2006
DOI: 10.1080/07294360500453012
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Reframing our approach to doctoral programs: an integrative framework for action and research

Abstract: A serious problem exists in the academic world, namely doctoral education attrition rates that approach 50% in some disciplines. Yet, calls for action have generally been ad hoc rather than theory driven. Further, research has not been conceived and implemented with sufficient breadth to integrate factors influencing the outcomes across the societal/supra-societal, institutional and departmental/disciplinary contexts. Concurrently, epistemological questions are being directed at the appropriateness of both the… Show more

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Cited by 230 publications
(164 citation statements)
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References 41 publications
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“…Tačiau doktorantūros stu dijose doktorantai atlieka ir daugiau akademinio darbo veiklų (profesinių vaidmenų), pavyzdžiui, dėstytojo, visuomeninių paslaugų teikėjo, administracinių veiklų atlikėjo, kas sudaro prielaidas ir galimybes doktorantui formuoti tam tikro profesinio vaidmens iden titetą, kuris pagal mokslo doktorantūros drop-out levels of doctoral students cause serious problems in the academic world (Martinsuo and Turkulainen, 2011;West, Gokalp, Edlyn, Fischer and Gupton, 2011). Doctoral students' drop-out levels can reach up to 50 per cent in certain disciplines (McAlpine and Norton, 2006). According to the data of the Education Management Information System, the number of drop-out third cycle students in Lithuania in 2012 reached 7.9 per cent (Kas ir kodėl tęsia studijas, 2013).…”
Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified
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“…Tačiau doktorantūros stu dijose doktorantai atlieka ir daugiau akademinio darbo veiklų (profesinių vaidmenų), pavyzdžiui, dėstytojo, visuomeninių paslaugų teikėjo, administracinių veiklų atlikėjo, kas sudaro prielaidas ir galimybes doktorantui formuoti tam tikro profesinio vaidmens iden titetą, kuris pagal mokslo doktorantūros drop-out levels of doctoral students cause serious problems in the academic world (Martinsuo and Turkulainen, 2011;West, Gokalp, Edlyn, Fischer and Gupton, 2011). Doctoral students' drop-out levels can reach up to 50 per cent in certain disciplines (McAlpine and Norton, 2006). According to the data of the Education Management Information System, the number of drop-out third cycle students in Lithuania in 2012 reached 7.9 per cent (Kas ir kodėl tęsia studijas, 2013).…”
Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified
“…Th e challenge of professional identity that doctoral students face is complex and requires special attention. However, doctoral education lacks focus on the development of professional identity (Austin, 2002;McAlpine and Norton, 2006;Martinsuo and Turkulainen, 2011;Rasanen and Korpiaho, 2011). As a result, it might be diffi cult for doctoral students to realise and understand what they want and may do aft er graduation.…”
Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning
confidence: 99%
“…However, despite all good intentions drop out rates are very high, between 30% and 50% (McAlpine et al 2006). There are a range of different factors such as levels of engagement, external pressures, the content of the programme, and projected utility or application to future work, which are thought to account for this.…”
Section: Tipmentioning
confidence: 99%
“…Recent estimates of attrition rates of doctoral students hover between 40% and 50% (McAlpine & Norton, 2006;Smallwood, 2004). The high pressure associated with the sheer volume of work, anxiety-provoking lofty expectations, lateral professional comparisons, and continual academic evaluation can be quite overwhelming (Kilburg, 1986;Millon, Millon, and Antoni, 1986).…”
Section: Stressors Related To Graduate Schoolmentioning
confidence: 99%