca-codeof-ethics.pdf
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