Reflections on My Doctoral Journey: Challenges, Realities, and Evolving Notions of Success

Challenges, Realities, and Evolving Notions of Success. My Reflections.

Dr. MacDonald Chaava

Lawton. OK. March 2025

Overview

Pursuing higher education is often seen as a pathway to enhanced career opportunities, intellectual growth, and personal fulfillment. This article explores the reflective journey of an individual navigating multiple academic degrees, culminating in a doctoral degree. The analysis focuses on the perceived expectations, challenges, and eventual realizations that emerge during and after the doctoral journey. Special emphasis is placed on the alignment between and stabilization of educational pursuits and career aspirations, the complexities of navigating interdisciplinary academic choices on one hand, and the challenges of migration, which can disrupt professional and personal development due to differences in cultural and professional landscapes. Migration can influence the process of adapting to new professional environments, managing career transitions, and pursuing academic pathways. Ultimately, the article offers insights into the broader implications of terminal degrees and how they shape both professional and personal identity amidst these challenges.

Beyond the Degree: Reflections on the Journey to a Doctorate.

When I graduated with my first degree—a Bachelor of Science in Management—I felt empowered, as though I had stepped into a new version of myself with expanded potential and possibilities. It was a moment of pride and optimism, and I believed I had gained a powerful edge in life. But that feeling, while exhilarating, was only the beginning. Shortly after, I embarked on my next academic pursuit: a master’s in health administration. I saw it as a way to strengthen my professional wings, positioning myself for broader opportunities in the community health and development sector.

As I delved deeper into my master's program, an even more ambitious goal took shape, when I enrolled in a doctoral program. This was a dream I had quietly nurtured, and being accepted felt like the culmination of all my academic aspirations. The thought of adding "Doctor" to my name was almost surreal. I vividly remember attending my first doctoral residency in Arizona, where I met fellow students at various stages of our doctoral programs. At that time, I was a first-year student, awed by those wearing second-, third-, and fourth-year badges. Our classes took place on the same floor of a large complex, and we often crossed paths in the dining room and corridors. They seemed like seasoned veterans, and I couldn’t help but wonder about the wisdom and experiences they carried.

As time passed, I transitioned from a wide-eyed newcomer to someone wearing a second-year badge, then a third-year badge, and eventually the coveted final-year badge. The sense of accomplishment was palpable. I found myself reflecting on the students just beginning their journeys, wearing their first- and second-year badges, and I saw reflections of my own earlier journey in them—the same mix of excitement, nervousness, and hope.

Yet, beneath the pride and sense of progression, I began grappling with deeper questions about the path I was on. What would my doctorate mean for me and my career? How would it change my life in practical terms? Like many others, I had envisioned that earning a doctorate would unlock doors to executive positions—Chief Executive Officer, Chief Operating Officer, Director, or other prestigious C-suite roles. But as I advanced, the reality began to feel less certain, more ambiguous. Ultimately, even CEOs, COOs, and other senior executives may be terminated.  A doctorate cannot serve as a protective barrier.

I observed that certain of my classmates were sponsored by their employers and were employed in positions that were consistent with their academic interests during my doctoral journey.  The doctorate could be a leverage point for their professional advancement within their field or organization.  Would such promotions be sufficient, or would their newfound doctoral advantage inspire them to pursue superior opportunities elsewhere?

My situation was unique.   At that time, I was unemployed, not actively seeking employment due to the considerable demands of my doctoral education, and I did not have a guaranteed position upon graduation.  I pursued knowledge and all the degree would offer, expecting work opportunities to emerge later.

I also contemplated the notion of alignment—how closely one’s academic qualifications correspond to their professional trajectory.  A teacher seeking a doctorate in education may possess a clear and obvious path.  However, for a someone in education getting a doctorate in health management, the relationship was less direct.

Even though the career path ahead was not as linear as I would have desired, my academic pursuits for a doctorate in health administration were relevant and aligned due to my background and experience in the healthcare industry.

For some of my peers, the challenge was even more complex. They had backgrounds in one field, pursued doctorates in unrelated disciplines, and later sought careers in yet another area. This misalignment often made the transition from academia to the workforce more challenging.

As I neared the end of my doctoral program, I faced a sobering realization: finding a job that perfectly matched my doctorate, and previous experience might not be easy. But instead of feeling disheartened, I began to see a new possibility—one that had quietly been forming in the background.

What if I used my doctorate not to fit into an existing role but to create something new? What if I applied my new skills to a lower category of existing work, thereby enhancing its potential within the organization? What if I built my own organization, drawing on my unique blend of experiences and knowledge? This idea sparked something in me—a realization that success doesn’t have to follow a traditional path. I recalled lessons from my master's courses on entrepreneurship, lessons I had absorbed but never seriously considered applying. Perhaps the key to my future lay in stepping away from the familiar path of employment and forging my own.

My academic journey taught me more than just facts, theories, and research methods. I am a scholar first, a practitioner, and leader! It taught me resilience, adaptability, and the value of self-reflection. I learned that higher education isn’t just about getting a better job or making more money—though those are valid goals. It’s about expanding your horizons, challenging your assumptions, and discovering new ways to define success. The ability to apply what you have in any role even ones considered less important.

Shortly after graduating with my doctorate, I pursued a certificate in data sciences, an area of interest for me. I continue to carry out research activities and mentorship activities.

So, what have I truly learned about pursuing advanced degrees? It’s this: success is deeply personal. It can be measured by titles, salaries, and promotions, but it can also be defined by the courage to pursue your passions, the drive to create something meaningful, and the willingness to embrace uncertainty.

For me, the doctorate wasn’t just an endpoint—it was a launch-pad into further scholarship, practice and leadership. And the journey, with all its twists and turns, has been as valuable as the degree itself. That doctoral journey triggers new pathways and journeys so there’s no end as such.

I share this perspective with mentees and alumni alike when I engage in collaborative research on various research topics.

