Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

Abstract

Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators.

Building Community in an Online Doctoral Program

“…Concerns about student attrition and success in doctoral programs continue to find a place in the greater academic conversation. As completion rates in doctoral programs remain at an unacceptably low level, doctoral-granting institutions have been charged with diagnosing what factors contribute to this growing trend (Council of Graduate Schools, 2008, 2019a, 2019bHill & Conceicao, 2020;Kovalcikiene & Buksnyte-Marmiene, 2015;Lovitts, 2008;Sverdlik et al, 2018;West et al, 2011). National attention on the topic of non-completion rates for students pursuing doctoral degrees has resulted in extensive research and established initiatives, across university campuses nationwide, in an effort to understand the issues surrounding attrition rates (Council of Graduate Schools, 2008, 2019a, 2019b.…”

“…A review of the literature identifies that failure of degree completion for doctoral students, across all fields of study, is not attributed to one single factor. However, extensive research has identified that lack of social integration is one of the key components associated with high student attrition rates in doctoral programs (Council of Graduate Schools, 2020;Hill & Conceicao, 2020;Holmes et al, 2010;Jairam & Kahl, 2012;Spaulding & Rockinson-Szapkiw, 2012;West et al, 2011;Zahl, 2015). Social integration exists when students feel connected and recognize themselves as a member of a community of learners among faculty and peers (Council of Graduate Schools, 2019b; Spaulding & Rockinson-Szapkiw, 2012).…”

“…When doctoral students feel socially isolated, time-to-degree completion increases, as do program completion rates (West et al, 2011). Individuals in doctorallevel programs need to be provided continuous opportunities to engage and learn from their fellow students in order to reduce the feeling of social isolation (Hill & Conceicao, 2020;Holmes et al, 2014;Jairam & Kahl, 2012).…”

“…Research has indicated that the majority of students who enroll in a doctoral program have the academic ability to successfully complete the requirements of the degree. However, approximately 50% of students who begin a doctoral program never finish their degree (Council of Graduate Schools, 2020; Hill & Conceicao, 2020;Rockinson-Szapkiw, 2019;Sverdlik et al, 2018). Notably for the purposes of this article, attrition rates for students enrolled in online doctoral programs are estimated to be upward of 30% higher than the rate of students who attend courses in a traditional classroom environment (Bawa, 2016;Graham & Massyn, 2019).…”

“…Researchers have estimated that anywhere from 40-70% of students working toward a Doctorate of Philosophy or Doctorate of Education in education will not finish their degree. Many of those who do not ultimately complete the degree program are classified as "All But Dissertation" (ABD), a term that identifies a student as having fulfilled all of the required coursework and comprehensive exams, yet has not successfully defended a dissertation (Council of Graduate Schools, 2019aHill & Conceicao, 2020;Lovitts, 2008;NCES, 2020aNCES, , 2020bNCES, , 2020cTaylor, 2016). Although a slight decrease in time-todegree between when students enter graduate school and when they eventually obtain a doctorate has been noted in all fields of study over the past 20 years, data also indicate that doctoral education students, in particular, take years longer to obtain a degree than do students in all other fields of study (National Science Foundation, 2019).…”