Experiences influencing degree completion articulated by doctoral students in education administration.

Barnett, D

doi:10.18297/etd/74

Cited by 2 publications

(1 citation statement)

References 38 publications

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“…We identified external obligations as the non-academic responsibilities/obligations imposed (e.g., family obligations, employment obligations, social obligations, medical obligations). Within Weidman et al's (2001) Graduate Socialization Framework, which predicts that personal communities (e.g., family, employment) influence doctoral student completion, this finding indicates that these external obligations might be the stressors that cause students to slow student progress, to reduce student success in coursework and their research, and, ultimately, to increase student attrition (Barnett, 2009;Boes, Ullery, Millner, & Cobia, 1999). Boes et al (1999) claimed that part-time doctoral students might have difficulty in fulfilling doctoral requirements and developing a professional identity due to their obligations to work, family, and friends, compared to full-time doctoral students.…”

Section: Interpretation Of the Findings (Step 11)mentioning

confidence: 99%

Doctoral Students’ Perceived Barriers that Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis

Hwang

Smith

Byers

et al. 2015

JEI

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The non-completion of doctoral degrees has been a concern due to its economic, social, and personal consequences. In the current study, the researchers investigated perceived barriers of select doctoral students in completing their doctoral degrees by utilizing a fully mixed sequential mixed research design. The quantitative and qualitative data were concurrently collected using identical samples (n = 205) via a Reading Interest Survey questionnaire. A sequential mixed analysis revealed 6 emergent themes: external obligations (36%), challenges to doctoral-level researchers (34%), practical/logistical constraints (23%), emotional concerns (15%), program structure (9%), and support for completion (8%). Also, 3 meta-themes were identified (i.e., dissociation, external/internal barriers, and institutional/personal barriers), which aided in explaining the relationships among the 6 primary themes. Implications of the findings are discussed.

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Section: Interpretation Of the Findings (Step 11)mentioning

confidence: 99%

Doctoral Students’ Perceived Barriers that Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis

Hwang

Smith

Byers

et al. 2015

JEI

View full text Add to dashboard Cite

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I Graduated. . . . Now What?

Clarke

2021

Navigating Post-Doctoral Career Placement, Research, and Professionalism

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This chapter is a reflection upon the author's journey from completing a professional degree program until present day. It is the intent of the author to share lived experiences of a professional who has completed the doctoral degree with emerging completers, and those new to the profession. Having a relationship with multiple mentors can significantly enhance development in early adulthood and in the mid-career stage of the more experienced person. Existing research tends to focus on how mentoring can influence graduate student attrition rates. However, there is little evidence that researchers have approached the issue of navigating career placement after the doctoral degree. The aim of this chapter is to provide an overview of how new doctoral completers can be supported in post-doctoral career placement.

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Experiences influencing degree completion articulated by doctoral students in education administration.

Cited by 2 publications

References 38 publications

Doctoral Students’ Perceived Barriers that Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis

Doctoral Students’ Perceived Barriers that Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis

I Graduated. . . . Now What?

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