About the Author

Dr. Chaava, an alum of the University of Phoenix, is an accomplished healthcare professional with a diverse academic background, including a Bachelor of Science in Management, a professional degree in Medical Laboratory Sciences (Hematology and Blood Group Serology), a master’s in healthcare administration, and a doctorate in health administration. With 25 years of experience in healthcare and a passion for lifelong learning, Dr. Chaava has navigated the challenges of academic pursuits and career transitions with resilience and introspection. He is committed to inspiring others to achieve success. He explores various approaches to defining success, including the inherent value of degrees, the importance of employment, entrepreneurship, and fostering a mindset focused on innovation. With a strong emphasis on community health and development, he strives to create a lasting impact at local, regional, and international levels. mmchaava@gmail.com 

MENTORSHIP IN ACTION: REFLECTIONS FROM A DOCTORAL MENTOR

Insights, challenges, and triumphs from guiding students through their academic journeys.

MacDonald Chaava, MHA, DHA

January 05, 2025

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Abstract

Mentorship is vital in supporting students navigating the rigorous academic process, particularly in doctoral studies where challenges often feel insurmountable. This article reflects on my experiences as a doctoral mentor, guiding students facing unique and complex obstacles. Drawing from real-life cases, I highlight the importance of personalized guidance, ethical boundaries, and fostering resilience among mentees. Each student’s journey underscores the necessity of academic rigour, the adaptability required to address individual needs, and the significance of perseverance in balancing education, employment, and home life. I also share lessons learned from my own doctoral experience, emphasizing the mentor’s role in equipping students with essential tools and strategies to overcome barriers. Ultimately, this article showcases mentorship as a transformative process that bridges gaps in academic progress and empowers students to turn despair into success.

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Mentorship: Stories of Perseverance and Transformation

Mentorship is about walking alongside someone on their journey of growth and transformation. It is neither straightforward nor easy, but its impact on both mentor and mentee is profound. Over the years, I have mentored several doctoral candidates who found themselves at critical junctures in their academic pursuits. To preserve their privacy while maintaining the authenticity of their experiences, all names in this article have been changed.

Mentoring has been one of the most rewarding aspects of my post-doctoral experience. It has kept me mentally engaged, reconnecting me with the basics of academia, and allowing me to assist students as they navigate the complexities of their academic journeys. The first step in the mentoring process is understanding where the student is on their path to success and reflecting on my own experiences at that stage of the doctoral journey.

Among the students I mentored, Sariah in California was on the verge of giving up entirely. Justin, also in Florida and Ash in New York were referred to me by colleagues familiar with my work, while Myra in Chicago was referred by her professor, who had heard of me through another student I had supported. Each faced unique challenges that threatened to derail their progress.

Despite their differing circumstances and disciplines, these students shared a common need: personalized guidance, encouragement, and expertise to overcome obstacles. They approached me after countless failed attempts to address their challenges, overwhelmed and fearing that their situations were beyond redemption. They had to be convinced that with the right approach and determination, their struggles could be transformed into success.

Adaptability in Mentorship

Each student’s challenges required me to adopt a flexible approach, tailoring my mentorship to their specific needs. For example:

• Sariah struggled with academic writing standards and needed extensive revisions to her proposal.
• Justin needed help aligning his study subject with his chosen discipline.
• Ash faced difficulty narrowing her research topic. 
• Myra struggled with data collection strategies and selecting the appropriate mathematical tools for analysis.

Andrea, another student who connected with me through an online group, sought emotional support rather than technical guidance. With their personal life in turmoil, Andrea felt drained and uncertain about the way forward. What was needed most was encouragement and a listening ear—someone to empathize with the struggles and help envision a hopeful path ahead. Gradually, Andrea began to recover from the stress and started piecing life back together.

The ability to switch between roles as a motivator, technical guide, and problem-solver was essential in addressing their needs effectively.

Lessons from My Academic Journey

During my time at the University of Phoenix, I benefited from short, three-day enrichment courses on topics such as academic writing, grammar, vocabulary, and research strategies. These courses enhanced my confidence and provided me with skills that proved invaluable in mentoring others later.

My approach to selecting elective subjects during my studies was equally strategic. Rather than choosing the “easiest subjects,” I selected those that offered strategic, practical knowledge and prepared me for a diverse and expansive future in healthcare. This approach aligned with the University’s framework of Scholar, Practitioner, and Leader (SPL), which shaped my perspective on the doctoral journey and guided my decision-making.

These experiences reinforced the importance of rigour, preparation, and a forward-thinking mindset—values I emphasize in my mentoring.

The Academic Process and the Role of Mentorship

The academic process is a structured journey requiring engagement with material, critical thinking, research, and application. At the University of Phoenix, students are taught that rigour lies at the heart of this process—not about always getting it right the first time but about persevering through the challenges.

Many doctoral candidates balance their studies with full-time jobs and home responsibilities, making time a scarce resource. Mentors play a crucial role in helping students manage these demands by introducing them to tools like Grammarly, Mendeley, and RefWorks, which streamline writing and research processes.

However, mentorship is only a supplement, not a substitute, for a student’s own effort. It must adhere to strict ethical standards, ensuring that the student’s work remains their own. Shortcuts that bypass the rigour of learning undermine the academic process and compromise the value of their education.

The Case of Sariah: A Journey of Transformation

Sariah’s journey began with a desperate plea for help. Frustrated and uncertain, she felt stuck and was on the verge of putting her doctoral aspirations on hold. Her vulnerability struck a chord with me, and I offered to help, providing my email address. I couldn’t ignore her plight, especially since I knew firsthand how critical personal guidance can be. During my own doctoral journey, a single PowerPoint presentation shared by a mentor transformed my failing presentation into an excellent one within minutes.  

Sariah’s challenges, however, were far more complex. Coordinating across time zones from California added to the difficulty, but we eventually scheduled a call. I assured her that I could help, drawing on my experience with other students. Initially, she hesitated, concerned about the financial costs involved. I reassured her that her success was my priority, and we could discuss fees later.  

When I received her work, I was taken aback. Her writing skills were severely lacking—poor grammar, inadequate referencing, and a disorganized structure. For a moment, I questioned whether I could help her. Nevertheless, I committed to the task and began suggesting revisions to her paper. To formalize our arrangement, I drafted a contract to ensure clear boundaries and expectations. Sariah reviewed and signed it, and I dove into the work. What I initially thought would take a few hours stretched into weeks. Her paper required a complete overhaul, though she preserved her references and stayed true to her research intent.  

As we reviewed her proposal, it became apparent that her writing was influenced by the thought processes of her native language, which posed a challenge in terms of adhering to the conventions and subtleties of academic English. This required not just correcting grammatical errors but also restructuring ideas to ensure clarity and coherence within an academic framework. While grammar-checking tools can assist in making such corrections, they often risk altering the meaning behind the narratives. This is where the interaction between mentor and mentee becomes most crucial, ensuring that the intended message remains intact while meeting academic standards.  

