Do Doctoral Students' Financial Support Patterns Affect Their Times-to-Degree and Completion Probabilities

Ehrenberg, Ronald G.; Mavros, Panagiotis

doi:10.3386/w4070

Cited by 95 publications

(138 citation statements)

References 10 publications

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“…This implies that with more student aid less students drop out, which on the other hand leads to more students eventually finishing university. This effect is also found in Ehrenberg and Mavros (1995) who claim, that the impact on the mean completion rate is much higher than the effect on the duration. …”

Section: Estimation Resultssupporting

confidence: 58%

“…Less time than in the Diploma system can be spend on working in the market and financial 18 see e.g. Ehrenberg and Mavros (1995) or Stock (2001, 2006) 19 see e.g. Heublein et al (2008) 22 constraints become more important accordingly.…”

Section: Resultsmentioning

confidence: 99%

“…program at Cornell University, Ehrenberg and Mavros (1995) find that completion rates and mean durations of the time doctoral students spend until completing their degree are sensitive to the type of financial support the students receive. Students with fellowships and research assistantships have higher completion rates and a shorter time-to-degree than the students with teaching assistantships, tuition waivers, or students who support themselves.…”

Section: Introductionmentioning

confidence: 99%

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The effect of student aid on the duration of study

Glocker

2011

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in DIW Berlin AbstractIn this paper I evaluate the effect of student aid on the success of academic studies. I focus on two dimensions, the duration of study and the probability of actually graduating with a degree. While there is an extensive literature on the impact of student aid on its intended outcome, the uptake of tertiary education, the impact on the outcome and on study incentives has been mainly ignored. But introducing student aid changes the students' budget constraint. The increase in the budget-set might lead to shorter time-to-degree if paid work is substituted by study time. I analyze the effect of financial student aid granted by the German Federal Education and Training Assistance Act (BAfoeG). To determine its impact, I estimate a discrete-time duration model allowing for competing risks to account for different exit states (graduation and dropout) using individual level panel data from the German Socio-Economic Panel (SOEP) for the years 1984-2007. My findings suggest that the duration of study is responsive to the type of financial support a student receives. There are three main results. First, student aid recipients finish faster than comparable students who are supported by the same amount of parental/private transfers only. Second, although higher financial aid does on average not affect the duration of study, this effect is (third) dominated by the increased probability of actually finishing university successfully.

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Section: Estimation Resultssupporting

confidence: 58%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of student aid on the duration of study

Glocker

2011

Economics of Education Review

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“…None of the remaining variables had a direct effect on dropout intentions. Interestingly, as in Study 1, financial resources at the PhD level did not affect intentions to drop out, although it has frequently been proposed as a persistence determinant in previous studies (Bowen & Rudenstine, 1992;Ehrenberg & Mavros, 1995;Nettles & Millett, 2006, Tinto, 1993. However, it is important to keep in mind that the tuition fees at the university where we collected the data were relatively low (i.e., US$4,000 per year).…”

Section: Discussionmentioning

confidence: 61%

“…Although the results in the literature are inconsistent for some of these variables, we consider gender (CGS, 2008;Most, 2008;Nettles & Millett, 2006; see also Bair &Haworth, 2005 andReamer, 1990, for a review), financial resources (Bowen & Rudenstine, 1992;Ehrenberg & Mavros, 1995;Girves & Wemmerus, 1988;Kim & Otts, 2010;Lovitts, 2001;Millett, 2003;Nettles & Millett, 2006), citizenship (CGS, 2008), research productivity (Nettles & Millett, 2006), and the number of completed semesters (Bowen & Rudenstine, 1992;Tinto, 1993).…”

Section: Persistence Determinants Used As Control Variablesmentioning

confidence: 99%

Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources

Litalien

Guay

2015

Contemporary Educational Psychology

162

124

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The purpose of this study was to provide a better understanding of doctoral studies persistence and completion by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student's advisor, faculties as well as other graduate students. A two-pronged approach was used: 1) a retrospective comparison of completers and noncompleters (N = 422), and 2) a prospective examination of enrolled PhD students over two trimesters to assess dropout intentions (N = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence (completion and dropout intentions) and is predicted mainly by autonomous and controlled regulations and advisor support. Both perceived support by advisor and by faculty have an indirect effect on dropout intentions through motivational processes.

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Complexity of Work‐Life Identities and Policy Development: Implications for Work‐Life in Higher Education

Lester

2016

New Drctns Hghr Edu

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Do Doctoral Students' Financial Support Patterns Affect Their Times-to-Degree and Completion Probabilities

Cited by 95 publications

References 10 publications

The effect of student aid on the duration of study

The effect of student aid on the duration of study

Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources

Complexity of Work‐Life Identities and Policy Development: Implications for Work‐Life in Higher Education

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