Literaturnachweis - Detailanzeige
| Autor/inn/en | Hwang, Eunjin; Smith, Rachel N.; Byers, Valerie Tharp; Dickerson, Shirley; McAlister-Shields, Leah; Onwuegbuzie, Anthony J.; Benge, Cindy |
|---|---|
| Titel | Doctoral Students' Perceived Barriers That Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis |
| Quelle | In: Journal of Educational Issues, 1 (2015) 1, S.165-190 (27 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2377-2263 |
| Schlagwörter | Graduate Students; Doctoral Programs; Doctoral Dissertations; Barriers; Mixed Methods Research; Student Attitudes; Gender Differences; Grade Point Average; Incidence; Correlation; Schools of Education; Academic Persistence |
| Abstract | The non-completion of doctoral degrees has been a concern due to its economic, social, and personal consequences. In the current study, the researchers investigated perceived barriers of select doctoral students in completing their doctoral degrees by utilizing a fully mixed sequential mixed research design. The quantitative and qualitative data were concurrently collected using identical samples (n = 205) via a Reading Interest Survey questionnaire. A sequential mixed analysis revealed 6 emergent themes: "external obligations" (36%), "challenges to doctoral-level researchers" (34%), "practical/logistical constraints" (23%), "emotional concerns" (15%), "program structure" (9%), and "support for completion" (8%). Also, 3 meta-themes were identified (i.e., "dissociation," "external/internal barriers," and "institutional/personal barriers"), which aided in explaining the relationships among the 6 primary themes. Implications of the findings are discussed. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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