Factors Predicting Graduation from an Education Doctoral Program within Five Years of Entry at a Midwestern University

Autor/in	Long, Victoria Lynn
Titel	Factors Predicting Graduation from an Education Doctoral Program within Five Years of Entry at a Midwestern University
Quelle	(2021), (172 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-0057-6
Schlagwörter	Hochschulschrift; Dissertation; Predictor Variables; Doctoral Programs; Education Courses; Time to Degree; Doctoral Students; Academic Persistence; Student Characteristics; Gender Differences; Individual Differences; College Entrance Examinations; Graduate Study; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; Doktorandenprogramm; Fortbildungskurs; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Geschlechterkonflikt; Individueller Unterschied; Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	The growing concern of doctoral student persistence has increased exponentially in higher education over the past decade. The body of research presented in this dissertation examines the complex phenomenon of persistence and possible pathways to addressing the dilemma of deteriorating academic persistence for doctoral students. It explores and reviews the literature and utilizes quantitative data and other factors to examine the relationship between a student's persistence through a doctoral program at a Midwestern university within five years of entry into the doctoral program and five variables: sex, cohort membership, student financial resources, program type, and composite GRE scores. As higher education institutions continue to encounter challenges related to persistence and attrition, it has become apparent to students and stakeholders that these issues need to be addressed to facilitate students' success at all levels. Because of economic uncertainty and the accumulative effects of student debt, students and stakeholders expect to see some inkling of a return on their investment. Future research developing and improving strategies and support systems would be advantageous for doctoral programs and students. This quantitative, Logistic Regression study was designed to engage discussion, debate, purpose, and change in education-related doctoral programs. Information in this study should encourage educators, administrators, and stakeholders to be change agents in their pursuit of excellence and success for doctoral students. Because student persistence is an ever-changing and ongoing field of research, this study will add to the body of understanding attrition and improve higher education programs, investments, policies, and procedural guidelines for doctoral students. While the effects of attrition are well known to key stakeholders, it is less clear how persistence to graduation can be predicted. The analysis results presented in this study should be used by schools, administrators, faculty, departments, or the Board of Directors of educational institutions to apply these findings and implement policy and guidelines for change to lessen attrition and foster persistence. Perhaps by developing long-term strategic procedures and engaging in rigorous policy modifications, institutions of higher learning may be able to construct proactive measures to increase the rate of successful doctoral student persistence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01