Doctoral Student Attrition and Retention: A Study of a Non-Traditional Ed.D. Program

Abstract

This study examined the relationship between selected demographic and situational variables and the completion of the education administration doctorate from the West Virginia University-Marshall University Cooperative Doctoral Program. Surveys were sent to the 226 students who were admitted to the program between 1980 and the fall of 1993. Responses were received from 62 percent of those surveyed, and analysis revealed that a positive relationship existed between six of the twelve variables and the completion of the doctorate. Factors found to be positively related to the completion of the doctorate were the level of financial support available to the student, familial support, peer support, faculty support, chairperson support, and the motivation of the student.

New Variant PhD: The changing nature of the doctorate in the UK

“…Amongst a wealth of North American studies, for example, Pauley, Cunningham and Toth (1999) identified six factors positively related to doctoral degree completion -student financial support, familial support, peer support, faculty support, chairperson support and student motivation. In Australia, Dinham and Scott (1999) discovered that doctorate completion rates can be significantly affected by financial difficulties, family lifestyle problems, cultural difficulties and isolation, and problems dealing with university administration.…”

Descriptive Comparison of Hispanic Doctoral Students (2007-2014) with Carnegie Initiative of the Doctorate National Survey Results

“…Students are encouraged early on to start thinking about who will be their committee members and need to get to know their professors.  Pauley et al (1999) findings indicate that when the students perceived a highly supportive atmosphere from the faculty, the probability of completing the degree was greater.…”

Examining Doctoral Attrition: A Self-Determination Theory Approach

“…In contrast to the previous explanations of doctoral attrition (quality and mental health), there is a somewhat large body of research that supports motivation as having a role in doctoral attrition. Generally, this research finds that motivation is a strong predictor of doctoral completion, or that lack of motivation is commonly reported by individuals whom have dropped out of their perspective doctoral program (Bair & Haworth, 2004;Cooke, Sims, & Peyrefitte, 1995;Lovitts, 1996;Pauley, Cunningham, & Toth, 1999;Wright, 1964). While motivation no doubt plays a role in doctoral attrition, offering it as the only explanation for the attrition has some serious flaws.…”

“…However, even when attrition is expected, the actual numbers and are quite shocking; several (slightly dated) studies place doctoral student attrition rates as high as 40 -60%. This attrition rate has also remained surprisingly consistent (Lunneborg & Lunneborg, 1973;Golde, 2005;Lovitts, 1996;Pauley, Cunningham, & Toth, 1999;Wright, 1964). For the purposes of this paper, doctoral students will be defined as individuals earning a research intensive doctorate in any subject other than medicine.…”