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Perceptions of Doctoral Students Regarding Factors Contributing to Student Success
| Content Provider | Semantic Scholar |
|---|---|
| Author | Billups, Felice D. Kite, Stacey L. |
| Copyright Year | 2010 |
| Abstract | This third and final phase of a sequential exploratory mixed method design sought to investigate doctoral student perspectives regarding support services that impede or assist in the completion of an Ed.D. program at a small, northeast university. Qualitative methods included individual interviews and qualitative reflections to probe student perceptions regarding support program improvements, using their 'stories' to provide rich, descriptive details. Students emphasized the need for better pre-enrollment preparation, a comprehensive orientation and advising program, and ongoing academic support services including writing assistance, research skills development, and networking and mentoring. Tinto's (1987) integration theory provides the framework for this study, using his six transformative dimensions for growth and development to interpret the findings. Purpose of the Study Doctoral students comprise a unique population with special needs and concerns, both academically and personally. However, minimal research has been conducted regarding the programs and services that appropriately meet their needs, ensuring their academic success. The purpose of this study is to describe doctoral student satisfaction with Ed.D. program support services, offered at a small university in southern New England. Qualitative data from the first phase of this study identified factors that impede or assist in the completion of the degree program. These findings were used to develop a quantitative instrument to determine the satisfaction and magnitude of importance from students currently enrolled in their courses, in the dissertation phase, and alumni. This third, and final phase, consists of qualitative depth personal interviews with and reflection journals of participants to clarify the findings from Phases one and two, and to develop a rich, descriptive, holistic picture of doctoral student perspectives regarding success. Background of the Study Considerable research has been conducted regarding graduate and professional students, focusing largely on the reasons for attrition and departure (Ladik, 2005; Lovitts, 2001; Tinto, 1987; Tinto, 2004), reasons to pursue a doctoral degree (Antony, 2002; Golde, 1998), and the ways in which graduate students assimilate into the university, i.e. student experiences in and out of the classroom (Forney & Davis, 2002; Tinto, 2004; Weidman, Twale, & Stein, 2001). Fewer studies, however, have been conducted to assess support services offered to graduate and professional students designed to enhance their educational experience and assist with their work-life balance. While these support services may seem incidental to the graduate student experience, a thoughtful and intentional program may affect student satisfaction, persistence, and a greater sense of connectedness with the institution (Elliott, 2003; Poock, 2004). Additionally, graduate students (and especially doctoral students) exhibit significantly different characteristics and needs compared with their undergraduate counterparts, yet much of the research fails to distinguish their unique profile (Ladki, 2005; Polson, 2003). Graduate student attrition and persistence: Graduate students, and doctoral students in particular, tend to withdraw at three distinct enrollment points; 1) within the first month, 2) at the end of the first year, and 3) after the completion of course work, prior to beginning the dissertation phase (Bowen & Rudenstein, 1992). While some institutions attempt to mitigate this trend by enrolling students with a better “fit” (Lovitts, 2001), other institutions attribute poor programming or mediocre classroom experiences as the impetus for student departures (Lovitts & Nelson, 2000). Tinto (1987) suggests, however, that a lack of integration into the organizational culture and the co-curricular opportunities is the underlying reason for student dissatisfaction and isolation. Reasons for pursuing a doctoral degree: Golde (1998) investigated doctoral student motivations for pursuing terminal degrees. The study found that many doctoral students held unrealistic expectations about the scope, purpose, and time demands of their degree program. These frustrations were compounded by the lack of personal and academic support services that might have offset student withdrawals. While this particular study did not delve into the possible benefits of a stronger support structure, other researchers highlight the importance of graduate student programming to strengthen persistence towards degree completion (Brandes, 2006; Lehker & Furlong, 2006; Polson, 2003; Poock, 2004). Graduate student communities: Brandes (2006) suggests that graduate students strongly seek community, but find it superficial or elusive. Caple (1995) and Lovitts (2001) support this sentiment by emphasizing the graduate students’ need for community due to the isolation of their educational experience, i.e. their specialization within an academic discipline and the increasing solitude of the conducting and completing their research. Due to the limited opportunities for doctoral students to gather and interact, compounded by the lack of dedicated