Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States

By Susan K. Gardner. 2009

313 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fa855a47539814ef329021a9c2123cebe108ecfd

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Citations in the corpus

Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “…countries) with longitudinal qualitative designs (e.g. multiple interviews at different points during the PhD) and multiple sources of information (Gardner 2009); (2) test the relationships that we found and hypothesised in large-scale quantitative designs in order to analyse more precisely the…”
A new approach to evaluating the well-being of PhD research students (2012, unknown): “Alongside this work has been recognition of the importance of the research community and a growing discourse on the professionalisation of the PhD experience (Pearson 1996) and investigations into student attrition (Gardner 2009).”
Exploring the Fit between Doctoral Students' and Supervisors' Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey (2012, background): “398 larly funding, as well as student characteristics such as motivation, internal locus of control, and self-direction as central ingredients of completing a doctoral degree (Gardner, 2009).”
Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student (2013, background): “According to Gardner (2009) student attrition is “multifaceted” since “…there is no one reason why students leave” (p. 97).”
Hearing their voices: Factors doctoral candidates attribute to their persistence (2012, background): “Candidates should also consider selecting a program with a cohort model or peer mentoring program (Gardner, 2009).”
A systematic review of graduate student peer mentorship in academia (2019, background): “Inadequate supervision, or perceptions of such, can impact the amount and quality of support students receive, possibly resulting in poor academic outcomes and increased attrition (Ehrenberg et al., 2007; Gardner, 2009).”
Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activities (2015, unknown): “On the other hand, supervisors have emphasised resources, particularly funding, and student characteristics such as motivation, internal locus of control and self-direction, as key ingredients of completing a doctoral degree (Gardner, 2009).”
Doctoral Students' Emotional Exhaustion and Intentions to Leave Academia (2016, background): “…education have been reported to be as high as 50% for the past 50 years (Gardner & Gopaul, 2012; Jiranek, 2010; Kerlin, 1995; Lovitts, 2001; Spaulding & Rockinson-Szapkiw, 2012; Stallone, 2004), with a rate of 57% in North America reported by the Council of Graduate Schools in 2008 (Gardner, 2009).”