Decoding the Persistence and Engagement Patterns of Doctoral Students Who Finish

Authors

Barbara Holmes, Hampton University
Leo T. McAuley Brown, Hampton University
DeJuanna M. Parker, Hampton University
Jacqueline Mann, Hampton University
Ericka L. Woods, Hampton University
Jamel A. Gibson, Hampton University
Terri L. Best, Hampton University
Vanessa Diggs, Hampton University
China Wilson, Hampton University
Douglas Hall, Hampton University

Files

Description

Doctoral attrition rates are alarmingly high, causing concern to university leaders and students alike. These constituents seek solutions to address the troubling phenomenon of doctoral students dropping out of their programs of study. This article discusses persistence patterns of doctoral students who finish. The authors matriculated in a hybrid Ph.D. cohort program consisting of a residency requirement, coupled with online coursework. Cohort engagement, collaboration, vertical teaming, academic productivity, and networking are among the strategies discussed as effective in persistence to program completion.

Publication Date

3-21-2016

Publisher

Clute International Conference on Education

Keywords

Doctoral Persistence, Cohort Engagement, Mentor Relationships, Academic Productivity, Collaboration

Department

Education Doctorate

Disciplines

Education

Comments

This text was for Clute International Conference on Education on March 21, 2016.

Recommended Citation

Holmes, Barbara; McAuley Brown, Leo T.; Parker, DeJuanna M.; Mann, Jacqueline; Woods, Ericka L.; Gibson, Jamel A.; Best, Terri L.; Diggs, Vanessa; Wilson, China; and Hall, Douglas, "Decoding the Persistence and Engagement Patterns of Doctoral Students Who Finish" (2016). Education Doctorate Faculty Works. 11.
https://openriver.winona.edu/educationeddfacultyworks/11