Achieving a Terminal Education Degree: An Interpretative Phenomenological Analysis of Doctoral Student Graduates' and Faculty Mentors' Perceptions

Autor/inn/en	Paquette, Kelli; Groman, Mike
Titel	Achieving a Terminal Education Degree: An Interpretative Phenomenological Analysis of Doctoral Student Graduates' and Faculty Mentors' Perceptions
Quelle	In: Education, 143 (2023) 3, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Phenomenology; Doctoral Programs; Doctoral Students; College Faculty; Mentors; Leadership Training; Teacher Student Relationship; Time to Degree; Barriers; State Universities; Doctoral Dissertations; Personality Traits; Graduates; Educational Attainment + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Führungslehre; Teacher student relationships; Lehrer-Schüler-Beziehung; Staatliche Universität; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Bildungsabschluss; Bildungsgut
Abstract	This qualitative research study aimed to identify factors, as perceived by Administration and Leadership Studies doctoral student graduates and faculty mentors, that were helpful in securing terminal degree success. Strategies employed and obstacles overcome are detailed from both groups' perspectives. The researchers conducted the study at a public university in the mid-Atlantic region. The purpose was to explain the experiences of doctoral student graduates and their faculty mentors to explore what traits and strategies were employed to complete and defend a dissertation. Some of the results revealed the importance of establishing clear communication, persistently engaging in the process, and enjoying the research journey. Approximately 50% of those who attempt a doctoral program are successful and the other 50% are "all-but-dissertation" (ABD) (Ames et al., 2018; Hawley, 2010; Jimenez y West et al., 2011; Landi, 2017; Scott & Johnson, 2021). By identifying and proactively avoiding common pitfalls, the didactic doctoral student has an increased probability of achieving terminal degree success. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovationaustin.com/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01