This study evaluated the development of scholars within the field of information and library science (ILS) with an emphasis on mentoring, collaboration, and interdisciplinarity in the process of doctoral education. Using methodological triangulation of more than 200 questionnaires, 30 interviews, and the bibliometric analysis of 97 dissertation bibliography and curriculum vitae pairs, this study provides a description of the process of educating ILS doctoral students. Main findings from the study show that advisors serve as the most dominant mentor in the doctoral process and provide guidance and support of the student to prepare them for a career in research. Committee members serve a similar function, although to a lesser degree. Doctoral student colleagues provide emotional support and role-modeling. However, although there are multiple individuals providing support and guidance, the doctoral process is largely driven by the student. Collaboration of some form occurs in the majority of the advising relationships, however, slightly less than 50% of advisees co-publish with their advisors. The doctoral dissertation is not considered to be collaborative, although the advisor and committee members provide guidance and support. The dissertation bibliographies display a core in serial and conference literature, with interdisciplinary borrowing of research methods and subject literature from fields such as communication, computer science, linguistics, psychology and sociology.
|Commitee:||Kelly, Diane, Smith, Linda C., Solomon, Paul, Wildemuth, Barbara M.|
|School:||The University of North Carolina at Chapel Hill|
|Department:||Information & Library Science|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 71/05, Dissertation Abstracts International|
|Subjects:||Library science, Information science, Higher education|
|Keywords:||Collaboration, Dissertations, Doctoral education, Information and library science, Interdisciplinarity, Mentoring|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be