Running Head Doctoral Persistence 1 And 2 Quali

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Universities have been focusing much on undergraduate level without giving distinct objectives on providing future scholars with the right resources to pursue doctoral degree. It is imperative for universities to focus attention the factors affecting persistence of doctoral students. Doctoral students are defined as adults which makes them have obligations including families, work and loan payments (Greene, 2015). The increase of doctoral student’s population continues to widen the gap of obtaining finances to accomplish this degree. This makes many doctoral students pass through hurdles which they must defeat and without the universities or relevant bodies help, some of them might find themselves dropping out.

The introduction of online doctoral courses also faces many challenges. Doctoral students rely on the collective support of stakeholders involved to develop positive social change through persistence (Rockinson-Szapkiw et al., 2014). Students retention especially for the Doctoral students, is becoming an important issue because of the decrease in university enrollment. Research Question: what factors affect the persistence of doctoral students in achieving their degree focus? I intend to interview the freshly graduated doctoral students and doctoral students who did not manage to graduate in their final year.

The freshly graduated doctoral students will be able to focus and give the challenges they faced while taking their doctoral education. The factors which rendered them successfully will be important in answering the research question. The doctoral students who did not graduate will be asked to give their input on why they feel they did not manage to graduate in their final year of study. The freshly graduated students may attribute their success to cooperative teachers, sources of finances and family support. The ungraduated doctoral students many view lacks teachers support, cooperative loans grands and increased family responsibilities as the factors leading to their failure.

Five interview questions: · What do you attribute your success to? · What factor do you think increases or reduces doctoral students persistence? · Do you think doctoral students educators plays a role in student’s persistence? · What do you attribute failure of most doctoral students from graduating to? · Do you think the universities can do anything to increase doctoral students persistence? The research question focusses on establishing the factors that contribute or affect doctoral student’s persistence in their bid to achieving doctoral degrees. Doctoral persistence faces many challenges which needs to be researched. The interview questions are designed to allow the interviewee to focus on their experiences to exclusively quantify the factors that allowed them to be successful or fail.

The information that will be obtained will help in carrying out a research analysis on various strategies to allow doctoral students increase persistence and be successful in attaining their doctoral degrees. If one of the factors is doctoral educators, it will be imperative for universities to establish better curriculum which enhance teacher-student interaction to facilitate easy learning. Personal experience reflection from the students provides the best avenue of obtaining primary information for the research analysis. The information will require consent from the students especially those who did not successfully graduate. Reference Greene, M. (2015).

Paper For Above instruction

Doctoral persistence is a critical aspect of higher education that warrants comprehensive understanding and targeted strategies to enhance student success. Despite substantial efforts to improve undergraduate education, doctoral students face unique challenges that influence their ability to complete their degrees. These challenges include financial constraints, balancing personal obligations, academic pressures, and limited institutional support, especially in online learning contexts. Understanding the factors that contribute to or hinder doctoral persistence is essential for universities aiming to foster successful doctoral graduation rates.

Research indicates that multiple factors influence doctoral persistence, including financial stability, academic support, quality of mentorship, personal motivation, and institutional climate. Greene (2015) emphasizes the importance of support services and student engagement, asserting that perceived assistance and active involvement in academic communities positively impact persistence rates. Similarly, Rockinson-Szapkiw et al. (2014) highlight the role of faculty-student relationships and institutional policies in promoting doctoral degree completion. These studies underscore the multifaceted nature of persistence and the necessity for a holistic approach in addressing the challenges faced by doctoral candidates.

To explore these factors empirically, qualitative research methods such as interviews provide rich, firsthand insights into students' experiences. Conducting interviews with both successful graduates and those who dropped out offers a comprehensive perspective on the barriers and enablers of persistence. Success stories often cite supportive faculty, access to financial resources, and family backing as crucial components. Conversely, students who did not complete their degrees frequently identify lack of mentorship, inadequate financial support, and increased personal responsibilities as primary obstacles.

The proposed research centers around a principal question: What factors affect the persistence of doctoral students in achieving their degrees? This inquiry aims to identify actionable strategies that universities can implement to improve retention and graduation rates. The interview questions are designed to elicit detailed narratives regarding personal, institutional, and academic factors influencing persistence. For example, asking "What do you attribute your success to?" explores catalysts of achievement, while "Do you think doctoral educators play a role in student persistence?" investigates the influence of faculty engagement.

Analysis of such qualitative data can reveal patterns and insights that inform policy and pedagogical improvements. Enhancing faculty-student interactions, providing targeted financial aid, and fostering a supportive academic culture are potential recommendations derived from this research. Furthermore, understanding student perceptions allows for the development of tailored support programs addressing specific needs identified by doctoral candidates. Overall, advancing doctoral persistence is vital for maintaining the pipeline of scholarly and professional expertise necessary to address complex societal challenges.

In conclusion, this research underscores the significance of multifactorial support systems in promoting doctoral degree completion. Universities must recognize the diverse obligations and barriers faced by doctoral students and adopt strategic interventions to mitigate these challenges. Through qualitative inquiry into students' lived experiences, institutions can cultivate environments that nurture persistence, thereby contributing to the production of highly qualified scholars and professionals critical for societal advancement.

References

• Greene, M. (2015). Come hell or high water: Doctoral students’ perceptions on support services and persistence. International Journal of Doctoral Studies, 10(1).
• Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Bean, J. P. (2005). Nine themes of college student retention. In A. Seidman (Ed.), College Student Retention: Formula for Success (pp. 215-243). Rowman & Littlefield.
• Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications.
• Lovitts, B. E. (2001). Including the "non-traditional": A phenomenological study of attrition and persistence among doctoral students. The Journal of Higher Education, 72(6), 699-717.
• Phillips, E. M., & Pugh, D. S. (2010). How to get a PhD: A handbook for students and their supervisors. McGraw-Hill Education.
• Tinto, V. (1997). Classrooms as communities: Exploring the educational potential of student persistence. The Review of Higher Education, 21(2), 167-179.
• York-Woolley, C. (2016). Supporting doctoral students: Strategies to foster persistence. International Journal of Educational Leadership Preparation, 11(2).
• Winston, R. B., & Sandor, J. (1998). Building support for successful doctoral research: Recommendations for faculty advisors. Innovative Higher Education, 23(2), 133-152.