CoChat
Sign Up
Cited by 524

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments

Golde, Chris M.·2005·The Journal of Higher Education
DOI 10.1080/00221546.2005.11772304
Open this paper in CoChat — free account

Abstract

This paper explains doctoral student attrition as a consequence of inadequate academic integration, a concept developed to explain undergraduate attrition. Theoretically, poor integration results from either isolation from or mismatch with the departmental (local) or disciplinary (national) communities. Interviews with students who left four departments at one university reveal six reasons (each present in at least three of the departments) that fit into a modified framework. A third category, "the discipline as filtered through the department," is added.

Overview

Integrity signals

Registry

Crossref · 10.1080/00221546.2005.11772304

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 67

  1. 10.1007/BF00992302 · DOI
  2. Association of American Universities. (1998). Committee on graduate education: Report and recommendations. Washington, DC: Author.
  3. 10.1126/science.248.4954.425 · DOI
  4. 10.1007/BF00992273 · DOI
  5. Baird, L. L. (1978, Fall). Students' expectations and the realities of graduate and professional schools. College and University, 68–73.
  6. Baird, L. L. (1993). Using research and theoretical models of graduate student progress. In L. L. Baird (Ed.), Increasing graduate student retention and degree attainment (New Directions in Institutional Research, Vol. 80, pp. 3–12). San Francisco: Jossey-Bass.
  7. Magolda, M. B. Baxter (1998). Developing self-authorship in graduate school. In M. Anderson (Ed.), The experience of being in graduate school: An exploration (New Directions in Higher Education, Vol. 101, pp. 41–54). San Francisco: Jossey-Bass.
  8. Becher, T., & Trowler, P. R. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Buckingham: The Society for Research into Higher Education & Open University Press.
  9. Berelson, B. (1960). Graduate education in the United States. New York: McGraw-Hill.
  10. 10.1080/00221546.1983.11780187 · DOI
  11. Boufis, C., & Olsen, V. C. (Eds.). (1997). On the market: Surviving the academic job search. New York: Riverhead Books.
  12. 10.1515/9781400862474 · DOI
  13. 10.1515/9781400860517 · DOI
  14. Boyle, P., & Boice, B. (1998). Best practices for enculturation: Collegiality, mentoring, and structure. In M. Anderson (Ed.), The experience of being in graduate school: An exploration (New Directions in Higher Education, Vol. 101, pp. 87–94). San Francisco: Jossey-Bass Publishers.
  15. 10.1080/00221546.1992.11778347 · DOI
  16. California Postsecondary Education Commission. (1990). Shortening time to the doctoral degree (California Report No. 90–29). Sacramento, CA: Author.
  17. Canadian Association for Graduate Studies. (2003). The completion of graduate studies in Canadian universities: Report and recommendations. Ottawa, ON: Author.
  18. Carnegie Foundation for the Advancement of Teaching. (1994). A classification of institutions of higher education: A technical report. Princeton, NJ: Author.
  19. 10.1525/9780520325920-007 · DOI
  20. Clark, B. R. (1997). Small worlds, different worlds: The uniquenesses and troubles of American academic professionals. Daedelus, 126(4), 21–42.
  21. Committee on Science Engineering and Public Policy. (1995). Reshaping the graduate education of scientists and engineers. Washington, DC: National Academy Press.
  22. 10.1007/BF00985858 · DOI
  23. Council of Graduate Schools. (1990). The doctor of philosophy degree. Washington, DC: Author.
  24. Council of Graduate Schools. (2004). Ph.D. completion and attrition: Policy, numbers, leadership and next steps. Washington, DC: Author.
  25. Crowson, R. L. (1987). Qualitative research methods in higher education. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 3, pp. 1–56). Bronx, NY: Agathon Press.
  26. Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Englewood Cliffs, NJ: Prentice Hall.
  27. Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San Francisco: Jossey Bass.
  28. Fischer, B. A., & Zigmond, M. J. (1998). Survival skills for graduate school and beyond. In M. Anderson (Ed.), The experience of being in graduate school: An exploration (New Directions in Higher Education, Vol. 101, pp. 29–40). San Francisco: Jossey-Bass Publishers.
