Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven Disciplines

Autor/in	Gardner, Susan K.
Titel	Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven Disciplines
Quelle	In: Review of Higher Education, 32 (2009) 3, S.383-406 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Doctoral Programs; Definitions; Academic Achievement; Intellectual Disciplines; Organizational Culture; Subcultures; Departments; Academic Persistence; Educational Attainment; Time to Degree; Context Effect + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Begriffsbestimmung; Schulleistung; Geisteswissenschaften; Unternehmenskultur; Subculture; Subkultur; Department; Abteilung; Bildungsabschluss; Bildungsgut
Abstract	The term "success" in higher education has been used widely to describe multiple outcomes, practices, and variables. In doctoral education, in particular, the study of success is paramount as only 50% of those students who enter doctoral education actually complete the degree. The definition of success, however, remains elusive. This study explored the concept of success in doctoral education as expressed by faculty advisors in seven different disciplines. Findings highlighted differences between disciplinary cultures and between departments with high and low completion rates. Implications for policy, practice, and research are included. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10