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Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs

Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs

Lee S. Duemer, Heather Greenhalgh-Spencer
Copyright: © 2021 |Pages: 21
ISBN13: 9781799872672|ISBN10: 179987267X|ISBN13 Softcover: 9781799872689|EISBN13: 9781799872696
DOI: 10.4018/978-1-7998-7267-2.ch001
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MLA

Duemer, Lee S., and Heather Greenhalgh-Spencer. "Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs." Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, edited by Aaron Samuel Zimmerman, IGI Global, 2021, pp. 1-21. https://doi.org/10.4018/978-1-7998-7267-2.ch001

APA

Duemer, L. S. & Greenhalgh-Spencer, H. (2021). Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs. In A. Zimmerman (Ed.), Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-7998-7267-2.ch001

Chicago

Duemer, Lee S., and Heather Greenhalgh-Spencer. "Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, edited by Aaron Samuel Zimmerman, 1-21. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7267-2.ch001

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Abstract

In this chapter, the authors make the argument that online doctoral students need opportunities to develop scholarly dispositions, particularly dispositions associated with collegiality and professionalism. They make that argument by first defining what they mean by dispositions, then by making an argument for a dispositional standpoint of care and analysis, then by describing dispositions of collegiality and professionalism. They then articulate an understanding of how to support the accrual of these dispositions in online doctoral programs. They do this by attending to the hidden curriculum of graduate school, and then by arguing for making parts of that hidden curriculum more visible and explicit.

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