Throughout our interaction, I maintained a strong commitment to ethical boundaries. This included ensuring transparency in line with our agreement, safeguarding her intellectual property, and respecting her autonomy in making final decisions about her work. My role was always to guide and support—not to impose or take ownership of her academic journey.  

After weeks of gruelling effort, Sariah submitted the revised paper. Her professor was astounded by the transformation, commenting that her work had gone from "dead to alive." From there, only a few minor adjustments were needed to align the proposal with her discipline and research methodology. I guided her through those changes as well, ensuring that her work not only met academic standards but also preserved her unique voice and intent.

Mentorship: A Challenging Yet Rewarding Role

Mentoring is a rigorous procedure necessitating profound comprehension and expertise in the relevant subject or issue, as well as patience, adaptation, and perseverance. It frequently entails late nights, prompt replies, and the difficulty of assisting others who find it challenging to properly utilize tools or strategies. Notwithstanding these hurdles, the advantages are substantial—it is profoundly gratifying to observe mentees enhance their confidence, acquire vital skills, and cultivate resilience.

Although editing tools are easily accessible and intuitive, the PhD experience is intrinsically complex, necessitating students to juggle several responsibilities concurrently. These technologies, however beneficial, are inadequate by themselves to tackle the intricacies of academic endeavors. The mentor's function becomes essential here. Mentors facilitate the transition by presenting these tools and instructing students in their proficient application. Through cooperation, the mentor and mentee engage activities, assuring the completion of urgent work while also equipping the student with the capacity to independently employ these resources in the future.

Through the provision of important tools, the promotion of ethical behaviors, and the cultivation of resilience, mentoring becomes a crucial conduit for academic and personal achievement. 

Conclusion

The stories of Sariah, Justine, Ash, Myra, and Andrea demonstrate the transformative power of mentorship. Through personalized guidance and unwavering support, these students overcame obstacles and achieved success. Mentorship is not about doing the work for them but about equipping them to navigate their challenges with integrity, perseverance, and resilience.

Walking alongside students on their academic journeys has been both humbling and fulfilling, underscoring the profound impact mentorship can have in bridging gaps, fostering growth, and transforming lives. In my interactions with doctoral candidates, I’ve encountered individuals who, despite their determination, have stretched a journey designed to take four years into a decade. A mentor’s guidance can provide the clarity, support, and structure needed to overcome obstacles, stay focused, and achieve timely success.

Key Takeaways

1. Mentorship's Role: Personalized guidance transforms challenges into success.

2. Rigor Over Shortcuts: Academic success requires navigating challenges, not avoiding them.

3. Adaptability: Effective mentoring addresses each student’s unique needs.

4. Ethical Standards: Integrity in the academic process demands strict adherence to ethics.

5. Resilience and Balance: Success requires tenacity while managing education, work, and home life.

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About the Author

Dr. MacDonald M. Chaava holds a Doctor of Health Administration from the University of Phoenix. He continues to contribute as an alumnus of the College of Doctoral Studies, actively engaging in research and writing. He can be reached at mmchaava@email.phoenix.edu.

My Rite of Passage into the Doctoral Dissertation Process.

A moment of reflection along my doctoral journey. “I can touch the sky.” 

