2005
DOI: 10.1080/00221546.2005.11772304
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The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments

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Cited by 219 publications
(309 citation statements)
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“…Another strength is the number of suggestions made and practical implications identified. Despite Golde’s (2005) comment that research has failed to address how doctoral education could be improved, almost all the reviewed studies attempted to apply their findings, for example, by developing optimal resistance strategies to enhance well-being, such as teaching doctoral students to affirm themselves daily and develop positive thinking patterns (Shavers & Moore, 2014); evaluating and/or developing policies addressing, for example, academic climate or discrimination in PhD programmes (Schmidt & Umans, 2014; Shavers & Moore, 2014); creating an arena for shared meaning using supervisory contracts (Stubb et al, 2012); fostering peer groups as important and meaningful communities for students (Stubb et al, 2011); organizing health and wellness biofeedback labs, recreational sports groups and fitness classes, and seminars on time management (Haynes et al, 2012); training supervisors in mentoring and supervision, and creating a structured model to help advisers provide feedback, in terms of both academic research and relationship management (Hunter & Devine, 2016). …”
Section: Discussionmentioning
confidence: 99%
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“…Another strength is the number of suggestions made and practical implications identified. Despite Golde’s (2005) comment that research has failed to address how doctoral education could be improved, almost all the reviewed studies attempted to apply their findings, for example, by developing optimal resistance strategies to enhance well-being, such as teaching doctoral students to affirm themselves daily and develop positive thinking patterns (Shavers & Moore, 2014); evaluating and/or developing policies addressing, for example, academic climate or discrimination in PhD programmes (Schmidt & Umans, 2014; Shavers & Moore, 2014); creating an arena for shared meaning using supervisory contracts (Stubb et al, 2012); fostering peer groups as important and meaningful communities for students (Stubb et al, 2011); organizing health and wellness biofeedback labs, recreational sports groups and fitness classes, and seminars on time management (Haynes et al, 2012); training supervisors in mentoring and supervision, and creating a structured model to help advisers provide feedback, in terms of both academic research and relationship management (Hunter & Devine, 2016). …”
Section: Discussionmentioning
confidence: 99%
“…If doctoral students experience a lack of well-being and cannot maintain a healthy work–life balance during the lengthy period of their PhD studies, and might even consider dropping out, this represents a loss for everyone involved. Related to this attrition are economic costs (i.e., waste of departmental, institutional, state, and personal resources), psychosocial costs (i.e., social and emotional costs to students and faculty from loss of invested time and effort and impaired productivity in research projects) (Golde, 2005), and opportunity costs to both the doctoral student and the PhD funder.…”
Section: Discussionmentioning
confidence: 99%
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“…From 58 semistructured interviews with doctoral nonpersisters, Golde (2005) found that an incompatible relationship with the advisor and lack of supportive relationships with faculty and peers contributed to attrition. In their narrative review of doctoral student attrition and persistence, one of the most striking findings by Bair and Haworth (2005) was the association of PhD graduation with the quality of interactions between students and their advisors and other faculty members, irrespective of the research methodology adopted (i.e., quantitative, qualitative, or mixed).…”
Section: Doctoral Studies Persistence and Support For Psychological Nmentioning
confidence: 99%
“…In the context of this article, "socialization" refers to how graduate students come to adapt to academic and institutional norms and behaviors, and to the graduate student role (Antony & Taylor, 2001;Austin, 2002;Austin & McDaniels, 2006;Gardner, 2008aGardner, & 2008bNyquist, et al, 1999;Weidman & Stein, 2003;Weidman, Twale, & Stein, 2001). Through various socializing relationships and practices, students start as newcomers to an institution, academic department, or program, and learn how to negotiate and navigate their academic and disciplinary communities (Baker, Pifer, & Flemion, 2013;Gardner, 2008b;Golde, 2005;Lovitts, 2005;Sallee, 2011). Based on this conceptualization of preparation for faculty careers, the people and practices that help to socialize individuals are discussed below.…”
Section: Prior Research: Preparation For and Interest In Faculty Careersmentioning
confidence: 99%