Factors Influencing Successful Submission of PhD Theses

By T. Wright, R. Cochrane. 2000

221 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dcb3d857524df49ba76e3eb8edd192c5efe28e7b

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Citations in the corpus

Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes (2005, background): “As with Seagram et al. (1998) and Wright and Cochrane (2000), there were no apparent gender patterns in the group of completing students in this study.”
Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “…likely to influence doctoral students’ dropout, for example, sociodemographic and employment characteristics (e.g. gender, field of study, institutions, type of funding) (Visser et al. 2007; Wright and Cochrane 2000), doctoral program characteristics and personal and psychological variables.”
Coping with loneliness: A netnographic study of doctoral students (2014, unknown): “Keywords: doctoral students; loneliness; netnography; coping; isolation”
Students' Conceptions of Research. I: A qualitative and quantitative analysis (2005, background): “Finally, a focus on students' conceptions of research may in theory overcome some of the difficulties faced by earlier research that was unable to identify factors associated with successful completion rates by postgraduate students ( Wright & Cochrane, 2000 ).”
Who Are the Doctoral Students Who Drop Out? Factors Associated with the Rate of Doctoral Degree Completion in Universities (2018, methodology): “The youngest PhD students at the start of their research career (20-26 years) enjoy higher completion rates than the oldest (27-75 years; Groenvynck et al., 2013; Van der Haert et al., 2013; Wright & Cochrane, 2000; Spronken-Smith, et al., 2018).”
Potential Predictors of Timely Completion among Dissertation Research Students at an Australian Faculty of Sciences (2010, background): “To that end it can be stated that the observed attrition rate is in the lower range of generic values reported previously (see review by Bourke et al., 2004) and comparable to rates determined specifically for the sciences (Elgar, 2003; Wright & Cochrane, 2000).”
An Exploratory Study of the Supervision of Ph.D./Research Students’ Theses (2008, background): “Such factors as, attendance status, level of research funding available, age, completion of an honors degree, discipline areas, and gender have been investigated and linked to completion (Bourke et al. 2004; Gasson and Reyes 2004; Seagram et al. 1998; Wright and Cochrane 2002 ).”
Improving the Development of Postgraduates' Research and Supervision (2011, background): “For the UK, completion rates after 10 years differed by general discipline area with arts/humanities rates being 51%, and sciences cited at 64% (Wright and Cochrane, 2000).”
Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students (2004, background): “Considerably more attention has been paid to learner experience and tutor practices in relation to the master’s dissertation and the doctoral thesis (examples of recent studies being Wright & Cochrane, 2000; Jackson & Tinkler, 2001; and Woolhouse, 2002).”
Managing criticism in Ph.D. supervision: a qualitative case study (2007, background): “journey is often characterised by emotional ups and downs, uncertainty, misunderstandings, disappointment, frustration, triumphs and rewards (Cargill, 2000 ; Wright & Cochrane, 2000 ): Lee and Williams describe it as ‘strewn with suffering’ ( 1999 , p.”
PhD experience and subsequent outcomes: a look at self-perceptions of acquired graduate attributes and supervisor support (2012, methodology): “Finally, a series of demographic variables likely to be related to the outcome variables (Sinclair 2004 ; Wright and Cochrane 2000 ) was employed as a control in all analyses.”
Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activities (2015, unknown): “…model is more often applied tend to be more satis ﬁ ed with their supervision (e.g. Chiang, 2003) and successful in ﬁ nishing their PhDs – i.e. having higher completion rates and faster completion times – than students in the humanities (Seagram, Gould, & Pyke, 1998; Wright & Cochrane, 2000).”