I was like a person in the valley, stuck in an emptiness, and I needed to move forward. A musician’s documentary held an important message for me to pull up to the next spot.  
Late on Monday night, October 23, 2017, I submitted my final paper for the course in Research Design and Statistics (RES/710).  After two months in this course, I felt drained and disoriented inside of me. Two days later, my wife departed for Washington DC to be at her office for a week.  Also, my son left for California to visit his friends.  Each departure demanded my careful attention.   
For my son’s journey, I was responsible for making sure his vehicle was roadworthy.  I worked tirelessly through the last few days to achieve that.  When he finally drove off, I was pleased; I saw him off and prayed for safety on the road.  For my wife, I was responsible for the bookings for air travel and hotel accommodation in Washington DC. 
The departure of my wife and son did something for me: it exposed an emptiness.  I did not fully comprehend this until much later in the week. 
After submitting the doctoral paper, I was looking back at what I wrote in that paper.  I was no longer sure that I answered all the questions well enough to earn the mark I was aiming for.  Doubt and self-humiliation took hold of me.  I started thinking I could have done better; I should have done better!  Why did I not work hard enough to do better? What prevented me? I was condemning myself for not doing the right thing that I should have known to do.  As I waited for the results of that paper to come out, I had this battle going on in my mind. 
Another point of pressure was exerting questions on me.  I was scheduled to travel to Phoenix, Arizona for my second doctoral residency.  I attended my first residency earlier in the year (April).  There was an assignment for my second residency.  The assignment involved writing about my dissertation topic.  The assignment sheet required a comprehensive description of my dissertation.  Until this point, I was not sure what my project would be. I tried two ideas that seemed to resonate with me. The first idea was to compare Online and Traditional graduates of the master's degree in health administration (MHA).  Although I liked the idea and there was plenty of research to base the study on, there was a part of me that said No to the idea.  The only other well-developed idea was to work with the Healthcare system of an African country to improve laboratory performance. 
Under ordinary circumstances, I would combine prayer and good music to pull through some emotional bottlenecks to the place where I would have assurance in the face of challenging situations like the one I faced, of feeling empty within and judged by my actions of not attacking the paper as I should have done.  This time, however, none of those actions of praying and finding good music could soothe my heart.  By good music, I mean inspiring pieces that would touch my heart. Many sacred pieces and some classical pieces such as some parts of Mozart’s Marriage of Figaro and the Magic Flute always me. 
Also, I cherish the moments when I can create my own music behind the piano. This time, however, none of these strategies came close to what I yearned for.  Nevertheless, I continued to press in through prayer and fellowship to hear the voice of God in the situation I found myself. 
Five days after my wife departed for Washington DC, I was still in limbo.  Attending church did not resolve my situation. I was in church earlier than usual on Sunday. I discovered in church that I could not find a quiet, sweet spot for meditation. In church, later as the day went on, I found sweet fellowship and good teaching; but I did not find my heart’s yearning for the moment.  I did not hear the voice of God for my unique situation.  The emptiness and self-condemnation did not go away. 
That Sunday afternoon I came home, opened my emails and found that my school report for RES/710 was out; I got a score of 92.5% (A-).  I was very grateful to the Lord for the result; however, I knew that I dropped some important points that could have put my score above 96% (A).  Nevertheless, I breathed a deep sigh of relief and thanked the Lord for His intervention. I promised not to let what happened in RES/710 happen again.  Whereas my score was settled, my sense of guilt lingered on and was not resolved at this point. 
On Sunday evening I went to the Internet and logged into Netflix looking for something that might grab my attention.  Upon opening Netflix, I found the movie Introduction, featuring a musician, Seymour Burnstein.  The background notes to the documentary caught my attention, so I opened the movie to see the rest of it.  I quickly found what I had been searching for the whole week.  In the following few paragraphs, I summarize what I heard and how it applied to me.  I will paraphrase the words of the people I heard in the documentary to avoid reproducing the documentary. 
Talent. The essence of who we are as humans, dwells in our talent.  When we discover our talent, we uncover who we essentially are.  To find out why I do what I do, I need to dig deep within. I will find something that is authentic; something to build upon.  Music and musicians hold many lessons for us.  Music requires practice.  It is not a science; it is an art. As such, the rules are written down; musical notes are written down.  Breaking those rules can produce undesired results; musicians do all they can to obey the rules of making music.  
Practicing. Musicians must put a lot of time into practising their pieces.  Through much practice, a musician achieves a degree of perfection.  Practice produces harmony; harmony is the basis for life.  The cycle of practising and making harmony is a never-ending cycle of fulfilment. This cycle blends the musical and personal self. These two selves then intertwine in the never-ending cycle of fulfilment.  The pulse of fulfilment is so deep and strikes a chord that cannot be touched by other things in life.  The pulse is a clear understanding of the reason for practising.  The musician has a clear reason for practising. 
Music has a purpose.  Furthermore, people make music for a reason.  That reason is to inspire and encourage an emotional response for all aspects of life.  As a young musician, Burnstein was uncomfortable with the spotlight; he was shy of public display as though it was some form of seduction through commercialization. Within the idea of a musician selling his art form, Burnstein felt there was a monster. The monster that rejects unbelievable attainment of the arts against the unpredictability of the social life world.  Some musicians may be eccentric or even neurotic in their behaviour because of this force of contrasts.  
Solitude.  Many musicians thrive on solitude away from the social world because the social world is unpredictable.  The music world has a sense of order that the social world lacks; a sense of harmony and predictability that the musician can control.  In practising a piece of music, no intellectual input or historical context is necessary for the musician to know about.  In fact, according to Burnstein, in practising music, the musician should avoid analysis. Only allow the music to reveal its innocence and beauty; beauty that is answered by something deep within you.  Burnstein quotes a Buddhist philosopher who said if you would paint a chrysanthemum, look at one for ten years until you have become one with it, then paint it. 
Feminine character of music. Craft is what makes art; without craft, there isn’t real artistry.  Many men try to subdue the feminine in them. Music is tender, like the feminine character of life.  The mother touch of nature as we know nature.  That should inform the mindset of the musician. Music is a language; it is a universal language of feeling.  It is a portrayal of life. Life has conflicts and pleasures; harmonies and dissonances; so also, in music, they are the same.  Music is ideal for resolving those conflicts within the human being. We would not know the solutions without the resolutions that music provides. There are notes within a composition that tell of conflict and tension, and there are notes that help to resolve the tension. 
Distractions.  The mature musician builds a ring of fire around himself through which nothing can penetrate to touch him. The distractions of life cannot touch him.  The things around the ring of fire are all distractions. Their purpose is to make the musician fail in his or her project.  Their reasons for blocking success are built within themselves; they are selfish reasons.  The sacred role of the art of music is to get in contact with the deepest of ‘ourselves’ where the “compassions” reside.  
Four Quadrants. The Greek tradition defines four contexts of education without which a human could not develop to the full. The four quadrants are mathematics, geometry, music, and astronomy.  Without music, the children are only half developed. The Greek philosophers saw these four parts of the education system as vital to developing fully rounded humans. 
Like God, music is invisible; you can’t see it. It is intangible although penetrating; the direct reflection and transcendent beauty of the beloved.  Whereas religion requires faith, music has a written language by which it is known.  You can read music on a sheet of paper.  People are searching for answers to provide stability in their lives.  They are searching for answers to bring about precision, love, and other emotions.  To be a good musician requires some solitude and no distractions; no television and no computers.  Those who play music should also know how to create music.
When Burnstein became a mature musician, he understood that musical instruments are not the same.  No two pianos are the same; they are made from different woods.  Men spend their lives trying to gain material stuff.  As Burnstein searched to understand what his future entailed and what might give him the most pleasure, he realized it was by pouring himself into others.  
True happiness is achieved through sharing with others what we have gathered in this life.  Music is the oral manifestation of the created world; music speaks to a troubled world about another universe, another dimension of which we can only truly enter through the language of music.  There are no exceptions to music; music must be precise. That speaks to the fact that we are made for perfection and no pretention can achieve that. No shortcuts can achieve that.  Burnstein concludes with this phrase, that finally, he realized through music, “I can touch the sky.” 
What this meant for me. 
I heard the voice of God in the words of Burnstein.  God’s Spirit used the presentation to address some fundamental issues in my life.  First, that the Lord is with me, and that I can tell when I am listening to His voice speaking to me.  When Burstein says the essence of who we are resides in our talent, I quickly recognized this to be what the Bible speaks of when it says we are all made for specific purposes in the mind of God.  Therefore, if there is one thing that is important above all, it is to find out who I am in Christ and what talent the Lord has given to me. 
Secondly, when he says the musician puts in a lot of time in practice; I know exactly what he is saying.  I am a musician and I know that if I want to excel in playing a musical instrument I must practice, practice, and practice until I am one with the instrument.  I also know that I struggle with keeping a focus on one musical instrument.  In perfecting my playing I enter the cycle of fulfillment. 
Finally, I recognize the centrality of God in everything Burnstein says although he seems to lean on Buddhism and other Eastern religions and meditation.  Music plays a vital role in the worship of the God of Creation. No wonder one of God’s most perfect creations was Lucifer who later tried to be God and to place his seat above God’s.  The reason Lucifer was created was to worship and to lead in worship.   
That tells me that God values worship and music very much.  Those who have had an out-of-body experience and of touching heaven tell of the music in glory.  In heaven there is music. Everything sings. There is music in everything in heaven. The atmosphere is filled with music; the beings are singing, day and night. Music is heavenly; not only does the language of music speak to us, but to God too.  While music inspires and encourages us to get in touch with our deepest selves within, through music Creation says to God, “We return our gratitude for all You are to us.” 
These are thoughts I longed to hear. The doctoral journey was taking its toll; I was feeling empty, needing to be lifted up and filled. I felt uplifted by the thoughts shared in the documentary. I found myself comparing my life’s struggles with Burnstein’s. Whereas Burnstein's successes as a musician far diminish mine, in my scale of life, I have achieved a great deal, and I am grateful to the Lord for everything. I was thus enabled to move forward having received those lessons.

