Doctoral Students: Attrition, Retention Rates, Motivation, and Financial Constraints: A Comprehensive Research Guide in Helping Graduate School Students Completing Doctoral Programs

By Theodore Robert Regis

For the past 40 years, American college and university administrators have registered record low retention and high attrition rates. Education experts and researchers have claimed the problems are embarrassing to the United States’ higher education institutions. Based on the problems, graduate school administrators are unable to graduate doctoral students at U.S. population growth rates. Currently, only 1% of Americans hold PhD degrees. Compared to other industrialized countries such as Japan, China, and Mexico, the rate is insignificant. The purpose of the mixed methods case study was to investigate if there was a relationship between motivation and retention rates at the doctoral level. The goal of the study was to determine if extrinsic and intrinsic motivational factors and constraints were associated with persistence in a graduate doctoral program. Data were collected from 193 doctoral and graduate students for the quantitative study, while 20 doctoral and graduate students participated in a qualitative study followed by a thorough semi-structured interview. Inductive and deductive analyses were performed, transcribed, and opened, while axial coding provided emergent themes and sub-themes. The research showed a direct relationship between financial implications, attrition and retention rates, and motivation in doctoral level students. Many doctoral students believed the primary reason they were unable to pursue doctoral programs was based on financial hardship. Doctoral students who responded to the survey added that motivation was the second significant variable that helped them continue their studies.

• Language: English
• Publisher: Xlibris US
• Release date: Oct 22, 2019
• ISBN: 9781796063714

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Copyright © 2019 by Theodore Robert Regis.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.

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Rev. date: 10/02/2019

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CONTENTS

ACKNOWLEDGMENTS

AUTHOR’S EARLY AND PROFESSIONAL LIFE

LIST OF TABLES

CHAPTER 1 INTRODUCTION

Doctoral Students’ Attrition Rates

Doctoral Students Are Not Motivated and Need Staff Support

Doctoral Students’ Self-Motivated Independence

Self-Regulation, Social Learning, and Motivations

Adult Learning and Motivation

Self-Assessment, Motivated Learners, and Goals

Doctoral Students, Mentorship, and Culture Motivation

Achievement of African American Doctoral Students, Retention, and Culture

Traditional and Nontraditional Doctoral Students’ Attrition Rates

Traditional Doctoral Attrition Rates versus Online Attrition Rates

Background of the Study

Statement of the Problem

Purpose of the Research

Rationale

Quantitative Research Questions

Qualitative Research Questions

Significance of the Study

Definition of Terms

Limitations and Delimitations

Summary of the Chapter

CHAPTER 2 LITERATURE REVIEW

Introduction

Theoretical Framework of the Study

Background of the Problem

Resources, Difficulties, Academics, and Statistics

Writing Mentoring, Schedule Plan to Study

Persistence and Individual Needs

Lack of Basic Preparation: Why?

