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About 50% of all individuals who enter doctoral programs finish. Although many studies exist concerning reasons people fail to finish doctoral programs, few studies related to the reasons people finish doctoral programs have been conducted. The reasons people do not complete (i.e., finances, life changes, lack of motivation) do not necessarily reflect the reasons students do complete these programs. The purpose of this study was to explore the effects of participation in collaborative cohort doctoral programs on dissertation completion. Elements of grounded theory were employed to search for the emergence of information leading to discussion and reflection about the question: How does participation in a collaborative cohort doctoral program affect dissertation completion?
| Advisor: | Lynch, Kathleen M. |
| Commitee: | Bridwell, Sandra D., Flynn, David L., Padro, Fernando |
| School: | Cambridge College |
| Department: | Educational Leadership |
| School Location: | United States -- Massachusetts |
| Source: | DAI-A 76/03(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Higher Education Administration, Educational leadership, Higher education |
| Keywords: | Collaborative cohort method, Completion rate, Doctoral cohort, Doctoral programming, Grounded theory, Time to completion |
| Publication Number: | 3644473 |
| ISBN: | 978-1-321-32711-3 |
