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Advances in Social Sciences Research Journal – Vol.7, No.7
Publication Date: July 25, 2020
DOI:10.14738/assrj.77.8576.
Bernadowski, C. (2020). Reciprocal Peer Coaching an Instrumental Case Study of the Journey of a Three-Year Doctoral Cohort.
Advances in Social Sciences Research Journal, 7(7) 208-215.
Reciprocal Peer Coaching an Instrumental Case Study of the Journey
of a Three-Year Doctoral Cohort
Carianne Bernadowski
Ph. D, Robert Morris University,
University Blvd., Nicholson Center
Moon Township
ABSTRACT
Reciprocal Peer coaching is a viable pedagogical strategy to use with
doctoral students in order to encourage engagement, retention,
collaboration, and engagement in a cohort model. This study explored a
peer coaching model that randomly paired students in a three-year
cohort doctoral program. Results indicated that doctoral candidates
found that peer coaching and peer collaboration was beneficial both
academically and personally. Moreover, candidates continued their
relationship with their peers from year one to year three. Three themes
emerged which included random assignment, building relationships
through dialogue, and obstacles to success.
Keywords: higher education, doctoral cohorts, peer coaching, peer
collaboration.
INTRODUCTION
Institutions of higher education are approaching a crossroads, as the inevitable enrollment crisis
will soon reach schools across the country. With the inexorable decreasing enrollment trends due
to demographics across the United States, and most recently the effects of COVID-19, institutions
will be scrutinizing their program offerings, target demographics, and future as institutions of
learning. College enrollment in the U.S. has decreased for the eighth consecutive year, according to
new data released (National Student Clearinghouse Research Center, 2019). Because of this
inescapable enrollment predicament, schools are restructuring, realigning and re-envisioning in
order to stay competitive in the marketplace.
The adult student will assuredly be the target for many universities, including doctoral students but
the number of doctoral degree granting institutions will be fighting for a smaller piece of the pie.
More importantly, the access and availability of doctoral degrees options in the United States is at
an all-time high. Potential students have a menu of degrees and formats from which to choose
making competition in the market extraordinary. In 2016, the number of doctoral degrees awarded
were at its highest in U.S. history. Candidates earned 54,904 research oriented doctoral degrees
according to the Survey of Earned Doctorates (SED), a report published by the National Center for
Science and Engineering Statistics (NCSES) (www.nsf.gov). Almost two percent of Americans hold
terminal degrees, and the number earned yearly is holding steady, so it is imperative that those
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 7, July-2020
degree-granting institutions explore methods to recruit and retain candidates as the marketplace
competition increases, and the availability of potential candidates decreases.
More recently, higher education (HE) institutions have begun to recognize that education is a
service industry and acknowledgement of the clients’ needs are ever increasingly at the forefront of
university agendas. Tuition-based institutions must identify the retention issues as college
education costs increase each year. Moreover, recognizing student satisfaction impacts recruitment
and retention rates in HE and has become important in relation to degree completion (Kotler & Fox,
1995). Doctoral students are a unique group in that they have other challenges associated with
retention including family and career.
The purpose of this study was to examine the implementation of a collaborative peer-coaching
model in a PhD cohort at a private university in Western Pennsylvania in the U.S. More specifically,
the implementation of a peer collaborative model is explored in one doctoral cohort over a three- year period in an effort to meet doctoral students’ needs in and out of the classroom.
REVIEW OF THE LITERATURE
Retention
Attrition rates for doctoral students has been reported to exceed more than 50 percent in the last
decade (Holmes, Robinson, & Seay, 2010; West, Gokalp, Pena, Fischer, & Cupton, 2011), and this
number is on the rise with the increase of distance learning programs (Ali & Kohun, 2006). With
this, HE must find ways to retain doctoral students and support them to degree completion.
Strategies to combat attrition rates include increased financial aid packages, relationships with
faculty, and intensive mentoring programs. Persistence to complete program requirements for
doctoral students is plagued with issues such as lack of support from faculty, financial struggles,
work obligations, emotional stress, and the structure or type of program (Stevens, Emil, &
Yamashita, 2010).