Recommendations

Economic Resources and Statistical Facts

Retention and Graduate Rate for Doctoral Students

Intrinsic and Extrinsic Motivation

Extrinsic Motivation and Theory

Lack of Motivational Skills and Acquired Motivation

Self-motivation

Theory of Motivation and Success

Correlation between Success and Motivation

Persistence and Doctoral Students

Rutledge’s Results and Implementations

Inspiring Students to Self-Regulated Learning

Motivation (SDT) Intrinsic and Extrinsic

Doctoral Motivational Goals and Dreams

Meeting Physiological Needs

Increasing Retention and Diminishing Attrition Fear

Raising Doctoral Students’ Retention

Mentoring Doctoral Students

Self-academic Excellence

Reasons for Retention and Federal Money

Help Students and Retention

Reasons to Utilize Motivation

Reason for Intrinsic and Extrinsic Motivations

Relationship between Motivation and Retention of Doctoral Students

Doctoral Students, the U.S. Economy and the World

Identifying Doctoral Students’ Needs

The MAP to Success with Self-Determination

Devote Time to Study and Spend Time Knowing the Unknown

Experience Learning (Andragogy, Pedagogy), Peers, Faculty, and Mentorship

College and University Administrators Want Higher Retention

The Growing Need for Self-motivated Doctoral Students

Autonomy vs. Controlled Motivation

Psychological Needs, Retention, Counseling, and Motivation

Successful Students—Success and Motivation

Motivations and Leadership Roles Doctoral Students

Doctoral Students Who Become Leaders Motivate

Student’s Intrinsic Motivation, Autonomy, and Extrinsic Motivation

Motivation, the Federal Government, Institutions, and Retention Rates

Ideas to Earning Doctorate Degrees

Lengthy Years to a Degree Not Necessary

Attrition, Retention Rates, Success, and Improving Graduation

The Diploma and Motivation

Summary

CHAPTER 3 METHODOLOGY

Introduction

Restatement of the Problem

Purpose of the Study

Quantitative Research Questions

Research Design/Procedure

Population and Sample

Setting and Apparatus

Instrumentation/Measurements

Quantitative Phase: Data Collection

Qualitative Data Collection

Treatment/Intervention

Quantitative Data Analysis

Qualitative Data Analysis

Validity and Reliability

Trustworthiness

Ethical Considerations and Special Conditions

Ethical Considerations

Summary of the Chapter

CHAPTER 4 RESULTS

Introduction

Sample Descriptive Information

Study Variables

Academic Motivation Scale for Graduate School (AMS-G)

Constraints to Degree Progress Scale (CDPS)

Qualitative Findings

Qualitative Main Research Questions

Six Qualitative Survey Questions

Participants’ Demographics

Criteria for Selection of Participants

Participants Group A to Group E and Themes Coding Research Questions

Summary of the Chapter and the Findings

CHAPTER 5 DISCUSSION, IMPLICATIONS, RECOMMENDATIONS

Introduction

Quantitative Research Questions

Qualitative Research Questions

Qualitative Survey Questions

Brief Review of Peer Mentoring, Tutoring, and Academic

Advising of Doctoral Students

Interpreting the Results Relating to the Theoretical Framework of Chapter 2

Implications

Significance of the Findings

Recommendations for Future Research

Conclusion and Summary of the Research

REFERENCES

APPENDIX A EXAMPLE OF DISSERTATION

DOCTORAL STUDENT’S SCHEDULE

APPENDIX B NUMBER OF DOCTORAL DEGREES AWARDED BY DECADES IN THE U.S.

APPENDIX C QUALITY FRAMEWORK PERMISSION TO USE 40 WORDS OR MORE

APPENDIX D PERMISSION TO USE SURVEY

APPENDIX E QUALITATIVE SURVEY

APPENDIX F PARTICIPANTS’ LETTER

ABSTRACT

For the past 40 years, American college and university administrators have registered record low retention and high attrition rates. Education experts and researchers have claimed the problems are embarrassing to the United States’ higher education institutions. Based on the problems, graduate school administrators are unable to graduate doctoral students at U.S. population growth rates. Currently, only 1% of Americans hold PhD degrees. Compared to other industrialized countries such as Japan, China, and Mexico, the rate is insignificant. The purpose of the mixed methods case study was to investigate if there was a relationship between motivation and retention rates at the doctoral level. The goal of the study was to determine if extrinsic and intrinsic motivational factors and constraints were associated with persistence in a graduate doctoral program. Data were collected from 193 doctoral and graduate students for the quantitative study, while 20 doctoral and graduate students participated in a qualitative study followed by a thorough semi-structured interview. Inductive and deductive analyses were performed, transcribed, and opened, while axial coding provided emergent themes and sub-themes. The research showed a direct relationship between financial implications, attrition and retention rates, and motivation in doctoral level students. Many doctoral students believed the primary reason they were unable to pursue doctoral programs was based on financial hardship. Doctoral students who responded to the survey added that motivation was the second significant variable that helped them continue their studies.

DEDICATION

Completing this project rejuvenated my joy and made my life whole. The project is dedicated to the invisible God, the intelligent Creator who constructed humankind, the universe, and all living matter. In search of knowing the unknown, humans tried to garner knowledge from all sources of life. I am convinced if humans acquired more knowledge, our planet would be a better place. Education remains the only tool to advance each person’s intellect. I dedicate this project to the empirical world and the world body of knowledge.

I dedicate this accomplishment to my family. My father, Robertson Regis, is often optimistic and believes his children can accomplish any task if given the opportunity; Berente Regis, his wife, is recognized for standing by his side.

