“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

Abstract

Purpose

The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom.

Design/methodology/approach

In this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher.

Findings

The findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits – the synergy between research and practice – and challenges – the frustration that occurred when potential crossover faced resistance – resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author’s plans, raising questions about where to go upon finishing her degree.

Originality/value

Scant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers’ experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another.

Citation

Nerlino, E. (2023), "“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time", Studies in Graduate and Postdoctoral Education, Vol. 14 No. 3, pp. 259-275. https://doi.org/10.1108/SGPE-08-2022-0053