Literaturnachweis - Detailanzeige
| Autor/inn/en | Hanson, Janet; Loose, William; Reveles, Ursula |
|---|---|
| Titel | A Qualitative Case Study of All-but-Dissertation Students at Risk for Dissertation Noncompletion: A New Model for Supporting Candidates to Doctoral Completion |
| Quelle | In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 1, S.234-262 (29 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hanson, Janet) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1521-0251 |
| DOI | 10.1177/1521025120910714 |
| Schlagwörter | Doctoral Dissertations; Doctoral Students; At Risk Students; Intervention; Program Effectiveness; Program Design; Affordances; Barriers |
| Abstract | This study identified emergent themes from the interview data of at-risk-for-completion doctoral candidates (N = 13; 59%), from a diverse demographic, who participated in a successful dissertation completion intervention program. The findings revealed four major themes including extrinsic factors, socioemotional, formal structures of the program, and personal development. The findings highlight the need for conscious processes used by vital leaders to develop program design in four key areas of leadership within a framework of open vital systems. Vital leadership acts as proxy agents to influence development of formal structures in the university leading to equity in educational opportunity for all students. Conclusions and parsimonious explicit implications are provided for doctoral program redesign focused on improving graduate student retention and completion rates for diverse student populations. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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