In addition, I dedicate this work to my daughter Theodora Evangelina Anog Regis who came to our life as the biggest joy. My family understood that accomplishing such a task required major time spent as an investment. This project is dedicated to my Aunt Zulka Casimir and family. She has been like a mother for many of her younger siblings.

To all those who supported me, and those I will someday work for, this project is a token of my present success and accomplishments for the future.

ACKNOWLEDGMENTS

Completing this unique report to study doctoral students’ attrition and retention rates was never easy. I acknowledge the doctoral participants who took time to share their experience and who made the study possible. This project would have been impossible to conclude without the support of many individuals. I wish to show my deepest, fullest appreciation to my dissertation Chair, Dr. Sue Adragna, for her devotion to this work and for inspiring me to conduct this study.

I would like to thank the rest of the committee members, Dr. Cynthia Glenn and Dr. Michelle Bridgewater, for their thought-provoking instructions and encouragement to help this project become reality. In addition, I would like to recognize Dr. Booth and Dr. Gatewoods for their support. Credit also goes to my academic advisor, Dr. Andrea Thompson, who is a powerful motivator. Dr. Thompson does not accept can’t for an answer. Throughout my time at the university, she offered her time, as a trainer and counselor, and she always believed success is possible when an individual gives all that is in his or her mind.

I would like to acknowledge the following scholars, authors, contributors, and experts in the domain of motivation and empirical research. I want to thank Dr. Barry Chiswick and his coauthors for allowing me to utilize their 100-year table of doctorate degrees awarded in the U.S. I also recognize Dr. David Knutsen for giving me permission to use the motivation’s survey. I also thank Ms. Kathy Boyens for finding the right email for Dr. Knutsen.

Additionally, I recognize Dr. Onwuegbuzie and colleagues for allowing me to utilize and quote from their work, A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research. Dr. Onwuegbuzie also advised me to utilize a debriefing interview after the data collection.

Finally, I would like to thank Dr. Pace, a statistician and professor at Keiser University and the coauthor of the published work with Dr. Thompson, Doctoral candidate Lisa Mabe Eads, and I for working to publish Student Persistence in a 4-year Institution: Transfer Students vs. Traditional Freshmen, before we completed our theses. My thanks also extend all my classmates who believed being motivated is a major tool to complete any study. I want to thank Roberta Martinez for her support and her strength while seeking to complete her dissertation.

AUTHOR’S EARLY AND

PROFESSIONAL LIFE

Doctor Theodore R. Regis is currently an English VP professor at DeVry and Keller Graduate School of Management. Professor Regis worked and taught in few colleges around the North East area for over 18 years. He was a Dean and assistant Dean at a college in Manhattan, New York. He also taught high school and administered for a while. Additionally, he has served in the U.S. Armed Forces for a short period. He is a prominent head board member of High-Tech Healthcare Charter School.

His vision is to see records of students’ accomplishment while the Planet Earth is thriving through technological change and education. Throughout many years, he has contributed to the empirical world; he has published two books and hundreds of articles and research papers.

After he graduated high school, he pursued his educational dreams and received his BA in Religion/Education from Oakwood University, Alabama in 1995. Regis is a recipient of hundreds of awards including Student Civilian Awards, Best Poetry Writer for the year 2000-2003; He was recognized in, "Who’s Who among College Students." Dr. Regis received many certificates and awards. He was placed in the President’s list, Dean’s list, (Summa Cum Laude), and many other high honors throughout his college life. He obtained his Masters’ Degree in English from the College of New Rochelle, New York, in August 2003. While he was teaching for the University of District of Columbia, under the supervision of the English Department’s Chair, Dr. Wright recommended that he pursued his doctoral degree.

Regis pursued the advice of his boss in the year of 2010. He then accomplished his doctoral degree from Keiser University in December 2014, in Educational Leadership with a concentration in research, motivation, finance, and retention.

Doctor Regis values empiricism, knowledge, and education dearly. He believes the world can operate magnificently if all humans have some form of education. He believes all people can learn if they have given them a chance to master a skill.

In his free time, he writes, conducts research, and adamantly tries to invent new things. He is an inventor; he has a passion for reading and writing; he is also a poet publisher. Although he is optimistic, he equally sees the world as a good place, but he feels life remained with less or no purpose. He cannot come with an answer of the core reason humans came to an existence. The world has a chance to answer his questions by advancing technology and educating the entire Planet. Researchers must resolve the origin of the Universe and find the purpose of human’s life on Earth. In an absence of recognizing a God, this is a daring that might last billions of years.

