The Doctorate is a terminal degree, in that, a student has accomplished the ultimate academic achievement within an educational field of domain. Although industries worldwide continually demand ever-advancing scholarly workforces and the innovation developments of higher thinkers, this degree has been impeded by a staggering 50% attrition rate among colleges and universities for decades. Also obstructive to degree attainment has been the phenomenological trend of the All-But-Dissertation (ABD) phase experienced by multitudes of candidates within their courses’ timelines. Researchers have studied these issues over the last century, specifically seeking relevant sources of influence among dozens of student attributes and pursuing all indications with corresponding collegiate remedies. Yet, the statistics have remained steady. Through the qualitative study model of triangulation, the Research Investigator explores the sentiments of collegiate experiences for commonalities which undermine dissertation accomplishment and the possibilities within the Andragogical principles for bolstering students struggling with project progress. The three angles highlighted are the prior sentiments as reported of students from previously researched studies, the transcribed testimonies of several current-era doctoral graduates and former students who opted to drop out, as well as the future-focused narratives of this Author as the candidate persisting toward degree achievement. The Andragogical principles of a Teacher’s empathy with, trust in, and sensitivity toward their students is being explored as a potential attempt to resolve the outstanding issues of doctorate degree attrition among educational institutions. It is believed that each of these three characteristics are powerful means for developing positive modes of communication. Combined together, empathy, trust, and sensitivity are the staples of lasting relationships. When shared in reciprocity through the focused efforts of independent research, the tenets of scholarly mentorship will be achieved, and students will be rallied to persistence in their degree pursuits.
|Commitee:||Wisdom, Sherrie, Lundry , Susan|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Higher education, Adult education, Educational evaluation|
|Keywords:||Degree achievement, Dissertation writing, Student attrition|
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