Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One Land-Grant Research Institution

By Yaritza Ferrer de Valero. 2001

307 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/7c12a455448d92d4642f3ce349ef17620de19c3e

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Citations in the corpus

Motivation, Satisfaction, and Innate Psychological Needs (2012, background): “Being treated as a junior colleague (being able to engage in one’s own research interests) has also been reported as being related to doctoral student progress and completion of degree (Ferrer de Valero, 2001; Girves & Wemmerus, 1988).”
The Role of Emotional Competencies in Faculty-Doctoral Student Relationships (2013, unknown): “Ferrer de Valero, Y. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. The Journal of Higher Education, 72(3), 341–367. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Book”
Peer to peer support: the disappearing work in the doctoral student experience (2009, background): “The relevance of Fletcher’s (1995) analysis to our research question lies in its application to organisations, where it is commonly accepted that power rests not with individuals but in systems of shared meaning (Putnam, 1983; Whiteley, 1995; Choo 2001).”
A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education (2011, methodology): “…was associated with a statistically significant increase in the odds of doctorate attainment in the program, a finding that agrees with the literature indicating that smaller departments are associated with shorter TTD (Bauer 2004; Boyle & Boice, 1998; Dinham & Scott, 1999; Ferrer de Valero, 2001).”
Characteristics that Matter Most: Doctoral Students' Perceptions of Positive and Negative Advisor Attributes. (2010, background): “…time to degree), high/long (high completion rate and long time to degree), and low/ long (low completion rate and long time to degree), Ferrer de Valero (2001) found that students who were clustered in the departments that were high/ short described their advisors as excellent, nurturing,…”
Doctoral Advising or Mentoring? Effects on Student Outcomes (2012, background): “Students in departments with shorter times to degree and higher completion rates were more likely to report a mentor than students in departments with longer times to degree and lower completion rates (Ferrer de Valero, 2005).”
Students’ Persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A Mixed Methods Study (2007, background): “Ferrer de Valero (2001), Girves and Wemmerus (1988), Golde and Dore (2001), and Lovitts (2001) found that positive relations between a student and academic advisor were important for doctoral students’ persistence in traditional campus-based programs.”
Who Are the Doctoral Students Who Drop Out? Factors Associated with the Rate of Doctoral Degree Completion in Universities (2018, background): “Second, most studies solely focused on samples of American PhD students (e.g., Jairam & Kahl, 2012; De Valero, 2001), which are not necessarily representative of all PhD students across the world.”
Hearing their voices: Factors doctoral candidates attribute to their persistence (2012, background): “…in other disciplines as prior research on doctoral attrition and persistence suggests that program characteristics, the nature of faculty mentoring, time to degree completion, and attrition rates vary greatly across disciplines (de Valero, 2001; Golde, 2005; Rodwell & Neuman, 2008; Wao, 2010).”
Doctoral Students' Emotional Exhaustion and Intentions to Leave Academia (2016, background): “As noted previously, one of the most powerful influences on doctoral student persistence is the relationship between the faculty advisor and the doctoral student (e.g., Barnes, 2010; de Valero, 2001; Lovitts, 2001; Sambrook et al., 2008).”
Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “Second, qualitative studies on PhD students’ dropout often present a range of challenges, difficulties and obstacles faced by PhD students (e.g. Bayley et al. 2012; Ferrer de Valero 2001; Wao and Onwuegbuzie 2011).”