Finally, Dr. Regis believes that all humans can work together to make the world a better place. Failure to secure the Earth’s safety would cause it into a colossal peril. Since all humans live in a Community, he characterized humans to be brothers and sisters.

LIST OF TABLES

Percentage of First Time Doctorate Students

Average Number of PhDs Awarded Annually in the United States by Decade, 1910-2006

Descriptive Statistics: Participant Demographic Information (N = 193)

Descriptive Statistics: Doctoral Program Variables (N = 193)

CDPS Constraints Subscales with Items (N = 193)

Descriptive Statistics: Independent Variables of Motivations and Constraints (N = 193)

Descriptive Statistics: Dependent Variable of Doctoral Program Persistence (in Years) (N =193)

Spearman’s Rho Correlations: Gender, Age, Ethnicity, and Household Income and Doctoral Program Persistence (in Years) (N = 193)

Pearson Bivariate Correlations: Extrinsic and Intrinsic Academic Motivations and Doctoral Program Persistence (N = 193)

Pearson Bivariate Correlations: Academic, Financial, Family, Doctoral Program, and Doctoral Dissertation Constraints and Doctoral Program Persistence (in Years) (N = 193)

Participant Groups Coding and Demographics

Coding Summary Statements of Participants

CHAPTER 1

INTRODUCTION

For several decades from 1970 to 2014, American colleges and universities have suffered great degradations by having high attrition and low retention rates. Tinto (2007) described the situation as embarrassing to higher education. Gardner (2008) gave no clear explanation for the reason why doctoral students would enter a program and leave. However, indications showed multiple problems affect doctoral students, making them unable to finish after entering a program. Kuh, Kinzie, Buckley, Bridges, and Hayek (2006) found a compilation of five categories of problems that signal the departure of doctoral students. Kuh (2011) and Bowen (2005) described some of the factors that are agonizing to doctoral students. The following are the five categorical problems: (a) some graduate school students lack the proper academic foundation and high school preparation, (b) lack of financial resources, (c) many graduate school students are not motivated, (d) doctoral students need more administrative support, and (e) they need to be more socially involved.

Beginning from high school to undergraduate work is the fundamental element that would prepare doctoral students to face the many challenges that concurrently lay ahead in a doctoral program (Brooke, Chen, Lui & Valle, 2013; Kuh et al., 2006). Academic preparation sets the main foundation for students by preparing them in the fields of writing, mathematics, technology, and other subjects (Jonassen & Kim, 2010; National Assessment of Educational Progress, 2012). A doctorate student who enters the program well prepared has an edge over other students who have not had that intellectual preparation. Bowen (2005) supported the view that doctoral students need to pursue elements of research, reading, and writing to be successful in doctoral study. With support from teachers, advisors, and staff, a student’s personal individual effort guides the first step toward academic success (Vianden, 2009). The personal effort or self-determination empowers the student to move ahead while preparing for the future. A doctoral student who possesses the basic preparation can and has the ability to meet the graduate school challenges (Kuh et al., 2006).

Although it is not an academic issue, Kuh (2011) acknowledged the economy as a strong force that influenced student growth. Institutions are aware of the difficulty when a student is unable to study due to the lack of financial support (Lam & Gurland, 2008). Administrators at Baylor University (2009), Clark Atlanta University (2004), and University of Maryland Baltimore County (Rutledge, 2004) reported large supports for doctoral students financially. Lack of financial support is the first burden placed on students. Lack of economic resources is one of the categories Kuh (2006) et al. found that could cause doctoral students to leave the program. Along with the universities’ supports and state financial aid, many of these higher educational institutions have increased funds for helping doctoral students meet their financial needs (Schmitz, 2012). Currently in 2014, more demand exists for college graduates in the U.S. than at any other time (Ivankova & Stick, 2005; Kuh et al., 2006). Within the U.S. economy and world society, highly qualified and trained individuals for employment are required (Kuh, 2011). Employers seek individuals with advanced degrees more than they seek individuals who receive lower degrees; therefore, owning a higher degree has great significance in modern society (Brailsford, 2010). The shaping of the world economy