From facts to action: Expanding the graduate division's educational role

Nerad, Maresi; Cerny, Joseph

doi:10.1002/ir.37019938005

Cited by 56 publications

(71 citation statements)

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“…These results are usually obtained when the studies use bivariate analysis or focus on a single fi eld of study, such as education, physics, and so on. Studies that have used multivariate analyses or multiple academic fi elds show no signifi cant differences between men and women in completing a doctoral degree (Ampaw and Jaeger, 2010;Nerad and Cerny 1991;Ott, Markewich, and Ochsner, 1984).…”

Section: Attrition Of Women In the Sciencesmentioning

confidence: 45%

Understanding the factors affecting degree completion of doctoral women in the science and engineering fields

Ampaw

Jaeger

2011

New Drctns for Instit Rsrch

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Section: Attrition Of Women In the Sciencesmentioning

confidence: 45%

Understanding the factors affecting degree completion of doctoral women in the science and engineering fields

Ampaw

Jaeger

2011

New Drctns for Instit Rsrch

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“…Although prior studies, including Bair's (1999) meta-synthesis, have emphasized the need to conduct qualitative studies that capture students' thoughts, feelings, and behaviors regarding TTD, to date, only in a few studies have qualitative approaches been employed to examine factors associated with TTD (e.g., Nerad & Cerny, 1993). Most of these studies have been included as part of quantitative studies, for instance, as a means to facilitate instrument development (e.g., preceding a survey with a focus groups, Maher et al, 2004), as a complement to the quantitative component (e.g., Ferrer de Valero, 2001), or in the form of open-ended items included in a survey (e.g., Stolzenberg, 2006).…”

Section: Introductionmentioning

confidence: 42%

“…Given the increase in cost incurred in preparing students and the delay in entry into the workforce (Tuckman, Coyle, & Bae, 1990), students, faculty, employers, and other stakeholders in higher education are concerned when the doctorate is not attained in a timely manner. In response to the concern about the lengthening trend in TTD, several studies have been conducted that examine factors influencing TTD (Bair, 1999;Ferrer de Valero, 2001;Maher, Ford, & Thompson, 2004;Nerad & Cerny, 1993;Stolzenberg, 2006).…”

Section: Introductionmentioning

confidence: 44%

A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education

Wao

Onwuegbuzie

2011

IJDS

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Students, educators, employers, and other stakeholders are concerned by the continued lengthening of time to attainment of the doctorate (TTD). A sequential quantitative-qualitative mixed research design was utilized in this study to understand what factors influence TTD. In the quantitative phase, discrete-time event history modeling was employed to analyze secondary data on 1,028 Education graduates between 1990 and 2006. The qualitative phase included interviews with students and graduates and focus groups with faculty members. Findings from both phases suggest that factors related to TTD are intertwined and involve a complex interplay of institutional and personal factors. TTD, according to the proposed integrated conceptual scheme of TTD, is influenced by the level of integration in five domains: academic, social, economic, personal, and external factors. Of these domains, academic integration seems to have the greatest connection with TTD, whereby, in the quantitative phase, student-related factors (e.g., master's grade point average [GPA]) and institution-related factors (viz., proportion of female students, the mean graduate record examination [GRE] quantitative score, the size of the department housing the program and, in the qualitative phase, institution-related factors (e.g., how the program is structured, levels of academic preparation, and whether a student is enrolled full-time vs. part-time) were associated with TTD. This is followed by social integration factors, particularly the nature of advising and of dissertation topic chosen by students (qualitative phase). The impact of economic factors including work and financial support is moderate, whereas personal attributes such as the level of motivation and external factors such as family obligations also have some association with TTD (qualitative phase). Limitations and implications are addressed.

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“…As illustrative in the first excerpt below, some students were unwilling to graduate despite that fact that they were, in theory, in a position to. Nerad & Cerny (1993) suggest that the definition of a dissertation is a factor in time-to-degree and attrition. Whilst the sciences and engineering often view the dissertation as a test of future ability to do research, the humanities and social sciences regard the dissertation as a major contribution to the field, a view which the student in the following excerpt adheres.…”

Section: Advisor-advisee Relationshipmentioning

confidence: 49%

Determining the Extent to Which Program Structure Features and Integration Mechanisms Facilitate or Impede Doctoral Student Persistence in Mathematics

Earl‐Novell

2006

IJDS

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The primary concern of this paper is to determine the extent to which program structure features and integration mechanisms facilitate or impede doctoral student persistence. Program structure features comprise Ph.D. requirements in the form of a written preliminary examination and an oral qualifying examination. In addition, integration mechanisms relate to type of financial support, teaching opportunities, and advisor-advisee relationship. Twenty doctoral students enrolled in the mathematics doctoral program at the University of California Berkeley were interviewed regarding their perception of the key factors outlined above. This study relates to research suggesting the greater the extent to which students are integrated into the academic and social life of an institution, the more likely doctoral persistence (Lovitts, 2001; Tinto, 1993).

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From facts to action: Expanding the graduate division's educational role

Cited by 56 publications

References 0 publications

Understanding the factors affecting degree completion of doctoral women in the science and engineering fields

Understanding the factors affecting degree completion of doctoral women in the science and engineering fields

A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education

Determining the Extent to Which Program Structure Features and Integration Mechanisms Facilitate or Impede Doctoral Student Persistence in Mathematics

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