The Nature of Success in Doctoral Education

Doctoral attrition rates have remained around 50% for nearly four decades at significant costs to the student, department, institution, and society. In this chapter, the author analyzes the literature and make an argument for three critical strategies of degree completion: 1) the nature of the adult doctoral student, which involves an identity shift from dependent student to independent scholar; 2) the nature of the doctoral advisor, which involves more holistic supervision and support; and 3) the nature of goal-setting, which acts to organically link the two and focus effort and attention. Taken together, they provide a holistic framework that can counter the pervasive attrition rates and lead to greater doctoral student success.

A Grounded Theory of Persistence in a Limited-Residency Doctoral Program

Approximately 50% of doctoral students in social science, humanities, and educational doctoral programs fail to earn their Ph.D. This number is 10% to 15% higher for students enrolled in online or limited-residency programs. Using in-depth interviews and qualitative data analysis techniques, this grounded-theory study examined participants’ recollections of their experience as students in a limited-residency doctoral program and their reasons for withdrawal while working on their dissertation. The study was guided by the central question “What is the nature of the participants’ experiences of doctoral attrition in a limited-residency doctoral program?” The resultant theory clarified relationships between attrition and a support issues (i.e., advisor support, dissertation process support and program office support). The theoretical model helps identify steps faculty and administration may take in order to reduce high levels of attrition. Recommendations for effective doctoral education practices from existing literature are supported in the findings of this study.

The Nature of Exemplary Doctoral Advisors' Expectations and the Ways They May Influence Doctoral Persistence

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 student retention.

Dealing with Social Isolation to Minimize Doctoral Attrition - A Four Stage Framework

The purpose of this paper is to create a study model or framework for dealing with social isolation in doctoral programs. Previous studies have focused on the issue of attrition among doctoral students and the factors that cause doctoral students to drop out prior to completing their degrees. Among the factors that affect students’ decisions to leave doctoral programs is the feeling of social isolation; however, the studies have focused on identifying the causes rather than establishing a framework for dealing with isolation feeling in doctoral programs. This paper intends to fill the gap and to establish a framework for dealing with isolation feelings in order to minimize doctoral attrition.