Abstract:
The purpose of conducting this bounded case study was to gain an in-depth understanding of why students decide to pursue a doctoral degree in instructional technology at one university located in the southeastern United States. There has been little research on factors that influence students’ decision to pursue a doctoral degree. Similarly, little research exists that explored the experiences that are associated with pursuing a doctoral degree. Based on the increase of doctoral students’ enrollment (McFarland et al., 2019), it is important to gain a better understanding of the factors that influence student’s decision to pursue a doctoral degree and be informed of the doctoral experience. Therefore, the study explored who or what encouraged the participants to pursue a doctoral degree, the experiences in pursuit of earning a doctoral degree, and the benefits of pursuing or earning a doctoral degree. This study provided examples of the factors that influenced the participants to pursue a doctoral degree, specifically in instructional technology. Interviews were conducted to answer the research questions. The themes that emerged provided insight into why individuals pursue a doctoral degree, the doctoral experience, and the benefits of pursuing or earning a doctoral degree. The themes that emerged from this study revealed the impact that self-efficacy, outcome expectations, and goals have on an individual's decision to pursue a doctoral degree, the doctoral experience, and the benefits of a doctoral degree.