Jesus is the Anchor of my soul

"He’s the Alpha, Omega; Honor, Praise His Holy Name x 2

Jesus, Messiah, Praise your Holy name

Jesus, Saviour, Praise your Holy name

Jesus is the author of my life;

Jesus is the perfector of my life;

Jesus is the Captain of my soul,

Jesus is the Anchor of my soul."

Words of a song by Dr. MacDonald Mweemba Chaava. Lawton OK 73501

In June of 2022, my wife traveled to Zambia to provide financial assistance to her sister's family. I composed the words and music of this lively worship song!

I longed for a song that glorified the Lord Jesus, one that sounded scripture-like, with a pleasant melody and heartfelt devotion. During this period, I also grew more aware of the necessity of mentioning His name whenever praising Him, as other individuals and deities are claiming to be the Lord and hence calling us to worship them. If we are not careful, we may find ourselves worshiping false gods. We need songs that mention Jesus by name. It took me three hours to compose on the keyboard and guitar. I used the piano to select notes I had never used in a song and the guitar to round off and finish the sound.

One becomes an institution who earns a Doctorate

When I informed my buddy JB that I had earned a Doctor of Health Administration degree, he exclaimed joyfully, "Now you are an institution!" 

Internalizing that expression took some time. I set down to conduct research on the "institution." I began my search for a solution to the question, "What is an institution?" Can a Doctor of Philosophy or comparable degree be considered an institution? The following text is derived from numerous pieces in the literature.

A Ph.D. or comparable qualification holder is an institution.

An institution is stable, respected, and persistent, and can manage the behavior of a group of people within a society. That includes training in leadership and other disciplines. It is governed by an integrated system of regulations that apply to both official and informal social connections. A Ph.D. is governed by a comprehensive set of rules and answers to the qualities inherent in an institution. Because the holder of a Ph.D. is a human being, he or she is in fact a primary institution. 

A Ph.D. is associated with a societal purpose that transcends personality and intentions, governing the laws that regulate behavior and serving as a foundation of social order. It expresses socially sanctioned and enforced behavioral expectations among human Networks. 

Family, religion, peer groups, economic systems, the legal system, the criminal system, language, education, the research community, and academia are all examples of institutions. A Ph.D. functions by socially shared rules that are typically written down and known by everyone in the community.

It is an inherent part of the culture within a defined discipline; for example, a Doctor of Health Administration is an institution whose scope covers health care and social services. A Ph.D. has rights, expectations, and duties as an institution. The Ph.D. operates on norms, beliefs, and organizational rules. A Ph.D. characteristically possesses persistence and continuity. Institutions are constraints that human behavior requires to govern them. 

I recognized JB's comment as accurate. The literature on this issue is readily available and relatively straightforward. 

What really goes on in a doctoral Residency? University of Phoenix experience.

The Doctoral Residency

During three days of DOC/720R, the doctoral student formally began developing the doctoral dissertation.  The doctoral residency was a time for students and faculty to get together for "classes" and "daily assignments." There was a strict schedule with a specific deliverable: a Precis. 

We left the hotel at 7 am and attended classes until about 5 pm, with coffee and lunch breaks between meals served. We got back to the hotel around 6 pm.

Preparation. 

There was a requirement to prepare for the residency by reading some textbook chapters and literature. One of the program documents stated that it was "crucial to complete the Précis Development Worksheet" based on what we learned in RES/709 to assist in preparing for residency. There was a worksheet containing crucial questions to assist in thinking through and developing the core aspects of a feasible and sound dissertation study. Each student was required to submit a completed precis development worksheet before starting the first day's class.

Professors and other college staff were on hand when we got into class. We occupied modern classrooms on the second or third floor assigned to us. We had time to interact over the worksheets, critiquing one another's work. Then there was a meeting for all of us. The professors made some presentations, and there was a great deal of interaction among the faculty as they came and went in and out of classrooms. 

As you went up and down the elevator, you met Year 1, Year 2, etc. You could tell who was in Year X by the color of their sticker. There was a great deal of interaction with facilitators (as they preferred to be called) and students. Some of them preferred to be called by their first names. I insisted on calling them what I wanted to be called when it is my turn.

I recall ... our cohort facilitator. She became our group's anchor (more accurately, standard-bearer). She told us all the essential elements that we needed to master. She offered numerous valuable tips to assist us in producing the dissertation, qualitative vs. quantitative research, academic writing, IRB and ethical issues, and perception vs. reality. I will remember her for her motto: simplify, simplify, simplify, and finish, finish, finish; and to focus, focus, focus! 

We all knew that you either passed or failed after the three-day session. After putting in more time and spending the entire night at my computer desk editing big portions of my precis, I earned a pass by what I consider a "miracle." I would never forget those days or the suggestions I received about the dissertation process partly because I could see the facilitator and her animation about it.

Looking back

First, as the day drew near for my first doctoral residency, I was sitting at home in Lawton, Oklahoma, asking all these questions: What is the doctoral residency all about? What good is it to me? 

As the day drew closer, I prepared myself, booked my hotel room, and serviced my vehicle for the 6-hour journey. 

Then, the day was finally here! Six hours later, full of excitement, I was checking into the hotel. Someone was already standing at a desk with the University of Phoenix flag, if I may call it that. I registered and received my name tag for display on my chest, and it said something like: MacDonald, Year 1. 

There was also a 'meet and greet' after dinner. I and others paused for portrait photos.

