3.1 The road to successfully completing doctoral studies: a tale  (Page 6/7)

As I began to reflect on the journey that I had taken to achieve the doctorate, I also wondered if others in the“Great 78”felt the same way. In order to compare my personal thoughts with those of my fellow travelers, In August of 2006, I surveyed the members of both cohorts to determine how the experience had affected them. Of the 19 members of Cohort 78, 8 returned completed surveys.

When asked about their reasons for entering the doctoral program, the most common response reflected on how the degree had also been a lifelong ambition. One candidate wrote,“I had a lifelong desire to complete my doctorate. The access, timing, and type of program attracted me.”While some believed that the completion of the degree was a means to open doors for them professionally, others began the journey to develop a deeper understanding and appreciation for the field of education. The reasons for seeking the degree ranged from personal to professional but, whatever the intent, the road traveled together was much easier to bear.

Who better to define a cohort than the members of a cohort? When Cohorts VII and VIII were asked to give their own definition of a cohort program, one common answer was evident: a set of people working together for a single goal. The cohort members used several words to define cohort,“…group, professional family, sharing group, team.”One of the respondents added that because the cohort became such a positive experience for him, he was able to focus on the completion of the degree because he had been helped by others. Other students spoke of how the cohort model had been an opportunity to share responsibilities while encouraging others.

Another recurring theme that emerged from the survey data detailed the use of a cohort learning model to complete the doctorate degree. Common responses included how much easier the work load seemed because help was easily found within the peer group. Once the level of trust was established, some cohort members felt they had to work as hard as their fellow group members so to never disappoint anyone. Many spoke of the encouragement they felt from the others that helped to ignite an inner drive. But primarily, the responses centered on how the completion of the degree would have been impossible without the support from their fellow cohort members. A member wrote,“I was continually supported in my efforts to complete my degree.”Another member’s statement completely defined this theme,“I could not have completed the program without the cohort model.”

Beyond the course work, the expectations, and the commitment, many of the other members of the cohort did experience the same feelings of collegiality and family. Knowing how I personally felt about the program, I was surprised to see comments such as,“I would have made myself finish with or without my cohort…unfortunately I am such an individual that the cohort was fun, but not absolutely necessary,“and“…you know everyone and their quirks.”The professional dimensions of the program and the personal reflections of the participants impacted every traveler that took the cohort path to acquire this degree. For us, the lessons learned, the bonding time, and the togetherness brought forth the experience of a lifetime.