Doctoral Students Perceived Barriers That Slow the Progress toward Completing a Doctoral Dissertation: A Mixed AnalysisReport as inadecuate




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Journal of Educational Issues, v1 n1 p165-190 2015

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.

Descriptors: Graduate Students, Doctoral Programs, Doctoral Dissertations, Barriers, Mixed Methods Research, Student Attitudes, Gender Differences, Grade Point Average, Incidence, Correlation, Schools of Education, Academic Persistence

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Author: Hwang, Eunjin; Smith, Rachel N.; Byers, Valerie Tharp; Dickerson, Shirley; McAlister-Shields, Leah; Onwuegbuzie, Anthony J.; Benge

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=367&id=EJ1131694



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