Challenges To Completion Cassuto 2013 Identified Three Diffe

Challenges To Completioncassuto 2013 Identified Three Different Type

Challenges to completion, as outlined by Cassuto (2013), include three types of doctoral candidates: those unable to complete due to time, skills, or external factors; those who can complete but opt not to for personal or professional reasons; and those who successfully finish their dissertations. The study emphasizes how personal and professional challenges influence the likelihood of completing a dissertation, especially for practitioner scholars balancing work and family demands. External factors such as managing family responsibilities (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) and financial constraints are critical barriers. Funding plays a pivotal role in supporting students through financial aid and fellowships (Ehrenberg et al., 2009). Unemployment and work-related stress also hinder progress, with admissions processes often inadvertently filtering out students less prepared (Smallwood, 2006; McCalley, 2015). These barriers have persisted over decades, affecting doctoral completion rates (Bair & Haworth, 2004).

Impostor syndrome, identified by Clance and Imes (1978), describes the self-doubt experienced by high-achieving individuals, fearing exposure as fraud despite success. Nelson (2011) characterizes it as feelings of inadequacy and attributing success to luck, leading to anxiety, burnout, and depression (Sherman, 2013). Hendrikson (2016) notes impostor feelings often surface after notable achievements, while Young (2011) suggests transition periods and high-stakes tasks exacerbate these doubts. Cuddy (2016) observes that impostor syndrome is widespread, driven by societal pressures and perfectionism, with fear of failure central to performance paralysis.

Writing anxiety is another significant barrier, arising from insufficient training in academic writing and feedback processes (Ferguson, 2009; Ondrusek, 2012). Doctoral students often struggle with expressing ideas, editing drafts, and accepting critique, which hampers progress. Developing scholarly writing skills requires vulnerability and openness to criticism (Ferguson, 2009; Liechty, Schull, & Liao, 2009). Supportive peer review groups and timely feedback can bolster writing confidence (Lavelle & Bushrow, 2007). Successful doctoral writing emphasizes critical thinking, synthesis, and clarity, essential for scholarly communication.

Productivity constraints impact doctoral completion, especially for mature students juggling personal and professional commitments (Ondrusek, 2012). Factors such as poor planning, procrastination, perfectionism, and lack of research skills hinder progress (Dominguez, 2006). Support mechanisms like self-regulated learning training and effective mentorship are vital (Holmes, Robinson, & Seay, 2010). Funds from assistantships and research opportunities enhance productivity and facilitate timely progress (Ehrenberg et al., 2009). Structural barriers, coupled with individual hurdles like choosing the right topic and maintaining motivation, further complicate the path to graduation.

Support systems play an essential role in fostering doctoral completion. The Strategic Intervention for Doctoral Completion (Council of Graduate Schools, 2007) advocates for recruiting suitable candidates, ensuring they understand the demands, and fostering a collegial environment. Promoting peer support through cohorts or writing groups facilitates academic and emotional support (Varney, 2010; Krueger & Peek, 2006). Faculty mentorship, particularly by dissertation chairpersons, significantly influences timely completion. Effective chairs serve as advocates, managers, leaders, and judges, tailoring support to student needs (Barnes, Williams, & Stassen, 2012; Burkard et al., 2014). The quality of interaction between students and faculty correlates strongly with successful graduation outcomes (Bair & Haworth, 2004).

Choosing the right chairperson involves considering research interests, mentorship style, and the ability to support students personally and professionally (Lovitts, 2001; Neale-McFall & Ward, 2015). Collaborative faculty relationships foster engagement, confidence, and a sense of belonging within the academic community (Smallwood, 2006). The absence of successful completion results in psychological, economic, and research losses, with the noncompletion rate potentially rising despite technological and pedagogical advances (Miller, 2013). Understanding and addressing individual student needs maximize the likelihood of dissertation success.

Implications for practice highlight that motivation, confidence, and individual support are crucial to doctoral completion. Students are encouraged to recognize impostor syndrome, develop accountability partnerships, maintain regular communication with advisors, and clarify personal motivations. Building research and writing skills early in the program improves confidence and preparedness for dissertation tasks (Ferguson, 2009). For faculty and program administrators, providing ongoing writing and research training, fostering supportive mentoring relationships, and establishing clear goals with deadlines enhance productivity and progress (Garger, 2011; Gearity & Mertz, 2012). Institutional measures like workshops, virtual resources, and timely feedback are recommended to support students throughout their doctoral journey (Marshall, Klocko, & Davidson, 2017).

