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Mentor and Candidate Attributes That Promote Doctoral Persistence and Postgraduation Scholarship in Limited Residency and Online Doctoral Programs
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Mentor and Candidate Attributes That Promote Doctoral Persistence and Postgraduation Scholarship in Limited Residency and Online Doctoral Programs
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Dissertation
Mentor and Candidate Attributes That Promote Doctoral Persistence and Postgraduation Scholarship in Limited Residency and Online Doctoral Programs
2019
Overview
High attrition rates in doctoral programs is a growing concern. A doctoral journey is a unique educational experience; research has shown that 40-60% of doctoral candidates never graduate (Cochran, Campbell, Baker, & Leeds, 2014; Council of Graduate Schools, 2008). The topic of doctoral attrition in the distance education or online education environment is becoming increasingly important as more students are choosing online programs (Cross, 2014; Rockinson-Szapkiw, 2011). Additionally, attrition rates for distance-based online programs can be as much as 10-20% higher than traditional doctoral programs (Carr, 2000; Terrell, 2005b). Many doctoral students get stuck or decide to quit in the dissertation phase (D'Andrea, 2002; Lovitts, 2001b; National Science Foundation, 2009). Doctoral persistence during the dissertation phase requires instructional strategies to support the development of scholarly writing (Cotterall, 2011) and a positive relationship with the doctoral mentor that promotes both mutual respect and trust (Rademaker, O'Connor Duffy, Wetzler, & Zaikina-Montgomery, 2016; Reedy & Taylor-Dunlop, 2015). The purpose of this research is to provide an in-depth understanding of ways in which limited residency and online doctoral programs could promote mentorship and socialization between the mentor and the candidate, possibly reduce attrition rates, and lead to scholarly collaboration postgraduation.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
1392216427, 9781392216422
