1. E-MENTORING THE ONLINE
DOCTORAL STUDENT
I N T E R N A T I O N A L A C A D E M I C
C O N F E R E N C E
W A S H I N G T O N , D C
A P R I L 2 , 2 0 1 6
Dr. Ron Black
Contributing Faculty
College of Management & Technology
Walden University
ronald.black@waldenu.edu
401-209-8974

2. WHO IS RON BLACK
A seasoned leader in higher education with an earned
doctorate from a regionally accredited university
with more than thirty years of senior administrative
and academic leadership experience for small and
large colleges and universities. Transitioned to
online doctoral teaching and dissertation mentoring
in 2006. Currently serving as an E-Mentor and
doctoral instructor at two doctoral universities and
professor and team lead at two masters universities.
Ron has a demonstrated track record of excellent
teaching, faculty supervision, dissertation
mentoring, and faculty/student collaboration. A
dynamic speaker with published articles in peer-
reviewed journals and an innovative developer of
strategic educational programs.
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3. A DISSERTATION LEARNER’S REFLECTION:
"The dissertation process was grueling; it was mind-
blowing, back-breaking, and anxiety driven. The
dissertation process takes student dedication and a
fair amount of intelligence to complete the
dissertation, but most importantly what is needed is
a focused, understanding, and dedicated mentor to
pull you up the dissertation mountain. My
dissertation mentor was the main dissertation
student contact during my entire academic career
and one who understands the dissertation process
and aware that completing the dissertation is like
climbing a mountain. My mentor was my
dissertation mountain climbing guide, and when I
stumbled or had aches and pains my mentor
dragged me to get to the top."
Dr. Janon S. Berry, Doctor of Management in
Organizational Leadership, University of Phoenix
Online
From: Muirhead, B., & Blum, K. D. (2006). Advising
Online Dissertation Students. Educational
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4. THE DISSERTATION E-MENTOR
Faculty who mentor online doctoral students face
many of the same challenges and opportunities
as those mentoring doctoral students in
traditional, face-to-face modalities. The main
difference is that E-Mentoring is based on
interacting in the online space rather than
interacting face-to-face, which may present
challenges for both the student and the mentor
…
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5. THE DISSERTATION E-MENTOR
The entire dissertation process for many
doctoral students appear similar to a
mountain looming in the distance,
inescapable, magnificent, but impossible
to scale (Blum & Muirhead, 2005). Online
doctoral students face additional
challenges to overcome the barriers of
distance education (Blum, 1999).
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6. THE DISSERTATION E-MENTOR
The role of the E-Mentor Is centered on a
commitment to advancing the doctoral
student’s journey through personal engagement
that facilitates sharing guidance, experience,
and expertise. Like any relationship, the
relationship between the E-Mentor and the
doctoral student evolves throughout the
dissertation process, with its share of changes
and adjustments.
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7. THE DISSERTATION E-MENTOR
Today’s doctoral students come from diverse
backgrounds and cultures, adding layers of
complexity to the relationship. Although
backgrounds and cultures may confound the
relationship, a strong E-mentor/doctoral student
online relationship will overcome any diversity,
as long as the student’s goals, needs, and
learning style is the main agenda
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8. SELECTING THE DISSERTATION E-MENTOR
Selecting an E-Mentor is one of the most important
decisions that a doctoral student will make during
their doctoral journey. Like dating and marriage, the
keys to the doctoral student selection of an E-
Mentor is based on trust and communication. Of
course, like a marriage, disagreements and changes
may come up and can be worked out as long as
both the doctoral student and E-Mentor understand
the most important person on the dissertation team
is the doctoral student.
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9. E-MENTOR/DOCTORAL STUDENT
Early in the relationship a strong bond is formed
between the E-Mentor and doctoral student. This
bond may be thought as a marriage, where trust
and communication become the main goal.
Together the E-Mentor and doctoral student
climbs dissertation mountain from the base-
point to the top and on to graduation...
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10. THE DISSERTATION E-MENTOR
In the online world, the E-Mentor
communicates with the doctoral student
asynchronously and sometimes
synchronously building a road map to
successfully structure the dissertation
journey, create realistic milestones,
increase accountability and effectively
overcome the myriad barriers that the
doctoral student will experience
throughout the dissertation process.
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11. • It is up to the E-Mentor and
the doctoral student to form a
roadmap to complete all
dissertation milestones. This
roadmap sets the stage to
travel through the
dissertation process with a
focus on the finish line -
graduation.
DISSERTATION PLANNING
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12. THE THREE C’S
It is key that throughout the dissertation
process that the E-Mentor and doctoral
student follow these three C’s throughout
the process.
1. Communication,
2. Collaboration
3. Cooperation.
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13. LEAVING THE COMFORT ZONE
• Writing the dissertation is the hardest part of any doctoral
journey because it forces the student to leave his/her
comfort zone and embark on a voyage of self-discovery.
The E-Mentor’s focus is to help the doctoral student
become comfortable with writing the dissertation and
conducting an original and substantial doctoral study to
transition the theory of the study into action using
extensive mentoring and coaching.
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14. DEMYSTIFYING THE DISSERTATION
Students pursuing the
doctorate degree face the same
challenges as the marathon
runner. In many ways,
conducting doctoral research
and writing the dissertation is
like running a marathon,
enduring hills and valleys,
mountains, rivers and frantic
road blocks along the way. It is
a long and weary race but in
the successful end will lead to
the final race in the doctoral
journey; defending and
publishing the dissertation.
Black, R. (2012). The Dissertation Marathon.
Contemporary Issues in Education Research,
Volume 5-2, 97-104 2
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Ph.D. student – Summer Hanley