So, after dinner, dressed like a future doctor of health administrator, I took my place at a round table in a seat reserved just for me (my name was written there!) There were four other students with me, and soon, the chatter filled the room. Soon I am also getting to know my neighbor. I am taking in everything, watching for something I did not expect to happen. Then, after the formal meeting, I poured some coffee and helped myself to the salad buffet. I learned that starting the next morning, we all will be fully engaged with school.

So what did I learn from the first residency? 

There, I gained a true appreciation for the value of a dissertation and the characteristics of an excellent study. I also gained knowledge through critiquing the work of my classmates. Some of my friends were well ahead of me in their dissertation process, while others lagged behind. Meeting and speaking with faculty aided me in contextualizing my doctoral journey. I was on the lookout for new information that I was unfamiliar with. I acquired a couple items. Most of all, I benefited from seeing, hearing, and touching people with whom I identified as peers and seniors. RES/720R was three days.

Knowledge Without Boundaries (KWB) Summit 2021

Presenting a Literature Systematic Review: A Collaborative Team Project - A Report.

Dr. MacDonald Chaava as Team Leader 

I received an email from University Research Leadership on February 2, 2021, asking me to lead a team to research the ramifications of COVID19 for K-12 education in the virtual environment. It was entirely up to the team to decide what to make of the project. The original two member team focused on the topic of emotional intelligence using a quantitative study design. The original idea was to publish in a journal or to produce a document the University of Phoenix could use in education courses.

The two members of the original team, including me continued to the end of the project. Along the way, three new members joined the team. Each member brought new energy and a different skillset to the team. As new members joined the team, we decided to revisit the earlier parameters (quantitative study on emotional intelligence) and we welcomed the ideas of the new members to give the team direction.

We were invited to present at Knowledge Without Boundaries (KWB). One colleague suggested a workshop style output and another one suggested a team presentation for KWB. We adopted the team presentation of a systematic literature review.

The team benefited from regular consultations with University Research Leaders, who provided the general direction and infused positive energy for our team to keep moving forward.

Our regular weekly 45 minute meetings were set for Wednesday afternoons. Our first two meetings were conducted using Teams, however, it became evident that the group was more familiar with Zoom. After that we met using Zoom every week.

Team attendance was up and down. Two members consistently attended all meetings, arriving on time and remaining to the end. One member only attended 40% of meetings but also completed all written team assignments on time.

Email and Teams provided the means for regular communication. Members viewed Teams threads as complicated, finding it challenging to follow the threads and to find files stored in Teams.

Once the subject for the literature review was identified, the team researched the literature to find articles published during the COVID19 pandemic in 2020 and 2021. From the initial search, each member identified a theme of interest to focus on for the KWB presentation. All themes were relevant to the impact of the pandemic on the transition to teaching and learning in the virtual environment.

As the team leader, I encountered some personal challenges and leadership headwinds. Perhaps my style of leadership contributed to some headwinds. For example, I proposed to use a reference manager called Mendeley. Each member was asked to familiarize themselves with the program and then to join a share point on Mendeley to store and have access to the same references in one place. The suggestion was accepted by members but not everyone was able to get on board. As team leader this experience was frustrating, but I decided to overlook it at the time. On the whole, team cohesion was high.

Work and School, Side By Side

I pointed out in one of my earlier posts that school and work are like two sides of the same coin. At this point, I have a point to make about this. I was so excited when a topic came up at work with the title Motivational Interviewing. Dr. Ben (not his real name) presented on this subject over a period of one hour via Webex. We saw PowerPoint slides as he presented. The similarity between what I showed at the start of my blog and this topic of MI is indeed striking.

The heart of the matter is behavior change in the health care setting. How do you as health care providers promote behavior change necessary for compliance and best outcomes in the hospital setting? MI constructs all target behavior change. They include Intrinsic Motivation, Stages of Change, and Social Learning Theory.

According to the presenter, researchers noticed that in the American system healthcare providers were more confrontational when attending to patients; hoping that aggressive behavior would motivate clients to change their behavior. Evidence pointed in the opposite direction, indicating strongly, that motivational interviewing rather than confrontational approach facilitates behavior change. Alongside this evidence the overlay of theories for Intrinsic motivation and stages of change that people go through.

According to the presenter, not much research has gone into this subject especially as it relates to a group setting. How do you apply the concepts that have been studied in individuals to the group setting and organizational change? I see this spot as potential for exploration. In my opinion, and based on the experience of more than fifteen years in the HIV field, organizations and communities share many of the characteristics of individuals in these communities. Whether or not there is research in this area is something I will have to explore in the coming days. (Jan 13, 2016)

Questions and Pieces of Advice

My doctoral journey professor said something that is worthy thinking about and writing down on this blog. Noting the fear of statistics expressed by two students in my class, particularly one that was convinced statistics are impersonal, boring, hard to deal with, and so forth, the professor pointed out that this is a common complaint among students at residency.

The professor's guidance on the matter is to remain objective especially as marketers and dissertation researchers. She admits there are times when we "yawn at statistics"; however, she totally emphasizes the importance of objectivity in our work, saying, "We should NOT let our personal preferences influence how we approach a research problem."  This got me really interested.

She raised three questions and pieces of advice for us to consider:
(a) If you plan a qualitative study for your research and the reason you give for taking a qualitative method, saying for example, "I hate statistics!" and/or "because it is easier than a quantitative method", then, according to her, "you will have a very difficult time persuading people that your methodology is appropriate." By people, she is probably talking about the dissertation committee first and foremost.
(b) If you plan a quantitative study for your dissertation and your reasoning is, "Because my instructor (or dissertation chair) told me" and/or "Because it is easier than a qualitative method", the road ahead could be long, messy and painful.
(c) If you do not have 3 to 5 peer reviewed sources that call for research about your specific topic with your proposed method, then it is highly advised to find them.

She adds this thought, "If you cannot find adequate support in the literature for your proposed work, STOP, drop, and rethink your methodology.

`My Dilemma

One week later and I am still thinking; I am not sure which way to go with my dissertation ideas. I wish the answer was easy. I envy those who made up their minds earlier based on their current occupations. Today, I had a new idea which could help me make forward movement if it has any water in it, as they say.

