Completion of Educational Doctorates: How Universities Can Foster Persistence

Abstract

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.

Making it Work

“…While much research has explored student attrition, factors impacting student persistence in doctoral education has been less well-studied (Rockinson-Szapkiw et al, 2014). As the doctoral experience can be challenging, isolating, and lonely (Dickerson et al, 2014;Lovitts, 2001;Spaulding & Rockinson-Szapkiw, 2012), it is important to understand the resources and skills which facilitate students overcoming these challenges and persevering through their doctoral programs.…”

“…A strong support network facilitates doctoral student persistence (Adorno, Cronley, & Smith, 2015;Dickerson et al, 2014;Martinez, Ordu, Della Sala, & McFarlane, 2013;McAlpine & Norton, 2006;Spaulding & Rockinson-Szapkiw, 2012). Personal supports outside of the academic program, such as partners, spouses, family, and friends, support student persistence (Adorno et al, 2015;Dickerson et al, 2014;Rockinson-Szapkiw et al, 2014). One study found that having a spouse increases the likelihood that students graduate from a doctoral program (Lott, Gardner, & Powers, 2009).…”

“…For all doctoral students, navigating doctoral education can be challenging, isolating, and stressful (Cockrell & Shelley, 2019;Dickerson et al, 2014;Rockinson-Szapkiw, Spaulding, & Bade, 2014;Smith et al, 2006). Women with children must address these typical challenges of doctoral education as well as the additional barriers described above.…”

“…Women with children must address these typical challenges of doctoral education as well as the additional barriers described above. The majority of the research has focused more on attrition (i.e., students leaving doctoral programs) than persistence (i.e., students remaining in doctoral programs through completion; Rockinson-Szapkiw et al, 2014). Little is known about how women doctoral students understand their ability to persist through doctoral education and the factors to which they attribute their success (McAlpine & Norton, 2006).…”

The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership

“…The third stone cutter just smiles and said: 'I build cathedrals.' (Semler, p. 51;as cited in Bhindi & Duignan, 1997, p. 125) Finally, concerning mentoring deficiencies found within the doctoral mentoring process, Lovitts andNelson's (2000, as cited in Rockinson-Szapkiw, Spaulding, &Bade, 2014) work with graduate students states "the single most important factor in student decisions to continue or withdraw is the relationship with a faculty advisor [or mentor]" (p. 48). The importance of the mentor/Chair relationship, particularly in online higher education, is likewise highlighted in Nieto's (2016) recent research which suggests that dissertation "chairs do not see mentoring failure to be indicative of a lack of skill or knowledge [on their part], but rather a misalignment of purpose [with their students or institutionally] or a personality conflict with a student" (p. 97).…”