Faculty Perspectives of Doctoral Persistence within Arts and Science Disciplines. ASHE Annual Meeting Paper.Report as inadecuate




Faculty Perspectives of Doctoral Persistence within Arts and Science Disciplines. ASHE Annual Meeting Paper. - Download this document for free, or read online. Document in PDF available to download.





This study examined faculty attitudes toward doctoral persistence, using open-ended interviews with 40 faculty in 6 disciplines at a Carnegie Classification Research I university. It found that the overriding theme that emerged from the interviews was the investment of time and energy with doctoral students. The majority of faculty reported that they had no regular or formal communication with their doctoral students, while many felt that students were not assertive enough and not committed enough to completing their degree. Faculty also discussed their role as advocate for their students, the preparation of students, and the state of the academic job market. The study concludes that faculty perspectives and expectations of students reflect internal contradictions, in that faculty expect students to be assertive and independent without realizing the highly unequal power relationship between doctoral students and faculty. Faculty themselves also take little responsibility for the progress of their students, the study noted. It also asserts that faculty perspectives were contradictory to recommendations of national policymakers for improving doctoral degree completion. (Contains 20 references.) (MDM)

Descriptors: Academic Advising, Academic Persistence, College Faculty, Doctoral Degrees, Educational Attitudes, Faculty Advisers, Graduate Students, Higher Education, Mentors, Student Behavior, Teacher Student Relationship











Author: McFarland, Robert T.; Caplow, Julie H.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12480&id=ED391422







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