I am thinking of doing a basic research, one that explores a new idea to be titled: Empowering Patients through Strategic Questioning.  This is the same, in my opinion, as saying give patients space to specify their expectations and provide feedback all along the way through the health care system. More specifically that means all health care providers, including the receptionists should be trainined to treat patients as special stakeholders in the system rather than as customers.

Many professionals have said this, but it is worthy saying again. The hospital is the one place where people generally hate to go; it is the one place where they may be forced to stay against their will; the patient expects hotel quality service, and above all, expects to pay little or nothing for services provided. In fact, the hospital can be a place of emotional, physical, and spiritual turmoil. Many people coming to the hospital are afraid of what might happen or what diagnosis may be made while in the hospital. All the years I practiced as a medical laboratory technologist I was aware of the dichotomy of health care ministry.

A lady came to the laboratory once wanting to know if she was pregnant. The urine test came out positive and I recall her words as she sat in the chair with a blank stare. '"Why?" In that moment, her life came to a standstill; she was totally transformed.  I also recall on so many occasions when a person's life was touched this way or that way by all manner of issues. Cancer, HIV, diabetes, high blood pressure, and other issues affecting the human body.

The last thing one wants to find in the hospital are workers who do not care; especially the reception desk that happens to be the face of the hospital. Tenderness and empathy should accompany all those working in the health care system. Doctors, nurses, technicians, pharmacist, and non professionals too. Whoever works in the health care system should be trained to deal with patients with a degree of sensitivity.

Having said that, it is easy to overlook the fact that workers in the hospital are almost always working under pressure. This is the dichotomy I refer to. To be able to care requires someone who also feels cared for. Nurses and doctors also need to be cared for. Oftentimes as a patient we may forget that health care workers have needs too. It is not hard to see this problem multiplying itself many times over in the system where one patient is not the last one, and where some patients have challenging characters.

What are your expectations?

This question can be applied in an empowering way. Health care providers should not provoke patients to fear; instead they should learn to de-escalate tensions and fears patients may have. Some fun, some humor, some empathy can come out of the initial contact.
By asking this question (What are your expectations?) of patients as they walk into the hospital, the provider can empower the patient to consider not only what he or she might get out of the system for themselves but also what they may contribute to the system.
I have noticed in some of the good clinics that at the reception desk they have a video playing showing diseases and how to go about diagnosing and treating them. This, in my opinion, was not empowering the patient; it reinforced fears that a person might have already. What do people really need when they come to the reception desk? I suspect many patients would say they want to be heard. They want to tell their stories.

An Idea to be Tested

This morning I was thinking about my dissertation and came up with an idea while I was half asleep. This idea is raw and has not been researched to see if someone else has already thought of it. In the coming few hours I will find out if someone has done similar work. The idea is to ask persons feeling unwell, going to the hospital, "What are your expectations?" and synthesize their answers. This is all the idea. It is really simple, actually too simple, I thought. But, in the context of the United States health care system there is nothing simple. I also expect that such findings would have significant implications on how health services are organized and carried out. So, here are some of my hypotheses:
Hypothesis 1: There is a noticeable difference in responses based on demographics
Hypothesis 2: There is significant similarity in responses based on 3 factors, economic status, race, and political affiliation
Hypothesis 3: Fundamental expectations are similar for all people going to hospital to get help.

Some permutations of this idea are as follows:

1. What if I could ask each of those people shortly after their return from hospital, "Were your expectations met?"
2. What if I returned at 3 month intervals for one year to the same individuals to find out their perspectives on health services based on the original interaction that they had with the hospital/ clinic?
3. What if I did exactly the same at two locations in the United States, at a rural clinic and in the urban setting?

This idea sounds simple enough to carry out. If I were to get a All Clear signal I might consider the permutations later in design stage when I am sitting down at my desk. I think it is a good idea to trace some of the thoughts in my mind. So, where does this idea originate?

For more than 15 years I was part of the Africa Facilitation Team, taking the message of HIV/AIDS to parts of Sub-Sahara Africa. We helped organize communities and trained community counselors across Africa using the Community Counseling model developed by the Salvation Army Chikankata hospital (1988) that later became the UNDP's model of Community Capacity Enhancement through Community Conversation (CCE-CC). The model promotes participatory approaches to solving community problems with community ownership of the issues and solutions as a key component.

The most important part of this process asks the participants, What are your expectations?  Most meetings started with expectations and ended with a review of those expectations and achievements. By matching expectations and achievements it was possible to set aside a parking lot where unmet expectations could be stored for later. A good facilitator keeps an eye on the expectations of the participants. Some expectations were realistic while others were unrealistic.

The other thing is that the facilitator also had expectations. The mix of participant and facilitator expectations was always interesting and worthwhile exploring. That mix formed the basis for successful meetings. One of the expectations of a facilitator might be that all participants would remain in the meeting until the end. Expectations are very important in any relationship especially in the patient-doctor or patient-nurse situation. The worst thing is for people to assume things about others; to assume that we know what people expect in a relationship can lead to disaster. Asking is not hard; however, in the health care system everyone is generally very busy and preoccupied. People are preoccupied with things that may not even be related to the patient sitting in front of them at that moment.

The doctor may be thinking of an issue relating to Continuing Medical Education (CME), or family conflict going on, or something in the past or future. What if the first question the reception desk at the clinic asked a patient was, What are your expectations today? instead of asking the patient What is your problem? That, I think, would be huge, if the question was asked in earnest. The health care system is full of contradictions.  How often does a patient approach a clinic thinking, I am going to see the doctor; he or she will ask me What can I do for you? Instead, the patient finds a waiting room that is filled with waiting patients and a set of cold forms waiting to be filled in and a near absent minded receptionist behind a large computer screen. Unlike in the 7-Eleven where the shop assistant shouts a "Welcome to 7-Eleven" and asks you later, Is that all for you today?, in the clinic the nurse might say nothing to welcome you and nothing at the end of the encounter. The health care system trains doctors and other professionals in expensive colleges through a rigorous process and curricula.

It is unusual to find a doctor waiting at the reception desk (as a receptionist); instead, one usually finds a non medical professional stationed at the reception desk. She or he is the face of the clinic. The patient has to put on two different hats, first to meet the non medical professional and another to meet the medical personnel. No matter how one thinks of it this is a troubling scenario when the receptionist asks you in a loud voice in front of all those patients in the waiting room, What is your problem today? What are you supposed to say? I have pain in my abdomen? Is that true or is there a more private situation going on? What happens if you lie to the receptionist? ... What if the receptionist was trained simply to ask, What are your expectations today? This question can be modified without losing its essence.