15. DEMYSTIFYING THE DISSERTATION
Conducting research and writing a
dissertation is not easy, that is why a
strong E-Mentoring/doctoral student
relationship is key. Through the
guidance, motivation, and specific
feedback, the doctoral student will be
successful. E-Mentors stress to the
student - always have a positive mental
attitude and keep an eye on your goal; to
became a Dr.
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16. THE DISSERTATION PROSPECTUS
The early stages of the E-Mentor/doctoral
student’s journey together focuses on
writing and completing the doctoral
dissertation prospectus. The prospectus,
or the concept document, as some
universities refer to it, begins the process
of definition and clarification of a research
project. When complete, the doctoral
student becomes the doctoral candidate.
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PROBLEM STATEMENT
PURPOSE STATEMENT
RESEARCH QUESTIONS AND
HYPOTHESES

17. E-MENTORING THROUGH THE DISSERTATION PROCESS
Now that the dissertation prospectus has
been approved the doctoral candidate and
E-Mentor begin to discuss and interact on
the elements of the dissertation chapters.
The E-Mentor will guide the candidate
through chapters 1-3, conducting the study,
and writing chapter 4 and 5, providing
advice and feedback every step of the way.
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18. FINALIZING THE DOCTORAL DISSERTATION
• Final Steps :
•Now it is the E-Mentor’s job to
complete a final review of the entire
dissertation, providing feedback the
candidate to update and improve if
needed. Once approved the
dissertation will then be sent to the
committee for final review. When the
committee approves the dissertation
the dissertation oral defense will be
scheduled and conducted.
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19. APPROACHING THE FINISH LINE
• Approaching the finish line the doctoral
candidate meets the doctoral study defense.
Most universities require a formal defense of the
doctoral study before the E-Mentor and
committee sign a candidate’s doctoral study.
Working with the doctoral candidate the E-
Mentor advises the candidate on how to defend
the dissertation successfully. The oral defense
is conducted very differently at many
institutions. A successful defense will end with a
signed doctoral study and moving to graduation.
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20. SETTING THE STAGE FOR TRANSFORMATION
• The work of the E-Mentor is not finished when the
doctoral candidate completes the dissertation. It is
now time to help the candidate transform the
dissertation process to action, beginning with:
• Leaving a legacy
• What do you want to be known for?
• What do you want to build as a legacy?
• Evaluate career development possibilities
• Community involvement
• Professional associations
• Service and stewardship
• Connecting the dissertation to community
service
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21. SETTING THE STAGE FOR TRANSFORMATION
• As we near the finish line the E-Mentor will work
with the candidate to plan to communicate their
dissertation theory and results. The E-Mentor
will advise and support the student on how to
publish their dissertation, write articles and
present their dissertation theory, presents their
study results at conferences and participating
in focus groups to extend the new knowledge
found in the study.
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22. CROSSING THE FINISH LINE
As the E-Mentor and doctoral candidate reach the top of the
mountain, both may now take a sigh of relief. The
doctoral candidate can now remove the title “candidate”
indicating that the final title is now Dr. As the new Dr.
crosses the finish line, smiles indicate success.
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23. CROSSING THE FINISH LINE
This is a time for celebration, virtual hugs, and exchanging
pictures.. With faculty and staff sitting and cheering in
the audience at commencement the President of the
university confers the doctorate degree. As the new Dr.
crosses the stage, the E-Mentor will be there to “hood”
the new graduate with a colorful doctoral hood
representing completion of the doctorate.
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24. TIME TO SAY SO LONG!!!
As the new Dr. descends from the mountain
peak, it is time to say “so long” but not
“good-bye”. The doctoral journey is now
over and the E-Mentor and new Dr. may now
bask in their accomplishments and move
on…
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25. REFERENCES
• Blum, K.D. , & Muirhead, B. (2005). Conquering the mountain:
Framework for successful chair advising of online dissertation
students, retrieved from
http://www.itdl.org/DISSERTATION%20PROCESS%20Kim+Don%2010-
17- 05.pdf.
• Kram, K. E. (1983). Phases of the mentor relationship. Academy of
Management Journal, 26(4), 608-635.
• Muirhead, B., & Blum, K. D. (2006). Advising Online Dissertation
Students. Educational Technology & Society, 9 (1), 1-8.
• Muirhead, B., & Blum, K. D. (2006). Advising Online Dissertation
Students. Educational Technology & Society, 9 (1), 1-8.
• Peterson, R. W. (1989, August). Mentor teacher handbook. Retrieved
from
http://www.gse.uci.edu/doehome/edresource/publications/mentorteache
r/contents.html.
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26. THANK YOU