The Keys to Success in Doctoral Studies: A Preimmersion Course

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

“…Coryell and Murray (2014) posit that novice researchers must learn to construct new knowledge and determine what research is valuable, and that process is overwhelming for new students. Many doctoral students are unprepared for the rigors of academia and are overwhelmed with the technology used in doctoral programs, as well (Salani, Albuja, & Azaiza, 2016).…”

Librarians collaborate successfully with nursing faculty and a writing centre to support nursing students doing professional doctorates

“…This is more than fifty years after the first Master of Science in Nursing and PhD in nursing programs were opened (Duke University School of Nursing, 2018). DNP programs have rigorous academic expectations that demand high levels of information literacy (Salani, Albuja & Azaiza, 2016). Some DNP students have scholarly writing skills while other students may have never developed them as undergraduates (Hande et al, 2017).…”

“…Some DNP students have scholarly writing skills while other students may have never developed them as undergraduates (Hande et al, 2017). It is common for DNP students to express anxiety about academic writing (Boquet et al, 2010), and collaboration with university writing centres is recommended (Salani, Albuja & Azaiza, 2016). Students may feel underprepared for the challenges associated with the rigour of graduate program expectations (Salani, Albuja & Azaiza, 2016).…”

“…It is common for DNP students to express anxiety about academic writing (Boquet et al, 2010), and collaboration with university writing centres is recommended (Salani, Albuja & Azaiza, 2016). Students may feel underprepared for the challenges associated with the rigour of graduate program expectations (Salani, Albuja & Azaiza, 2016). One-shot library instruction is commonly delivered, but recent research has suggested this model be replaced by ongoing collaboration (Krishnamurthy & Wood, 2018).…”

A Socio-Critical Model for Understanding and Predicting Postgraduate Student Success

“…Published research pertaining to graduate and, particularly, doctoral student success refers to and builds on the depth and wealth of conceptual/theoretical and empirical research on factors that have an impact on undergraduate student retention and attrition (eg Lovelace 2015). Recent research in graduate and specifically doctoral student success also emphasises different elements and individual variables such as (but not limited to) the role of the supervisor (Bagaka's, Badillo, Bransteter & Rispinto 2015) and supervisor identities and trajectories (Maritz & Prinsloo 2015); the importance of fitting into the epistemological and ontological 'mould' of the graduate school, chosen discipline(s) (Gardner 2008) and epistemologies (Bitzer 2011); the quality of academic input, personal attributes and supervisor and institutional support (Albertyn, Kapp & Bitzer 2008); student persistence (Kennedy, Terrell & Lohle 2015); the role of student support (Bolli, Agasisti & Johnes 2015;Greene 2015); the socio-material conditions of doctoral study (Acker & Haque 2015); the role of pre-immersion courses for graduate studies (Salani, Albuja & Azaiza 2016); the role of the research component in postgraduate studies (Bitzer, Albertyn, Van Coller-Peter & Morrison 2015) and student and supervisor perceptions and expectations regarding the scope of supervision, respective responsibilities and personal and institutional contexts (Heeralal, 2016).…”