I have been to see a doctor; I am partly reflecting upon some of my experiences. As a doctoral student I criss-cross barriers as a patient and a provider. In my work I am a Clinical Quality Improvement Coordinator. That means an added relationship to the health care system. In my previous careers I trained laboratory technicians and in future I will probably return to training. This idea would be great if it is cleared for me to carry forward.

[August 20, 2021. I never carried this idea forward. Instead I did something different for my dissertation.]

In Search of Inspiration for a Doctoral Dissertation

I revisited my old writings from years ago when I was searching for a topic for my doctoral dissertation.

Over a weekend, I took a break from my classes and went to Washington DC for some family business. While there, I was also on the lookout for a suitable topic for my doctoral dissertation. But I found it difficult to settle on one idea, as there were too many options in my mind and none of them seemed clear enough to settle on.

After my last post, I traveled to Washington DC and returned to Lawton over three days. I flew into the Reagan National Airport on a Wednesday morning, and started back for Lawton that same evening, driving a rented truck.

I say this because I found an excellent time to reflect on my doctoral journey, especially on the aeroplane on my way to DC.  I took with me a recent Reader's Digest and found time to go through the articles. I told myself to listen, to look out, to pay attention, and to keep my mind open so that I could get the inspiration for my doctoral dissertation. I wrote down the main ideas that came to me along the way.

The first series of thoughts came to me out of the Reader's Digest. They are as follows, not in any particular order of importance:-

On page 8 of the Reader's Digest (Dec 2015/ Jan 2016 edition) there is a letter written by Judy of Utah where she explains why she studies Memory. The reasons include her experiences with her parents. Memories linger for a long time in our minds; however, we can choose what to do with those memories.  In my mind, I was inspired to look for a subject in my memory rather than go out there looking for something new to study, no matter how appealing it might appear to me. I must find a subject that means a whole lot to me.  By searching through my memory bank I might find one. On page 9 I wrote, "A subject I'll study not just now but always." On the inside of the back cover, I wrote, "A subject/topic I have been interested in for a long time."

The other inspiration coming out of the Reader's Digest was in the form of a question: Do I want to be remembered?  The context of this inspiration is a story on page 112 about Forever Memory.  Simon Parkin wrote these words, "What if our recollections could live on long after we were gone?"  In the article, the fundamental question is whether or not we would like to be remembered when we are dead and long buried. Surprisingly, my response was neither yes nor no; I turned the question to my doctoral subject: What is it I want to leave behind as my heritage and gift to the world? What knowledge, what thought?

In a matter of one week since my first blog post, I have come up with a SWOT analysis of sorts.  My strengths, weaknesses, opportunities and threats. Of these I looked first at my strengths, things I know I am good at... things I have accomplished in my life and things that brighten my heart when I think of them. They include my work in community counselling and community capacity enhancement; training and development, and my love for academics.  These are the practical things I have done as a person of faith as my contribution to the world.

As these relate to health care and to current issues in health care, I wrote down the following points: Leadership studies; Finance, Planning, Monitoring and Evaluation; Management training, Team dynamic, transformational leadership, relational leadership, patient satisfaction, and measurement.

I am spending quality time in a deep soul search for the topic that I will cover for my doctoral dissertation. I am looking for something I have always loved to know and do; I am looking for a subject I am willing to keep on studying always, and one on which I can write many articles starting very soon. As of today, I have not yet identified the topic for my doctoral dissertation.

How the Journey Started, Retracing the Steps

My Doctoral Journey Starts

September 24, 2015. I signed the papers to change/switch programs from Masters Health Administration (MHA) to Doctor of Health Administration (DHA).  At that point I enrolled in the doctoral program and first course, DHA711A-Leadership Theory and Practice. The doctorate program feels different from the Masters program, in texture and at granular level.

The School of Advanced Studies (SAS) is a unique place containing resources for students in the doctoral program. I was introduced to the SAS by my Academic Counselor. She also walked me through the library for special resources there. I saw many new things on the SAS site including the Analysis, Evaluation, and Synthesis (AES) model in PowerPoint.

The doctoral journey started in earnest on September 29, 2015 when I opened the door to the classroom and joined a group of 11 other doctoral learners.  I soon realized that only one other student in the group was in the Health Care concentration. I thoroughly enjoyed my first course and received a good evaluation for it at the end of the course.

My second doctoral course, DHA714, Health Care Marketing, is where I am today. I am in week 4 and am prompted to keep a journal so that I can record and track what transpires along the way.

This Marketing course has exploded with content.  We are required to read a large number of chapters of textbooks and a whole lot of articles from the library. To claim that I am reading a lot is an understatement.  I think I am reading too much. Anyway, what is amazing to me is that I am actually internalizing all this stuff. Last week alone, I probably read the equivalent of half the Bible, in order to complete a 3 page written assignment.  The other thing is that I am actually reading entire articles with the boring tables and statistical analyses, the stuff I love to keep on the sides until I really must do it.

The problem is that after all the effort I made last week I ended the week with one of the worst assessment I have ever received since joining this college nearly six years ago.  It was a wake up call for me.  I sat down to ask myself why! Actually, I think I know what did not work well. So, I am sitting up and getting ready to face this battle head on when the holidays are over. To do so I believe I have two challenges that I have to resolve in the coming two to three weeks time.

The first is that I have to find my own voice in the doctoral journey.  It seems I have always spoken using other peoples' voices and ideas if that makes sense at all.  The other is that I have to come up with a Dissertation for my doctoral work.  I thought there was plenty of months until I have to choose a study topic.  Suddenly in the last few days it has come to me to identify the topic and focus on my Dissertation. I am going to need guts to achieve both because these are the ultimate of a doctoral course. In my doctoral class we are five, that includes four ladies.

If I was doing my bachelor's course I would ask for ideas as to what I might do for a research project, kind of like picking the low hanging fruit; at doctoral level I cant even think like that. I want something fresh; something to challenge my intellect; something I will relish to study and write about. The problem is that I am not sure that I am passionate about any particular niche in Health Care. So, I am going to spend time observing, listening, talking to people, and internalizing some more studies to see how to respond to the two challenges I face today.  

More later.