The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments

Golde, Chris M.

doi:10.1353/jhe.2005.0039

Cited by 519 publications

(454 citation statements)

References 49 publications

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“…In the high-quality doctoral process the starting points of the individual doctoral students are recognized, the process is carefully planned and attention is paid to high objectives set for the doctoral education (Golde, 2005). The doctoral students already have expertise and networks which can be strengthened in the doctoral education, even though the naturally accumulated capital and its individual dimensions cannot be absolutely presented (Bansel, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…The doctoral degree is not only an educational title or a personal achievement but versatile knowledge and skills to be utilized (Golde, 2005). The majority of the future doctors move to or continue in the employment of other areas of working life and only a fraction of them will continue their career in academic assignments (Boud & Lee, 2009;Baker & Lattuca, 2010).…”

Section: Doctoral Student In the Changing Contextsmentioning

confidence: 99%

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Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

Maunula

2015

WJE

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One task of the doctoral education is, globally as well as nationally, to produce and renew the highest expertise and knowledge in a high quality and efficient way. Even though in this global time the high-quality knowledge and skills are a competition factor which the success of the societies is expected to be able to lean on, also the doctoral students and their individual factors are significant. The accelerating global change is strongly reflected at the individual level: an attempt is made to respond to the changing expectations and to prepare individually and diversely. The individual doctoral students and the graduating doctors come from different everyday lives and contexts. The graduating doctors' expertise and skills are individually colored during the individual doctoral processes. Often the doctoral students' and the graduating doctors' individuality is ignored -even though individuality in other contexts is identified more clearly than before. In this article I examine the lifecourse experiences and stories of under-40-year-old female doctoral students with a family and form three different types of doctoral student on the basis of the material. The examination concentrates on the areas of the lifecourse; the family, doctoral studies and work as well as on the dynamic wholeness formed by them in the temporal continuum of the lifecourse. The objective is to make the generalized doctoral process more comprehensively intelligible.

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Section: Discussionmentioning

confidence: 99%

Section: Doctoral Student In the Changing Contextsmentioning

confidence: 99%

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

Maunula

2015

WJE

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“…Lee (2009) indicated that some of the challenges faced by nursing students enrolled in doctoral studies were due to financial issues, problems with the supervisors and lack of academic self-discipline. In their study Golde (2005) indicated that some of the major challenges which students faced that ultimately lead to the student dropout included isolation of the student from the department and mismatch of student's own expectation and programmatic goals. Nerad and Miller (1996), found that lack of care shown by faculty advisor and lack of adequate financial support were the major challenges faced by the students in completion of their doctoral degrees.…”

Section: Literature Reviewmentioning

confidence: 99%

A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program

Deshpande

2016

IES

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The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed based on student perceptions. Various themes identified were course structure and workload, resources, absence of human interaction, technological challenges, support systems, and satisfaction with instructor and quality of instruction. Discussion, Implications and avenues for future research are presented.

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“…Studies have shown the that majority of doctoral students are capable of completing their degrees and many of the barriers that students face pertain to institutional and program characteristics (Bowen & Rudenstine, 1992;Golde, 2005;Lovitts, 2001;Smallwood, 2004).…”

Section: Summary Of the Program Assessmentmentioning

confidence: 99%

A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

Kuk¹,

Banning²

2014

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This study utilized a case study approach to discuss the issues of distance education in the delivery of doctoral education. The case study provided abroad background to the issues of distance education graduate programs and an assessment of the case. Blocher's (1974) Ecological Learning Theory is applied to the case to provide for analytical generalization. The results support the need for distance delivery of academic programs to consider both the content and the program's delivery structure as important components in realizing student success.

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The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments

Cited by 519 publications

References 49 publications

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program

A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

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