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Dissertation Influences and Processe...

Hardy, Linda.

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Dissertation Influences and Processes: Ed.D. vs. A.B.D.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dissertation Influences and Processes: Ed.D. vs. A.B.D./
Author:	Hardy, Linda.
Description:	279 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739686
ISBN:	9781339311555

Dissertation Influences and Processes: Ed.D. vs. A.B.D.
Hardy, Linda.

Dissertation Influences and Processes: Ed.D. vs. A.B.D. - 279 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2015.

This study identified the influences and processes of the dissertation completers, currently enrolled students, and non-completers of four cohorts (59 participants) in the Ed.D. administration program. The research questions sought answers as to why some students completed their dissertations and why some did not, the processes in completing a dissertation, and what should be included in a doctoral guide for completing the dissertation. The participants of this study were Ed.D. administration doctoral students in the field of educational leadership from a southwestern university. The job titles of the participants ranged from teacher to superintendent. The participants started the three-year doctoral program in the years 2004, 2005, 2006, or 2007. They were between the ages of 24 and 63. Survey Monkey provided the opportunity to request answers to different questions depending on the dissertation status---enrollee, completer, or non-completer. This study entailed interviewing seven doctoral completers, five enrollees, and four non completers. The significance of this mixed method study was to compare influences and processes to determine suggestions for a study guide that could be used by future doctoral students, chairs, programs, and universities to help students complete their dissertations and become successful graduates. Recommendations are made (a) to recruit more African Americans and men into doctoral programs and the education field; (b) non-completers be invited to finish their dissertations with interventions and an accountable chair; (c) chairs provide his or her best help to meet the student half-way; (d) the department and university provide accountability measures and incentives for both the student and the chair; and (e) provide specific lessons that include finding a topic, researching a topic, and interacting with the chair; and (f) it was determined that non-completers were not timid as suggested in the literature but were found to have either changed their desire or fulfilled their desire by obtaining a promotion. In summary, a nurturing chair and a strong support system were found to be two major factors in determining the difference between doctoral completion and non-completion.

ISBN: 9781339311555Subjects--Topical Terms:

641065
Higher education.

Dissertation Influences and Processes: Ed.D. vs. A.B.D.
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245 1 0 $a Dissertation Influences and Processes: Ed.D. vs. A.B.D.
300 $a 279 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Nicholas Appleton.
502 $a Thesis (Ed.D.)--Arizona State University, 2015.
520 $a This study identified the influences and processes of the dissertation completers, currently enrolled students, and non-completers of four cohorts (59 participants) in the Ed.D. administration program. The research questions sought answers as to why some students completed their dissertations and why some did not, the processes in completing a dissertation, and what should be included in a doctoral guide for completing the dissertation. The participants of this study were Ed.D. administration doctoral students in the field of educational leadership from a southwestern university. The job titles of the participants ranged from teacher to superintendent. The participants started the three-year doctoral program in the years 2004, 2005, 2006, or 2007. They were between the ages of 24 and 63. Survey Monkey provided the opportunity to request answers to different questions depending on the dissertation status---enrollee, completer, or non-completer. This study entailed interviewing seven doctoral completers, five enrollees, and four non completers. The significance of this mixed method study was to compare influences and processes to determine suggestions for a study guide that could be used by future doctoral students, chairs, programs, and universities to help students complete their dissertations and become successful graduates. Recommendations are made (a) to recruit more African Americans and men into doctoral programs and the education field; (b) non-completers be invited to finish their dissertations with interventions and an accountable chair; (c) chairs provide his or her best help to meet the student half-way; (d) the department and university provide accountability measures and incentives for both the student and the chair; and (e) provide specific lessons that include finding a topic, researching a topic, and interacting with the chair; and (f) it was determined that non-completers were not timid as suggested in the literature but were found to have either changed their desire or fulfilled their desire by obtaining a promotion. In summary, a nurturing chair and a strong support system were found to be two major factors in determining the difference between doctoral completion and non-completion.
590 $a School code: 0010.
650 4 $a Higher education. $3 641065
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773 0 $t Dissertation Abstracts International $g 77-05A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739686