The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics

Kim, Dong‐Bin; Otts, Cindy

doi:10.1080/00221546.2010.11778968

Cited by 49 publications

(56 citation statements)

References 11 publications

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“…Factors contributing to attrition included the high cost of pursuing graduate studies and salary lost, misfit of supervisor-supervisee pairing, mismatch of student expectation and program delivery, students experiencing social-emotional isolation, and their failure to socialize to institutional culture (Ali & Kohun, 2007;Golde, 1998Golde, , 2005Lott, Gardner, & Powers, 2009;Lovitts, 2008;Powell & Green, 2007). Crucial factors that enabled timely doctoral completion included students' persistence and resilience, and support from family and friends (Ali & Kohun, 2007;Gardner & Gopaul, 2012;Ivankova & Stick, 2007;Jairam & Kahl, 2012;D. Kim & Otts, 2010;Manathunga, 2005;Marshall & Green, 2006).…”

Section: Challenges Experiencedmentioning

confidence: 99%

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Fung

Southcott

Siu

2017

IJDS

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Aim/Purpose: It aimed at investigating the motives and challenges of 15 mature-aged doctoral students at two education faculties in Australian and Asian contexts. Background: This cross-border research collaboration investigated the first international higher-research forum between two education faculties in Hong Kong and Australia. Methodology: Interpretative Phenomenological Analysis (IPA) was used to explore partic-ipants’ self-reported experiences concerning the motivations and challeng-es of 15 mature-aged doctoral students. Contribution: The findings have important implications for global doctoral program de-velopment, international exchange forum organizations, intercultural capaci-ty building, academic enhancement and cross-border research collabora-tion. Findings: From interview data four overarching themes emerged: Taking calculated risks, Determination to succeed, Financial stress, and Balancing life and research. Recommendations for Practitioners: Recommendations include mentoring schemes, greater support for isolated students, and more opportunities for students to complete their PhD by publication. Recommendation for Researchers: More research is needed to investigate mature-aged students’ motives for embarking on study in diverse cultural contexts among different ethnic groups. Impact on Society: This study recognized the merits and potentials of mature students whose research contributes to their societies. Future Research: Future research directions include using multiple case study design, thus exploring diverse aspects of the existing sample in greater depth, as well as tapping into a new sample of students at risk of attrition at both faculties.

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Section: Challenges Experiencedmentioning

confidence: 99%

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Fung

Southcott

Siu

2017

IJDS

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“…Senior scholars are required to effectively supervise, mentor and to set the research direction for their doctoral students.Other reasons include:unavailability of doctoral programmes at many universities in Africa, high attrition rates (Jiranek, 2010;Kim &Otts, 2010); lack of funding and incentives, inadequate infrastructure and equipment as well as poor or non-existent research agendas (MacGregor, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Status Quo of Doctoral Education in Universities in Zimbabwe

Garwe¹

2015

JSE

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Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 (40%) universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.

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“…Such high attrition rates challenge educational economies (Kim & Otts, 2010;Schuh, 2005) and they challenge the economic well-being of the nation (Cabrera et al, 2005;Seidman, 2005). Various obstacles that Black men may encounter in their pursuit of degree completion (Bonner & Bailey, 2006;Pinel et al, 2005) range from a legacy of racism that marginalizes the cultural and historical experiences of this population to a lack of necessary structural supports such as financial aid and adequate primary and secondary school academic programs (Bean, 2005;Campbell & Fleming, 2000).…”

Section: Resultsmentioning

confidence: 99%

“…Financial assistance is a necessary aspect of the college education equation and students who fail to complete their education through graduation invariably present a drain on the school's financial resources, either directly, in terms of aid money contributed to a degree that is not realized, and recruitment costs, or indirectly through expenses associated with faculty and structural commitments (see also, Kim & Otts, 2010).…”

Section: Financial Considerationsmentioning

confidence: 99%

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Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.

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The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics

Cited by 49 publications

References 11 publications

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

Exploring Mature-Aged Students’ Motives for Doctoral Study and their Challenges: A Cross Border Research Collaboration

The Status Quo of Doctoral Education in Universities in Zimbabwe

Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.

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