The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs

Lovitts, Barbara E.; Nelson, Cary

doi:10.2307/40251951

Cited by 230 publications

(219 citation statements)

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“…In light of the number of potential stressors and the complex work situation of doctoral students, it is a challenge for them to maintain a healthy work–life balance (Golde, 2005). Attrition rates are high, up to 50%, depending on doctoral discipline and country (Gardner, 2008; Jiranek, 2010; Lovitts & Nelson, 2000) and some leave academia after completing their doctoral programme, pursuing other careers. Furthermore, there is evidence that the scholarly communities do not always provide optimal opportunities for doctoral students to participate in.…”

Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

180

163

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Purpose: Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and—just as importantly—for a balanced life of PhD students. Method: Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being. Results: Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed. Conclusions: The study proposes a more student-centred approach to meeting doctoral students’ needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics’ well-being and productivity.

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Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

180

163

View full text Add to dashboard Cite

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“…Fue a fines de la década de 1990 que la deserción estudiantil a nivel de posgrados universitarios atrajo la atención de algunos investigadores (Segura & Chacón 1997, Chyung et al 1998, Lovitts & Nelson 2000, Dubs 2005, Park 2005. No obstante, todavía son muy escasos los estudios formales y no se conocen bien las razones que inducen la deserción en este nivel en las distintas sociedades.…”

Section: Introductionunclassified

“…Además, la deserción es preocupante por estar asociada con el fracaso personal (Dubs 2005) y lleva a cuantiosos gastos económicos (Himmel 2002, Dubs 2005, Rivera et al 2005 del estudiante y de las instituciones (Lovitts & Nelson 2000), sobre todo si se desea acreditar el programa. El estudio de este tema también es importante ya que la sociedad espera que en los estudios de posgrado se genere, por medio de investigaciones, una gran cantidad de información nueva de alta calidad y, además, promueva el pensamiento críti-co y el involucramiento con las comunidades (UNESCO 2009), por lo que el avance de la sociedad se ve entorpecido si los estudiantes abandonan los estudios a este nivel (Dubs 2005, Lovitts 2005).…”

Section: Introductionunclassified

“…Otros datos de deserción son 50% para la UNED de Costa Rica (Lobo 1998) y 80% para la UNED de España (García 1987). A nivel de posgrado el abandono en EEUU ronda entre el 40% y el 50% (Lovitts & Nelson 2000, Lovitts 2001, Dubs 2005. En el caso de posgrados a distancia en Estados Unidos se ha reportado un 44% previo a la mejora en las instrucciones de cómo estudiar a distancia y de 22% de posterior a esa mejora (Chyung et al 1998).…”

Section: Introductionunclassified

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Deserción estudiantil en posgrados semipresenciales de la Universidad Estatal a Distancia (UNED), Costa Rica: ¿Deserción o retraso?

Barrientos¹,

Umaña²

2009

URJ

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Student attrition in posgraduate blended programs at the Universidad Estatal a Distancia (UNED), Costa Rica: Desertion or delay?Postgraduate student attrition in blended (traditional and distance) education programs has been little studied. Several theoretical categories have been developed to justify attrition: psychological, academic, sociological, economic, organizational, supply and demand of higher education and the market, and interaction. Through surveys, interviews and institutional data the case of a blended learning academic master program is analyzed. It was found that the problem must be rethought as a delay in graduation (68%). Desertion calculated according to academic regulations is 87%, but according to the intention expressed by the students is 19%, of which 6% transfer to other institutions. Besides this, it takes on average 16 months to submit the candidacy exam although by regulations it is expected to do so in 6 months. Therefore, applying appropriate strategies may lower the dropout rate to about 15%. Desertion (as intention expressed by the students) is negatively correlated with their opinion about: 1) degree of concordance between the career`s output profile and the labor market needs, 2) teachers teaching skills and 3) relationship between the work performed by the student and the master programm. None of the existing theoretical categories fully explain the results, so it is considered that the determining factors in the dropout may vary by sociocultural and institutional situation of each case. To reduce dropout improvements must be made in: 1) teaching skills, 2) curriculum, 3) students selection, 4) subject´s contents of the first block, 5) admission of undergraduate students from the same institution and 7) induction to a blended learning system. To reduce delays in graduation people in charge must: 1) restructure the seminary courses, 2) strengthen research in the courses, 3) give more supervision and assistance to student`s research project, 4) fit regulation times to students that work full time and 5) select students who really want an academic program (not a professional program). KEY WORDSPostgraduate student attrition, delayed graduation, student retention, higher education dropouts. RESUMENLa deserción estudiantil para posgrados semipresenciales ha sido poco estudiada. Se han desarrollado varias categorías teóricas para justificar la deserción: psicológica, académica personal, sociológica, económica, organizacional, oferta y demanda de la educación superior y del mercado, e interacción. Mediante encuestas, entrevistas y datos institucionales se analiza el caso de una maestría académica semipresencial. Se encontró que el problema debe repensarse como un retraso en la graduación (68%), pues la deserción calculada según el reglamento académico es del 87%, pero según la intención expresada por los estudiantes es de 19%, de los cuales el 6% corresponde a traslados a otras instituciones, además, en promedio tardan 16 meses en presentar el examen de candidatura cuando reg...

