Should I Stay or Should I Go? Student Descriptions of the Doctoral Attrition Process

By Chris M. Golde. 2000

451 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/65de0c257d5c0bfd14f58e49dba99e2a62856494

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Citations in the corpus

What to Do about Being Overwhelmed: Graduate Students, Stress and University Services (2007, background): “For example, new graduate students often experience emotional stress during the transition period to graduate school (Baird, 1990; Golde, 2000), and many universities offer a campus orientation to new graduate students (Poock, 2004).”
Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being (2012, background): “Previous studies of doctoral experiences have shown that not only are attrition rates high among doctoral students [60, 61], but also the distress during the studies is high [62, 63].”
Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “This is in line with the findings of Golde (2000) as the author states that “pivotal in each story was the importance of a supportive advising relationship in helping students making progress toward their degree.”
Factors that influence PhD candidates’ success: the importance of PhD project characteristics (2019, background): “of academic integration and PhD completion and progress (Golde 2000; Lovitts 2001; Maher, Ford, and Thompson 2004; Spaulding and Rockinson-Szapkiw 2012).”
Characteristics that Matter Most: Doctoral Students' Perceptions of Positive and Negative Advisor Attributes. (2010, background): “Golde (1998, 2000) also acknowledged the critical role that advisors play in whether or not doctoral students complete their degree.”
A sociocultural view of doctoral students' relationships and agency (2010, background): “Socialisation theory, commonly adopted in literature from the United States (eg, Austin 2002 ; Gardner 2008 ; Golde 2000 ; Nettles and Millet 2006 ) tends towards an essentially reproductive and at times conservative notion of doctoral education, casting a strong role for shaping by disciplinary”
Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “…on doctoral study focuses on the socialization of students and the roles that a variety of relationships, particularly advising or mentoring relationships, play in this process (Boud and Lee 2005; Golde 2000; Green 1991; Paglis, Green, and Bauer 2006; Tenenbaum, Crosby, and Gliner 2001).”
Students’ Persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A Mixed Methods Study (2007, background): “Failure to continue in the doctoral program is not only painful and expensive for a student, but is also discouraging for faculty involved, injurious to an institution’s reputation, and results in a loss of high-level resources (Bowen and Rudenstine, 1992; Golde, 2000; Johnson, Green, and Kluever, 2”
Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach (2008, background): “For years, researchers have examined the influence of the academic advisor and peers on the doctoral student experience, and this work has served as the foundation for research on doctoral education (Golde, 2000; Green, 1991; Green & Bauer, 1995; Nettles & Millett, 2006).”
Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student (2013, background): “As suggested by Golde (2000), “paradoxically, the most academically capable, most academically successful, most stringently evaluated, and most carefully selected students in the entire higher education system—doctoral students—are the least likely to complete their chosen academic goals” (p. 199).”
Retheorizing doctoral supervision as professional work (2010, background): “Doctoral supervisors play a critical role in doctoral education, and ‘good’ doctoral supervision is crucial to successful research education programs (Golde 2000; Harman 2002; Seagram, Gould, and Pike 1998; Walker et al. 2008).”
Doctoral Student Satisfaction: An Examination of Disciplinary, Enrollment, and Institutional Differences (2012, background): “Although the cause of attrition can vary according to specific circumstances, insufficient funding, poor advising and mentoring, a lack of department and disciplinary integration (Lovitts 2001), and disciplinary differences ( Golde 2000, 2005; Nettles and Millett 2006) have been frequently identifi”
Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2006, background): “in traditional doctoral programs was reported in numerous studies (Bowen and Rudenstine 1992; Golde 2000; Brown 2001; Lovitts 2001).”
Negotiating academicity: postgraduate research supervision as category boundary work (2007, background): “Much research has explored the characteristics of ‘effective’ supervision, and much has focused on collecting information about postgraduate research students’ positive and negative experiences that can inform guidelines about supervision, and improve supervisory arrangements and practices (see, for”
Improving the Development of Postgraduates' Research and Supervision (2011, background): “Yet, theirs is the voice that is least heard (Golde, 2000).”
Who Are the Doctoral Students Who Drop Out? Factors Associated with the Rate of Doctoral Degree Completion in Universities (2018, background): “Moreover, they are subjected to a highly selective process (Ali & Kohun, 2006; Golde, 2000).”
Performing Masculinity: Considering Gender in Doctoral Student Socialization (2011, unknown): “…with positive relationships with their advisors tend to have smoother trajectories through their graduate programs (golde, 2000; golde & dore, 2001). golde (2000) found that problematic relationships with advisors played a significant role in students’ decisions to leave their doctoral programs.”