scholarly journals The effect of student attributes and program characteristics on doctoral degree completion.

2010 ◽  
Author(s):  
Glenn Gittings
Keyword(s):  
Degree Completion ◽  
Doctoral Degree ◽  
Doctoral Degree Completion ◽  
Program Characteristics

Transformation of the Dissertation

2020 ◽  
pp. 41-66
Author(s):  
Tiffany J. Cresswell-Yeager ◽  
Raymond J. Bandlow
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Evidence Based ◽  
Dissertation Completion ◽  
Doctoral Degree Completion ◽  
Time Frames ◽  
Embedded Process

To increase success and graduation rates, research shows that doctoral programs must adapt to changes in how instruction is managed and delivered, and must include options that recognize and facilitate discipline mastery without compromising their integrity or the quality of their degrees. This chapter explains a new path to doctoral degree completion, one that minimizes arbitrary time-frames and emphasizes discipline mastery through rigorous coursework and graduate-level research. The authors recommend a new model for successful completion of the dissertation within the Doctorate of Education (Ed.D.) through evidence-based practice. This model implements structured mentoring and the transformation of dissertation research from an end-of-program destination to a program-embedded process. This chapter will provide a discussion of four evidence-based strategies for improved success for doctoral students following this type of pathway to dissertation completion.

scholarly journals On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student Success

2014 ◽  
Author(s):  
Pamela Felder
Keyword(s):  
African American ◽  
Student Success ◽  
Doctoral Students ◽  
Degree Completion ◽  
Student Development ◽  
Belief Systems ◽  
Doctoral Student ◽  
Doctoral Degree ◽  
Structured Interview ◽  
Doctoral Degree Completion

This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students' perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.

scholarly journals Who Are the Doctoral Students Who Drop Out? Factors Associated with the Rate of Doctoral Degree Completion in Universities

2018 ◽  
Vol 7 (4) ◽  
pp. 143 ◽  
Author(s):  
Robin Wollast ◽  
Gentiane Boudrenghien ◽  
Nicolas Van der Linden ◽  
Benoît Galand ◽  
Nathalie Roland ◽  
...  
Keyword(s):  
Marital Status ◽  
Doctoral Students ◽  
Time Course ◽  
Doctoral Degree ◽  
Dropout Rate ◽  
Research Field ◽  
Drop Out ◽  
Doctoral Degree Completion ◽  
Factors Associated ◽  
And Gender

The issue of considerable dropout rate in doctoral programs is well documented across a large number of countries. However, few studies address the factors associated with doctoral completion among Non-U.S. countries, multiple universities and fields of research. Nor do they investigate the interactions between these factors. The present paper aimed to overcome these limitations and analyzed the population of doctoral students in all disciplines of the two largest universities of the French-speaking Community of Belgium (N = 1509). Specifically, we focused on several factors: gender, nationality, marital status, master grade, whether students continued at the same university when transitioning to the doctoral degree, whether they continued in the same field, age at registration, research field and funding (i.e., type of funding and associated job requirements). Findings indicate that four factors (marital status, master grade, research field and funding) are directly associated with dropout rate when all factors are considered jointly in the same model. Furthermore, results indicate that some of these factors, such as the marital status and gender, interact. In addition, we found that an accumulation of risk factors leads to a massive increase in dropout rates. Finally, a time course analysis revealed that the highest dropout rate occurs during the first two years and is related to the absence of funding or scholarship. The results, limits and futures perspectives are discussed.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?

2012 ◽  
Vol 15 (2) ◽  
pp. 63-69
Author(s):  
Joseph P. Agan
Keyword(s):  
Rehabilitation Counseling ◽  
Doctoral Degree ◽  
Interdisciplinary Studies ◽  
Master's Level ◽  
Speech Language Pathology ◽  
Research And Teaching ◽  
Personal Experiences ◽  
Language Pathology ◽  
Interdisciplinary Study ◽  
The Impact

In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.

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