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“…La deserción, además de ser un factor negativo en los procesos de acreditación universitaria (García 1987, Latiesa 1992, Dubs 2005, es considerada una fuente de frustración para los estudiantes (Dubs 2005) y una pérdida de recursos económicos para ellos y las universidades (Himmel 2002, Dubs 2005. Los análisis sobre deserción se han llevado a cabo principalmente en programas de pregrado y de grado (Chyung et al 1998, Lovitts & Nelson 2000, Lovitts 2001, Himmel 2002. No obstante, los modelos teóricos desarrollados para el análisis de la deserción pueden ser aplicados también a posgrados universitarios (Barrientos & Umaña 2009).…”

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Uso de tecnologías de la informática y comunicación (TIC) para disminuir la deserción de egresados en posgrados semipresenciales

Méndez-Estrada

Barrientos

2012

URJ

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Computer and communication technologies (ICT) help to reduce attrition in distance graduate education programs.Higher education dropout is a priority problem for university accreditation. It is also a frustration source for students and economic waste. The objective of this study was to determine whether the use of Information and Communication Technologies, in its broadest sense, can: reduce student dropout in the Master Program of Natural Resources Management at the Open University of Costa Rica, UNED, and increases its quality and linkage with society. We performed a comparative analysis of indicators before and after establishing two Information and Communication Technologies' Innovations: 1) creation of a research laboratory and 2) generation student research project progress monitoring databases. Analyzed periods are: a) 2002 to late 2007 and b) 2002 to late 2011. Analyzed indicators are related to students and professors academic activities and society impact (theses, informative and scientific publications amount). We found that in the first period 61% of graduates were inactive, while in the second period inactivity decreased to 17%. Professors conducting research changed from zero to 36%. Society impact increased from three to 18 theses, and from zero to 44 informative publications and 18 scientific papers. We conclude that the two Information and Communication Technologies' innovations applied, do support teaching, since attrition decreased and bonding with society increased. KEY WORDSgraduate program, attrition, research, TIC´S. RESUMENLa deserción estudiantil es un problema que los programas de educación superior deben atender con prioridad, dado que provocan inconvenientes a la hora de la acreditación universitaria, son fuente de frustración para los estudiantes y constituyen una pérdida de recursos económicos. El objetivo de este estudio fue determinar si el uso de tecnologías de la informática y comunicación, en su sentido más amplio, permite disminuir la deserción estudiantil en la maestría de Manejo de Recursos Naturales de la Universidad Estatal a Distancia UNED (Costa Rica) y aumenta su calidad y vinculación con las necesidades de la sociedad. Realizamos un análisis comparativo de indicadores de dicha maestría antes del establecimiento de dos medidas y después de ellas. Las medidas de la informática y la comunicación que se aplicaron son: 1) creación de un laboratorio de investigación y 2) generación de bases de datos de seguimiento del avance de los proyectos de investigación de estudiantes. Los periodos analizados van del 2002 hasta finales del 2007 y los acumulados del 2002 hasta finales del 2011. Los indicadores analizados se relacionan con la actividad académica de estudiantes y docentes, y con la proyección hacia la sociedad (medida por las tesis y publicaciones científicas producidas durante esos periodos). Se encontró que en el primer periodo el 61% de los egresados estaban inactivos; mientras que el segundo la inactividad descendió a 17%. La investigación realizada por los p...

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The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs

Cited by 230 publications

References 0 publications

Doctoral students’ well-being: a literature review

Doctoral students’ well-being: a literature review

Deserción estudiantil en posgrados semipresenciales de la Universidad Estatal a Distancia (UNED), Costa Rica: ¿Deserción o retraso?

Uso de tecnologías de la informática y comunicación (TIC) para disminuir la deserción de egresados en posgrados semipresenciales

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