Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Autor/in	Massyn, Liezel
Titel	Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 3, S.613-631 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massyn, Liezel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/15210251211007110
Schlagwörter	Academic Persistence; Doctoral Programs; Doctoral Students; Part Time Students; Adult Students; School Holding Power; Environmental Influences; Business Administration Education; Business Schools; Foreign Countries; Social Integration; South Africa + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Part-time students; Teilzeitstudent; Adult; Adults; Erwachsenenalter; Environmental influence; Umwelteinfluss; Ausland; Soziale Integration; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Ample literature on the retention of undergraduate students is available. However, information on the retention of postgraduate students in doctoral research is not abundant, especially when the population comprises working adult students studying on a part-time basis. This article aims to explore factors that influence retention in this group of students. The literature identified various factors that could affect the retention of these students. Besides the academic and social integration identified by Tinto, environmental factors (finances, family and employment) and time constraints also play a role in their persistence. The data was collected from PhD students at a Business School in South Africa. The results from the survey confirm the influence of these factors on retention. The inclusion of qualitative responses as part of the survey led to recommendations that consider the finer nuances of the support needed by this group of heterogeneous students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01