Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback.
#Singe professional
Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship.
Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education.