Author Type

Graduate Student

Date of Award

Fall 11-6-2025

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

December 2025

Department

Curriculum, Culture, and Educational Inquiry

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Michelle Vaughan-McGovern

Abstract

The purpose of this qualitative phenomenological study was to explore the transformational learning experiences of students enrolled in online doctoral programs. Guided by Mezirow’s transformative learning theory, this study addressed the research questions: How do students in online doctoral programs experience transformative moments at public institutions in the United States? How is the curriculum connected to the students’ transformational experiences in online doctoral programs at public institutions in the United States? Semi-structured interviews were conducted with online doctoral students to capture their lived experiences across programs.

Analysis revealed three key findings. First, participants described how program structures, including curriculum design, cohort models, and faculty mentorship, shaped conditions for transformative learning by fostering reflection, dialogue, and application of new knowledge. Second, students’ narratives highlighted the process of identity reconstruction, as participants provisionally explored new roles, built competence and self-confidence, and ultimately reintegrated transformed perspectives into professional and personal contexts. Third, the study found that transformative learning was sustained through agency, ownership, and ongoing connections between academic inquiry and professional practice, allowing participants to view themselves as both scholars and practitioners in new ways.

These findings demonstrate that online doctoral education can facilitate transformative learning when programs intentionally integrate opportunities for critical reflection, collaborative dialogue, and applied practice. The study contributes to the literature on doctoral education by illustrating how program structures can enable identity development, professional growth, and personal transformation in the context of online learning.

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