Faculty Perspectives of Doctoral Persistence within Arts and Science Disciplines. ASHE Annual Meeting Paper (original) (raw)
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Hearing Their Voices: Factors Doctoral Candidates Attribute to Their Persistence
International Journal of Doctoral Studies, 2012
The purpose of this phenomenological inquiry was to examine persistence factors associated with the successful completion of a doctoral degree in the field of education. Standardized open-ended interviews with a purposeful sample of 76 participants (42 females, 34 males) generated data leading to themes describing what doctoral students experience (personal sacrifice, delayed expectations, dissertation challenges) and the personal factors (motivations for pursuing the degree, reasons for persisting, strategies for dissertation completion), social factors (support systems and coping mechanisms), and institutional factors (program characteristics) participants associated with their persistence. These findings provide a composite understanding of the essence of the struggles inherent in the journey and the factors associated with doctoral persistence. Implications and recommendations for doctoral candidates are discussed.
Completion of Educational Doctorates: How Universities Can Foster Persistence
International Journal of Doctoral Studies
With high attrition and long time-to-degree completion rates in education doctorate programs, it is important to identify ways for program administrators and faculty to foster student persistence. The purpose of this qualitative, phenomenological inquiry was to examine the beliefs, attitudes, and experiences of individuals who successfully completed doctoral degrees in the field of education in order to identify ways in which academic institutions can encourage persistence. Glasser's (1998) Choice Theory and Tinto's (1975) student integration model were utilized as a framework for the study. From participant narratives of their education doctoral program experiences, five primary themes of doctoral program completion were identified. The themes were the following: (a) relationships with family, faculty and peers; (b) determination, organization skills, and time management; (c) program flexibility and course relevance; (d) career advancement and financial reward; and (e) clear doctoral program expectations. Derived from these themes, recommendations are provided for program administrators and faculty to foster student persistence in their doctorate of education programs.
2019
Recommended Citation Holmes, Barbara; Boulton, Brooke; Boysen, Bryan; Perry, Carson L.; Bailey, Donavan; Durnen, Amanda; Mollner, Joe; De La Fosse, Kara; Sinning, Meghan W.; Guillaume, Nichelle; Breuninger, Richard; Jones, Sam; and Webber, Susan, "Doctoral Student Perspectives on Motivation and Persistence: Eye-Opening Insights Into the Ideas and Thoughts That Today's Doctoral Students Have About Finishing the Doctoral Degree" (2019). Education Doctorate Books. 1. https://openriver.winona.edu/educationeddbooks/1
Doctoral Student Attrition and Persistence: A Meta-Synthesis of Research. ASHE Annual Meeting Paper
1999
Forty to sixty percent of students who begin doctorates in selective colleges and universities do not persist to graduation. Although numerous research studies have focused on doctoral attrition and persistence, there have been no systematic studies because, among other reasons, there are no nationwide databases on attrition as there are for doctoral completion; also colleges and universities do not routinely and systematically collect data on attrition. This study synthesizes findings from the literature in an effort to develop a comprehensive understanding of doctoral student attrition and persistence. A new qualitative methodology-meta-synthesis was used to sort and integrate findings from the large body of research on doctoral student persistence. The sample for the study consists of 118 research studies completed between 1970 and 1998. Findings indicate that: (1) attrition and persistence rates vary widely depending on field of study, and even more widely depending on program of study; (2) departmental culture affects doctoral student persistence; (3) difficulties with the dissertation relate to attrition; (4) academic achievement indicators, with the exception of graduate record examination scores, are not effective predictors of degree completion; (5) employment and financial factors are poor indicators of persistence; and (6) retention rates vary widely among institutions. (Contains 168 references.) (RH) Reproductions supplied by EDRS are the best that can be made from the original document.
At Cross Purposes: What the Experiences of Today's Doctoral Students Reveal about Doctoral Education
2001
A national study was conducted to provide a snapshot of the experiences of doctoral students in the arts and sciences. The Survey on Doctoral Education and Career Preparation asked students why they pursued degrees, how effective they perceived programs to be, and their expectations and understandings of their programs. Students in 11 arts and sciences disciplines from 27 institutions and 1 cross-institutional program (the Compact for Faculty Diversity) were surveyed. Responses were received from 4,114 students, a response rate of 42.3%. Results suggest that the training doctoral students receive is not what they want, nor does it prepare them for the jobs they take. Many students do not understand what doctoral study entails, how the process works, and how to navigate it effectively. There is a mismatch among the purpose of doctoral education, the aspirations of the students, and the realities of their careers within and outside academia. Doctoral students persist in pursuing careers as faculty members, and graduate programs persist in preparing them for careers at research universities in spite of the scarcity of academic jobs and efforts to diversify the options available for doctorate holders. As a result, students are not well prepared to assume the faculty positions that are available, nor do they have a clear concept of their suitability for life outside of research. (Contains 15 tables and 24 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
NACADA Review
The number of doctoral recipients per year in the United States has grown considerably, yet on average, half of all students do not persist to degree completion or far exceed the expected completion timeline. Attrition and extended time to degree negatively impact both doctoral students and institutions and costs each time, money, and effort. Advisor-advisee relationship quality significantly affects degree completion. This study explores experiences of 17 full-time working professionals who had recently completed a doctoral degree in education within 6 consecutive years at a regionally accredited institution in the United States. Our findings revealed four faculty advisor behaviors that contribute to doctoral completion: encouragement, accessibility, dependability, and expertise. We offer recommendations for advisors to improve the student doctoral journey.
Journal of College Student Retention: Research, Theory & Practice, 2009
The high attrition rate from doctoral programs has been called a “hidden crisis” in graduate education (Lovitts & Nelson, 2000). Previous research has identified a constellation of factors that may contribute to doctoral attrition. However, the literature suggests that one of the most powerful influences on doctoral persistence is the relationship doctoral students develop with their advisors (Berg & Ferber, 1983; Ferrer de Valero, 2001; Girves & Wemmerus, 1988). Although there is a growing body of literature that has explored the advisor-advisee relationship with respect to persistence, little attention has been given to the examination of the expectations that advisors have of their advisees and how these expectations might impact degree completion. Therefore, this exploratory qualitative study examined the expectations that 25 exemplary advisors have of their doctoral advisees. Findings revealed 5 specific expectations advisors hold that, if met, could lead to improved doctoral s...
Academic Resilience: The Ultimate Thriving Constituent Toward Persistence in Doctoral Studies
Journal of Education and Educational Development, 2021
A doctoral degree is perceived as a milestone in one’s expedition of educational advancement; however, studies show that 40% to 60% doctoral candidates do not possess persistence to complete their degree. The purpose of this phenomenological inquiry is to explore the factors that contribute toward increasing the persistence level among the doctoral students. Semi structured in-person interviews of eight participants (four male and four female) selected through snowball sampling were conducted in a university setting. The thematic analysis identified certain motivational factors including career progression, gaining subject command, and the desire to achieve self-actualization. Autonomy, sense of purpose, self-determination, and problem-solving skills were found to be the most effective factors that promote resiliency in the students to help complete their degrees.
Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown
Education Sciences
This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates’ motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs’ scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental v...