The importance of trained faculty and strong student-faculty relationships is well established in the
literature, but the idea of peer relations has been given less attention. Honneth (1995) theorized
that student retention is affected, in part, by authentic recognition provided by others. Moreover,
West et al. (2011) suggested that HE has a unique situation in that recognition of self lies in the wall
of higher education institutions. That is, the program components, faculty-student interactions,
peer relationships, and program relevance are just a few of the reasons doctoral students remain
enrolled in programs.
Research indicates that a cohort model has been successful in recruiting and retaining students in
doctoral programs, specifically in greater graduate rates (Ali & Kohun, 2006; Holmes et al., 2010;
Nimer, 2009). Many times this unique group of scholars form relationships and networking
opportunities that would not occur otherwise. The cohort model encourages interaction with peers,
increased collaborative working relationships and sharing of feedback (Holmes et al., 2011).
Moreover, West et al. (2011) posits that doctoral students enrolled in a cohort program are more
successful than their non-cohort counterparts. Often, these relationships translate into peer
coaching, which is valuable for persistence to degree completion.
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URL: http://dx.doi.org/10.14738/assrj.77.8576 210
Bernadowski, C. (2020). Reciprocal Peer Coaching an Instrumental Case Study of the Journey of a Three-Year Doctoral Cohort. Advances in Social Sciences
Research Journal, 7(7) 208-215.
Professional Learning Communities, Peer Coaching, and a Cohort Model
Professional Learning Communities (PLC) are likely one of the most popular ways in which
educators, in particular, are finding their professional development opportunities. PLC often
involves teachers in research and peer coaching (Capraro, et al., 2016). The PLC framework fits with
a cohort of learners working toward a common goal, such as doctoral candidates who have
essentially common goals and objectives.
Benefits of utilizing a cohort-learning model boosts a sense of community and enhanced
relationships with peers (Zahl, 2015; Olson & Clark, 2009), and the members of cohorts bring a
variety of experiences and work histories, which enables varying perspectives relative to concepts
and content. Furthermore, a cohort model allows for natural networking that evolves over the
course of the program (Mullen, 2003). Because of these benefits, a peer-coaching model was
implemented in a three-year doctoral program because cohort members are naturally united by
program start date and requirements ultimately finishing the program of study at the same time
(Maher, 2001).
Motivation and Adult Learning
Adult learners, in general, benefit from reflective learning that encourages sharing and
collaboration with peers (Galbraith & Fouch, 2007). Learning with colleagues in a problem-based
environment is beneficial for adult learners. Andragogy, defined by Knowles (1994), focuses on the
learning situations and contexts of adults. Learning for adults, according to Knowles, theorizes that
self-concept, experience, and orientation to learning and motivation to learn are central to the
success of adults (Gom, 2009). Motivation drives people to accomplish a goal (Gom, 2009), and in
particular, the negotiation of intrinsic versus extrinsic motivation is dependent on the learners.
Adult learners may be extrinsically motivation by the prospect of a promotion, new job or higher
salary (Gom, 2009). Likewise, intrinsic motivation plays and important role in an adult’s sense of
self-concept and self-esteem (McKeachie, 1978).
A number of scholars in the field has examined PhD candidates’ motivation to enter and persist in a
program of study at the doctoral level. Fleming and Finnegan (2014) state “the aim of higher
education should be to support the creation and sustaining of narratives and biographies that are
loaded with self-respect, self-confidence and self-esteem. These should form the habitus of a
learning institution” (p. 60). A cohort model has the potential to nurture such learning.
The ability to support doctoral candidates is a complex dilemma in HE today. The capability to
consider and examine adult learning theories, motivation and peer coaching as viable components
of programs may be a piece of the retention puzzle.
METHODOLOGY
Reciprocal Peer-Coaching Model
Reciprocal peer coaching involves allowing students to engage in an equal relationship that allows
for observation, feedback, and support (Zeus & Skiffington, 2002). This strategy served as a
framework for the study.
Doctoral students, enrolled in a three-year cohort degree program, were randomly paired with a
peer at the start of a research methodology course in year one of the program. The examination of