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Did Not Finish: Doctoral Attrition i...

Maddox, Sarah.

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Did Not Finish: Doctoral Attrition in Higher Education and Student Affairs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Did Not Finish: Doctoral Attrition in Higher Education and Student Affairs./
Author:	Maddox, Sarah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10605033
ISBN:	9780355457568

Did Not Finish: Doctoral Attrition in Higher Education and Student Affairs.
Maddox, Sarah.

Did Not Finish: Doctoral Attrition in Higher Education and Student Affairs. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 243 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2017.

Most students begin doctoral programs fully intending on completing the terminal degree. However, nearly half of the students who begin a doctoral program do not complete their degree. Attrition, or a decline in the number of students enrolled from the beginning to the end of a doctoral program, occurs throughout the degree. Some attrition is to be expected, and can be healthy. However, students may also choose to depart for negative reasons. Doctoral attrition is a relatively recent consideration in the literature, and previous literature had not considered the unique nature of higher education and student affairs programs.

ISBN: 9780355457568Subjects--Topical Terms:

641065
Higher education.

Did Not Finish: Doctoral Attrition in Higher Education and Student Affairs.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Tamara Yakaboski.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2017.
520 $a Most students begin doctoral programs fully intending on completing the terminal degree. However, nearly half of the students who begin a doctoral program do not complete their degree. Attrition, or a decline in the number of students enrolled from the beginning to the end of a doctoral program, occurs throughout the degree. Some attrition is to be expected, and can be healthy. However, students may also choose to depart for negative reasons. Doctoral attrition is a relatively recent consideration in the literature, and previous literature had not considered the unique nature of higher education and student affairs programs.
520 $a This dissertation study uses attribution theory to consider the research question: To what do people who voluntarily depart from doctoral programs in higher education attribute their departure? Through interviews of fifteen participants who chose to leave their doctoral programs, I developed four themes that led to the decision to depart: inflexibility of the degree, incongruence between program and participant goals, lack of advising and mentoring, and personal factors. In addition, I briefly address the impact of departure on the participants. In the discussion and implications section, I consider the role of attribution theory in the participants' recollection about their departure, including locus of control, stability, and controllability. Further, I provide considerations and best practices for prospective and current students, higher education and student affairs programs, and graduate schools, including practical application of reference material and possible staffing considerations. Finally, I provide future directions for research on the important topic of doctoral attrition.
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