The Impact of Longitudinal Action Research on Doctoral Student Retention and Degree Completion

The impact of a longitudinal action research (LAR) project on the retention and success of students enrolled in a leadership studies doctoral program was the focus of this study. The purpose was to understand how the experiences obtained through an action research project, conducted over 12-15 months, affected students’ development while they completed the first two years of their doctoral coursework. Ten doctoral students, who were at various stages in their educational journey, were interviewed and asked to reflect upon their experiences while completing their LAR project. Findings indicated that the LAR project provided an opportunity to apply theoretical concepts and methodological tools obtained in their classes to real-world issues and concerns within their respective organizations. Additionally, students indicated that the experiences obtained through LAR projects increased appreciation for their doctoral education which, in turn, impacted their retention and success.

The case for partnering doctoral students with librarians: a synthesis of the literatures

Library Review ◽

10.1108/00242531111153614 ◽

2011 ◽

Vol 60 (7) ◽

pp. 599-620 ◽

Cited By ~ 17

Author(s):

Colleen S. Harris

Keyword(s):

Student Retention ◽

Doctoral Students ◽

Doctoral Student ◽

Academic Library ◽

Library Science ◽

Library Instruction ◽

Content Type ◽

Research Students ◽

PurposeThe purpose of this paper is to ask how the academic library may better position itself to assist with the demonstrated need for improved research ability in doctoral students. The paper examines the literature on doctoral student retention, which demonstrates problems with research self‐efficacy in students, and connects this issue to the library literature demonstrating the impact of library instruction.Design/methodology/approachThe main approach is the review of the literatures in library science on the impact of instruction, and in the wider education literature on student retention and doctoral student attrition.FindingsIt was found that library instruction does demonstrably improve student research skills, and that doctoral students are generally underprepared to conduct dissertation level research. There is a case for partnering doctoral students with academic librarians to improve dissertation completion rates and lower attrition due to lack of research skill.Practical implicationsThe paper demonstrates an obvious need for focus of library instruction on graduate students, and doctoral students in particular. The paper poses a number of research agendas that can be taken up by practitioners in the field, including various models for implementing instruction for doctoral students.Social implicationsAttrition from doctoral programs has a burdensome impact on academic institutions, and has been demonstrated to have adverse social, psychological and financial impacts on the doctoral students themselves. The ability of library intervention to alleviate the problem has wide‐ranging implications.Originality/valueThe paper brings a wider literature base to bear on the practice of library instruction, and raises important questions relevant to librarians and graduate faculty about the value of the library to more advanced research students and the current focus of most library instruction programs at the undergraduate levels.

Early Warning Systems and Targeted Interventions for Student Success in Online Courses - Advances in Educational Technologies and Instructional Design ◽

The Impact of a Cohort Model for Online Doctoral Student Retention and Success

10.4018/978-1-7998-5074-8.ch006 ◽

2020 ◽

pp. 113-139

Author(s):

Debra Hoven ◽

Rima Al Tawil ◽

Kathryn Johnson ◽

Nikki Pawlitschek ◽

Dan Wilton

Keyword(s):

Online Education ◽

Doctoral Students ◽

Doctoral Program ◽

Cohort Model ◽

Student Difficulties ◽

Online Higher Education ◽

Professional Doctorate ◽

The Impact ◽

Warning Indicators

Two critical decisions were made in the design of Canada's first fully online doctoral program discussed in this chapter: to create a professional Doctorate in Education rather than a PhD and to enroll students as cohorts each year. The first decision was based on the contemporary need within the field of online higher education for discipline specialists to have a solid background in online education principles and practice. The second decision was made on the basis of literature around benefits for graduate students. However, little sustained research has been carried out on what specific benefits may accrue for doctoral students participating in a cohort-based program in an online environment. This chapter presents and discusses the outcomes of two research studies on a cohort model, to provide insights into some of the personal and other factors identified as early warning indicators of student difficulties and how and when they arise.

