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Exploring the Meaning Doctoral Candidates Ascribed to Their Persistence, and the Challenges and Barriers They Experienced

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/37027

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dc.contributor.advisor Zirkle, Chris
dc.creator Fletcher, Edward Jr.
dc.date.accessioned 2009-05-28T20:42:39Z
dc.date.available 2009-05-28T20:42:39Z
dc.date.issued 2009-04
dc.identifier.uri http://hdl.handle.net/1811/37027
dc.description Education and Human Ecology: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum) en
dc.description.abstract The purpose of this study was to describe the meaning doctoral candidates ascribed to their persistence in doctoral programs, and the challenges and barriers they experienced impeding a timely completion of their dissertations. Participants included six doctoral candidates in the field of Education who had been in the dissertation phase of their programs for at least one academic year (up to four academic years) and had yet to complete a dissertation research proposal. The themes that emerged as a result of this study were: (a) a lack of a sense of community; (b) ineffective advisor-advisee relations; and (c) momentum loss. en
dc.language.iso en_US en
dc.relation.ispartofseries 2009 Edward F. Hayes Graduate Research Forum. 23rd en
dc.subject Doctoral persistence en
dc.subject Higher education en
dc.title Exploring the Meaning Doctoral Candidates Ascribed to Their Persistence, and the Challenges and Barriers They Experienced en
dc.type Article en
dc.description.embargo No embargo en
dc.rights.cc Attribution 3.0 Unported en_US
dc.rights.ccuri http://creativecommons.org/licenses/by/3.0/ en_US
Attribution 3.0 Unported This item is licensed under a Creative Commons License:
Attribution 3.0 Unported