Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Massyn, Liezel

doi:10.1177/15210251211007110

Cited by 3 publications

(2 citation statements)

References 22 publications

(114 reference statements)

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“…Part‐time research students face many challenges not experienced by their full‐time counterparts (Massyn, 2021). These challenges can have a detrimental impact on their well‐being.…”

Section: Introductionmentioning

confidence: 99%

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Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part‐time PhD

Cronshaw,

Stokes,

McCulloch

2023

Higher Education Quarterly

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This article contributes to the growing evidence based on well‐being in doctoral study. It draws on 35 qualitative, in‐depth interviews to explore how the well‐being of an understudied group—working doctoral student mothers—is affected when undertaking part‐time PhDs. While there is a growing literature on the research student experience and an increased awareness of mental health issues in doctoral study, there has been little exploration of the experiences of part‐time PhD students. Moreover, this is particularly true of mothers undertaking doctorates on a part‐time basis. The experiences of this sub‐group of research students constitute the gap to which this paper responds. It explores the consequences of having to straddle a number of competing domains and examines how the gender role conflict, marginalisation and lack of support experienced by doctoral student mothers impact their psychological, physical and social well‐being. The article concludes with a number of recommendations that institutions may wish to consider.

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“…Part‐time research students face many challenges not experienced by their full‐time counterparts (Massyn, 2021). These challenges can have a detrimental impact on their well‐being.…”

Section: Introductionmentioning

confidence: 99%

“…Part-time research students face many challenges not experienced by their full-time counterparts (Massyn, 2021).…”

mentioning

confidence: 99%

Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part‐time PhD

Cronshaw,

Stokes,

McCulloch

2023

Higher Education Quarterly

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Contributing Factors for Success of Nontraditional Students at Online Doctoral Programs

Kebritchi

Rominger

McCaslin

2023

Journal of College Student Retention: Research, Theory & Pr

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Online education has become an integral part of higher education with the ever-increasing demand for online doctoral programs. The purpose of this mixed-method study was to explore the nature of student success and contributing factors to improving student success for nontraditional students in an online doctoral program. Relationships between students’ grittiness, Big Five personality traits, and their success were explored. Purposeful sampling was used to recruit 136 doctoral alumni, faculty, and administrators. The findings indicated nature of student success is defined by the completion of a degree and professional advancement by enhancement of personal and program qualities, relationship with faculty, soft, technical, social skills, and social support. Students’ grittiness, but not their personality traits, was correlated with the length of completing their studies. A student success model was developed with student grit, program-student goal alignment, and a supportive program structure. The findings help to improve doctoral programs and student success.

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Empowering Persistence

Glimps-Smith

2023

Advances in Educational Marketing, Administration, and Leadership

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Autoethnography melds autobiography and ethnography, dissecting personal experiences for cultural insight. It challenges conventional research methods, emphasizing political and social justice. This research delves into transformative learning for non-traditional Black women in doctoral programs, amplifying their narratives amid often overlooked voices. Emphasizing determination and resilience, the research aims to offer critical insights, enhance academic support, create a successful environment, and improve graduation rates. It contributes to discussions on adult education, highlighting transformative learning's impact on inclusion, reflective thinking, and emotional flexibility. The research, which is dedicated to Dr. Blanche Jackson Glimps, helps shape policies, improve support systems, and direct the development of curriculum.

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Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Cited by 3 publications

References 22 publications

Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part‐time PhD

Outside looking in: Gendered roles and the wellbeing of working student mothers studying for a part‐time PhD

Contributing Factors for Success of Nontraditional Students at Online Doctoral Programs

Empowering Persistence

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