The Nature of Exemplary Doctoral Advisors' Expectations and the Ways They May Influence Doctoral Persistence

Journal of College Student Retention Research Theory & Practice ◽

10.2190/cs.11.3.b ◽

2009 ◽

Vol 11 (3) ◽

pp. 323-343 ◽

Cited By ~ 16

Author(s):

Benita J. Barnes

Keyword(s):

Student Retention ◽

Doctoral Students ◽

Degree Completion ◽

Doctoral Programs ◽

Attrition Rate ◽

Doctoral Persistence ◽

Doctoral Attrition ◽

Doctoral Advisors ◽

The Relationship

The high attrition rate from doctoral programs has been called a “hidden crisis” in graduate education (Lovitts & Nelson, 2000). Previous research has identified a constellation of factors that may contribute to doctoral attrition. However, the literature suggests that one of the most powerful influences on doctoral persistence is the relationship doctoral students develop with their advisors (Berg & Ferber, 1983; Ferrer de Valero, 2001; Girves & Wemmerus, 1988). Although there is a growing body of literature that has explored the advisor-advisee relationship with respect to persistence, little attention has been given to the examination of the expectations that advisors have of their advisees and how these expectations might impact degree completion. Therefore, this exploratory qualitative study examined the expectations that 25 exemplary advisors have of their doctoral advisees. Findings revealed 5 specific expectations advisors hold that, if met, could lead to improved doctoral student retention.

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

Education Finance and Policy ◽

10.1162/edfp_a_00221 ◽

2018 ◽

Vol 13 (1) ◽

pp. 97-118 ◽

Cited By ~ 5

Author(s):

Eric P. Bettinger ◽

Bridget Terry Long

Keyword(s):

College Students ◽

Student Retention ◽

Degree Completion ◽

Class Size ◽

Higher Learning ◽

Secondary Schooling ◽

Long Run ◽

College Class ◽

The Impact ◽

Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

Evaluating the Impact of the Accounting Doctoral Scholars Program on Academic Accounting in the US

Issues in Accounting Education ◽

10.2308/issues-2020-057 ◽

2021 ◽

Author(s):

Jonathan S. Pyzoha ◽

Timothy J. Fogarty

Keyword(s):

Degree Completion ◽

Completion Time ◽

Business Schools ◽

Doctoral Program ◽

Doctoral Graduates ◽

Accounting Faculty ◽

Unmet Demand ◽

The Us ◽

Market Trends ◽

The accounting establishment and AICPA Foundation responded to an inadequate supply of new accounting faculty by creating the Accounting Doctoral Scholars (ADS) program. Between 2009–2018, the $17 million program enabled 105 practitioners to become audit and tax faculty. Based on market data and an ADS participant survey, we find an increase in doctoral graduates at ADS and non-ADS schools relative to pre-ADS years, and unmet demand for audit has decreased after ADS, whereas tax remains in need. Compared to the market, ADS graduates experienced somewhat better placements by moving up to more prestigious strata and were more likely to place at schools with a doctoral program. Additionally, we present results for ADS students’ motivations, degree completion time, and differences between audit and tax participants. Our findings have important implications for academic accounting, business schools, regulators, and policymakers. We also provide important context for changes in market trends preceding COVID 19.

Making and measuring “good” HR practice in an SME: the case of a Yorkshire bakery

Employee Relations ◽

10.1108/er-02-2013-0017 ◽

2013 ◽

Vol 36 (2) ◽

pp. 128-147 ◽

Cited By ~ 13

Author(s):

Liz Doherty ◽

Ann Norton

Keyword(s):

Action Research ◽

Design Methodology ◽

Participant Observation ◽

Good Practice ◽

Original Model ◽

Structured Interviews ◽

Action Research Project ◽

Content Type ◽

The Impact ◽

The Relationship

Purpose – The purpose of this paper is to understand how “good” HR practice is characterised in SMEs and what the drivers are for adopting this good practice. The paper also explores methods for measuring the impact of HR practice which are helpful and realistic in the context of an SME. Design/methodology/approach – The research was carried out in one SME, a bakery based in South Yorkshire. It was an action research project which utilised semi-structured interviews, participant observation on the factory floor and analysis of company documentation in the diagnosis phase. In addition, reflections on action interventions have informed the findings, together with post-project, semi-structured interviews with key actors three years after the completion of the project. Findings – The drivers of good HR practice were found to be size, market position, external “coercive networks”, presenting issues, the ideology of the managing director and the energy of an HR champion. The findings demonstrate that the impact of “good” HR practice can be best evaluated in SMEs through one-shot, cost-based metrics or more strategic qualitative measures. Originality/value – The paper develops an original model to show the relationship between the drivers, the HR practices adopted and measurable outcomes. This makes an important contribution to the debate about HRM within SMEs and it has practical value for informing the development of good HR practice in SMEs.

PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research

Open Praxis ◽

10.5944/openpraxis.11.4.1024 ◽

2019 ◽

Vol 11 (4) ◽

pp. 381

Author(s):

Ada Czerwonogora ◽

Virginia Rodés

Keyword(s):

Action Research ◽

Professional Learning ◽

Open Science ◽

Educational Practices ◽

Public Higher Education ◽

Action Research Project ◽

Teaching Innovation ◽

Open Educational Practices ◽

Participatory Technologies ◽

The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.

Factors Affecting Academic Self-Efficacy and Academic Self-handicapping Behaviors in Doctoral Students

International Journal of Doctoral Studies ◽

10.28945/4414 ◽

2019 ◽

Vol 14 ◽

pp. 637-649

Author(s):

Anique A Falconer ◽

Borivoje-Boris Djokic

Keyword(s):

Socioeconomic Status ◽

Factor Analysis ◽

Student Retention ◽

Doctoral Students ◽

Self Efficacy ◽

Psychological Factors ◽

Doctoral Program ◽

Future Research ◽

Factors Affecting ◽

Academic Self Efficacy

Aim/Purpose: The purpose of this study was to determine to which degree age, race, and Socioeconomic Status (SES) influence academic self-efficacy and academic self-handicapping behaviors in doctoral. Background: Across all disciplines, more than 50% of students who begin a doctoral program do not persist to graduation. Although the issue of student retention and psychological factors have been proffered, much attention has not been placed on this relationship. Past researchers have focused primarily on academic-related, student-related, institutional, and financial factors. Methodology: A quantitative study was conducted, using the exploratory factor analysis. One-hundred and sixty-five participants, of legal age, who had completed at least one semester of a doctoral program, were involved in this current study. Contribution: The findings from this study increase the empirical evidence reported on the scarce literature on student retention and psychological factors in doctoral students. Findings: The factor analysis test did not show a statistically significance between the dependent variables -academic self-efficacy and academic self-handicapping- and any of the independent variables – gender, race, age, and socioeconomic status. Recommendations for Practitioners: Higher education leaders should make a proactive effort to understand the issue of student retention from a psychological perspective and make implementations to reduce these problems for doctoral students. Recommendation for Researchers: Future researchers should explore in-depth psychological variables that contribute to the high attrition rates in doctoral students. Impact on Society: A better understanding of the factors affecting the cognitive strategies and self-constructs of doctoral students could provide those working in academia with a better understanding of the problem and increase awareness at a societal level. Future Research: It is recommended that future research be carried using a mixed methods approach to offset the limitations found in the quantitative strand and gain thick, rich data from the qualitative strand.

The Big Paper Network Supporting Doctoral Students to Degree Completion

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v2i8.1856 ◽

2005 ◽

Vol 2 (8) ◽

Author(s):

Joyce M. Lieberman ◽

Nina G. Dorsch

Keyword(s):

Doctoral Students ◽

Degree Completion ◽

Support System ◽

Doctoral Program ◽

Strong Support ◽

Completion Rates ◽

Curriculum Leadership ◽

Doctoral Completion ◽

Proposal Writing ◽

The Creation

Doctoral completion rates are a concern across disciplines. This paper describes the way in which Curriculum Leadership faculty redesigned their doctoral program from coursework through completion to include a strong support system, intellectually and emotionally. This culminated in the creation of the “Big Paper Network,” designed to support candidates from proposal writing through defense.

The Impact of Service-Oriented Undergraduate Research on an Ongoing Participatory Community Action Research Project at Homeless Shelters

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v21i1.30549 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Jennifer Leigh Zicka ◽

Roger Nathan Reeb

Keyword(s):

Action Research ◽

Undergraduate Research ◽

Community Action ◽

Homeless Shelters ◽

Action Research Project ◽

Research Project ◽

Ongoing Research ◽

Related Development ◽

Service Oriented ◽

This article provides (a) a brief description of an ongoing research project at homeless shelters, (a) an example of an undergraduate student’s independent (and unique) contributions to the Project; and (c) the student’s reflection on civic-related and professional-related development associated with the work.