programming and facilities, doctoral students typically find themselves on the “fringes” of the campus community. This isolation lessens their affiliation and connection with the institution, overall, and with each other, in particular (Golde & Dore, 2001). The resulting effect of this lack of integration is a lack of cohesion as a group and a fragmented sense of belonging (Brandes, 2006). This isolation is further aggravated by the doctoral student’s narrow focus in a specialized discipline, in those instances where their course work and research may take up to ten years to complete (Golde & Dore, 2001). Socialization to academic norms: The primary purpose of doctoral education extends beyond the discipline-based specialization; the goal is to prepare the student for the scholar role (Weidman & Stein, 2003). This socialization to academic norms of research and scholarship affects doctoral students’ perceptions of fellow students, ultimately affecting their relationships and integration with the community, as a whole (2003). Using Weidman’s framework for undergraduate socialization (1989), doctoral students have been found to need the same academic-peer culture assimilation. The framework identifies three distinct socialization constructs: 1) interaction with others, 2) integration into the expectations of faculty and peers, and 3) learning the necessary knowledge and skills for professional scholarship (Weidman, 1989). The research finds that doctoral students become socialized differently than other graduate students or undergraduate students and seek different levels of engagement with faculty, peers, and their institutions. The most important elements of socialization for doctoral students include 1) student scholarly engagement, 2) departmental/program affiliation, and 3) student-faculty interactions (Weidman & Stein, 2003). These findings, and the application of the socialization framework, resonate with Tinto’s (1987) integration framework that confirms these elements as essential to a student’s sense of connection, belonging, and ultimate success. Assimilation into the university culture: Several researchers offer perspectives on how doctoral and professional students assimilate to a new campus culture, which is especially challenging if they are enrolled as part-time students (Brandes, 2006; Golde, 1998; Lawson & Fuehrer, 2001). Students must navigate the university bureaucracy, the processes for registration and financial arrangements, the departmental norms, program requirements, and scheduling logistics. Adults who have returned to graduate school after a hiatus find this scenario particularly daunting and crave a corresponding support structure (Polson, 2003). Some researchers have found that customized graduate support programs may reduce first-year stress and isolation (Antony, 2002; Lawson & Fuehrer, 2001). Examples of these support programs typically include orientation programs, peer-to-peer counseling, specialized academic advising, financial assistance, student support groups, and increased faculty-student interaction, (both formal and informal). Streeter (1985) was one of the first researchers to explore the relationship between first-year graduate student anxiety levels and the extent of faculty-student interactions. The importance of the faculty-student interaction is highlighted by other researchers, as well (Kim, Rhoades, & Woodard, 2003). Graduate student profile: Today’s graduate student population comprises adult students who are often enrolled on a part-time basis, and who struggle to maintain a work-life balance with their careers, their civic and community obligations, and most importantly, their families. Many of these students have returned to education after a period of years; they are focused on pursuing advancement in their current career or in changing professions altogether (Zigmond, 1998). Additionally, their personal time and their finances are strained as a result of seeking a degree while preparing for new professional roles. These students demand a different mix of student services, requiring the collaboration and creativity of graduate school faculty and administrators. More extensive research is needed to better understand the needs and interests of graduate and professional students in order to ensure their satisfaction and academic success. Conceptual Framework Tinto’s (1987) academic integration theory forms the basis for this study, emphasizing the relationship between student satisfaction and institutional commitment. Tinto measured student satisfaction across six transformative dimensions, from growth and development to self-actualization. The dimensions include: 1) educational experience, 2) development of skills and knowledge, 3) faculty contact, 4) personal and social gr |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.jwu.edu/files/pdfs/www2/JWUGradCREStudentSuccessBillupsKite.pdf |
| Alternate Webpage(s) | https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1013&context=nera_2010 |
| Alternate Webpage(s) | https://scholarsarchive.jwu.edu/cgi/viewcontent.cgi?article=1004&context=highered&httpsredir=1&referer= |
| Alternate Webpage(s) | https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1013&context=nera_2010&httpsredir=1&referer= |
| Alternate Webpage(s) | https://scholarsarchive.jwu.edu/cgi/viewcontent.cgi?article=1004&context=highered |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