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Doctoral dissertation completion is a complex process influenced by multiple personal, academic, and institutional factors. Understanding these various challenges and supportive measures is essential for increasing graduation rates and reducing attrition among doctoral candidates. The prominent challenges include external barriers such as time management, financial constraints, and personal responsibilities, which can obstruct progress (Cassuto, 2013; Ehrenberg et al., 2009). These hurdles are compounded by internal issues like impostor syndrome, writing anxiety, and productivity struggles, which undermine students’ confidence and motivation.

Impostor syndrome, first studied by Clance and Imes (1978), affects many high-achieving individuals by fostering feelings of self-doubt and fear of exposure as fraud. Nelson (2011) emphasizes how these feelings lead to compulsive perfectionism, burnout, and depression, which erode the perseverance necessary for dissertation completion. Hendrikson (2016) notes that impostor feelings often emerge after significant accomplishments, especially during transitions; this phenomenon can be widespread and nondiscriminatory (Cuddy, 2016). Addressing impostor syndrome requires fostering self-awareness and developing supportive peer networks, which can provide validation and encouragement.

Writing anxiety constitutes another significant hurdle. Graduate students often feel overwhelmed by scholarly writing demands, especially when they lack prior training or exposure to academic writing conventions (Ferguson, 2009; Ondrusek, 2012). Feedback can intensify this anxiety, particularly when students are unaccustomed to critiquing their work or receiving constructive criticism (Liechty, Schull, & Liao, 2009). To combat this, fostering collaborative peer review groups, providing targeted writing workshops, and encouraging iterative feedback are effective strategies (Lavelle & Bushrow, 2007). Developing scholarly writing skills—critical for articulating research findings—requires scaffolded practice and mentorship, fostering confidence and competence in students.

Productivity challenges relate to the demands of balancing academic pursuits with personal and professional commitments. Many doctoral students, often older and working professionals, struggle to allocate regular, focused time to research and writing (Ondrusek, 2012). Procrastination, perfectionism, and inadequate research skills further delay progress (Dominguez, 2006). Mentorship programs, self-regulated learning training, and clear planning tools have demonstrated efficacy in promoting productivity (Holmes, Robinson, & Seay, 2010). Additionally, securing research assistantships and funding expedites research activities, affording students more time and resources to complete their dissertations (Ehrenberg et al., 2009).

Institutional and support structures are crucial in enhancing completion rates. The Strategic Intervention for Doctoral Completion (Council of Graduate Schools, 2007) identifies key conditions: recruiting suitable candidates, preparing them adequately for the challenges ahead, fostering collegial environments, and establishing strong faculty-student relationships. Cohort models, group support, and peer mentoring significantly improve motivation and engagement (Varney, 2010; Krueger & Peek, 2006). The dissertation chairperson’s role is vital, acting as advocate, mentor, and evaluator to guide students through the research process (Barnes, Williams, & Stassen, 2012; Burkard et al., 2014). The selection of a supportive and engaged chairperson that aligns with the student’s research interests and mentorship needs can determine the success or failure of the dissertation journey (Lovitts, 2001; Neale-McFall & Ward, 2015).

Effective faculty mentorship involves regular communication, setting clear goals, and providing immediate feedback. Faculty can facilitate skill development by integrating dissertation-relevant activities into coursework, such as literature reviews and methodology exercises (Garger, 2011). Furthermore, utilizing technology—such as virtual meetings, recorded lectures, and online resource repositories—can expand the availability of support and training during critical phases of the dissertation process (Marshall, Klocko, & Davidson, 2017). These strategies collectively enhance students’ confidence, productivity, and ultimately, their likelihood of completing their doctoral degrees.

In conclusion, successful dissertation completion relies on addressing a constellation of personal and institutional factors. Empowering students through awareness of impostor syndrome, developing robust writing skills, promoting productivity, and fostering strong faculty relationships are all essential components. Institutions should focus on creating supportive frameworks that include mentorship, peer support, targeted training, and accessible resources. Recognizing the individual needs of doctoral candidates and tailoring interventions accordingly can significantly improve completion rates, reducing attrition and contributing to the broader mission of advancing research and scholarship.

References

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