  29. Geiger, R. (1998, June). The old era in American graduate education. Paper presented at the NISE Forum on Graduate Education, Washington, DC.
  30. 10.2307/1503316 · DOI
  31. 10.1007/BF00992186 · DOI
  32. 10.1080/00221546.1988.11778320 · DOI
  33. Goldberger, M., Maher, B. A., & Flattau, P. E. (Eds.). (1995). Research-doctorate programs in the United States: Continuity and change. Washington, DC: National Academy Press.
  34. Golde, C. M. (1996). How departmental contextual factors shape doctoral student attrition. Unpublished doctoral dissertation, Stanford University, Stanford.
  35. Golde, C. M. (1998). Beginning graduate school: Explaining first year doctoral attrition. In M. Anderson (Ed.), The experience of being in graduate school: An exploration (Vol. 101, pp. 55–64). San Francisco: Jossey-Bass Publishers.
  36. 10.1353/rhe.2000.0004 · DOI
  37. Golde, C. M., & Dore, T. M. (2001). At cross purposes: What the experiences of doctoral students reveal about doctoral education [On-line]. Available: www.phd-survey.org. Philadelphia, PA: A report for The Pew Charitable Trusts.
  38. Greenberg, D. S. (1995, December 6). Surplus in science. Washington Post, p. A25.
  39. 10.1525/9780520338715-015 · DOI
  40. 10.1525/9780520338715-016 · DOI
  41. Huber, M. T., & Morreale, S. P. (Eds.). (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching.
  42. 10.1080/00193089.1983.10533805 · DOI
  43. 10.1017/S1049096500039123 · DOI
  44. Long, J. B. (1987). Factors related to attrition and success in degree and non-degree doctoral students in education. Unpublished Ed.D. dissertation, Northern Arizona University, Flagstaff.
  45. Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study (1st ed.). New York: Rowman and Littlefield Publishers, Inc.
  46. 10.1007/BF00991671 · DOI
  47. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  48. Modern Language Association. (1998). Final report of the MLA Committee on Professional Employment [On-line]. Available: http://www.mla.org/reports/contents.htm. Washington, DC: Author.
  49. National Research Council. (1996). Summary report 1995: Doctorate recipients from United States universities. Washington, DC: National Academy Press.
  50. National Research Council. (1998). Trends in the early careers of life scientists. Washington, DC: National Academy Press.
  51. National Science Board. (1997). The federal role in science and engineering graduate and postdoctoral education. Washington, DC: National Science Foundation.
  52. National Science Board. (2003). The science and engineering workforce: Realizing America's potential (No. NSB 03-69). Washington, DC: National Science Foundation.
  53. Nelson, C., & Lovitts, B. E. (2001, June 29). 10 ways to keep graduate students from quitting. The Chronicle of Higher Education, p. B20.
  54. Nerad, M., & Cerny, J. (1993). From facts to action: Expanding the graduate division's educational role. In L. Baird (Ed.), Increasing graduate student retention and degree attainment (New Directions in Institutional Research, Vol. 80, pp. 27–40). San Francisco: Jossey-Bass.
  55. Nerad, M., & Miller, D. S. (1996). Increasing student retention in graduate and professional programs. In J. G. Haworth (Ed.), Assessing graduate and professional education: Current realities, future prospects (New Directions in Institutional Research, Vol. 42, 61–76). San Francisco: Jossey-Bass.
  56. 10.1080/00091389909602686 · DOI
  57. Rapoport, A. I. (1998). Summary of workshop on graduate student attrition. Washington, DC: National Science Foundation.
  58. Robinson, S., & Golde, C. M. (1999, November). Waffling and flailing: Undergraduates in pursuit of the Ph.D. Paper presented at the conference of the Association for the Study of Higher Education, Miami, FL.
  59. Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 118–137). Thousand Oaks, CA: Sage Publications.
  60. Smith, B. L. R. (Ed.). (1985). The state of graduate education. Washington, DC: The Brookings Institution.
  61. Smith, D. G. (1996). Achieving faculty diversity: Debunking the myths. Washington, DC: Association of American Colleges and Universities.
  62. Sonnert, G., & Holton, G. (1996, Jan.–Feb.). Career patterns of women and men in the sciences. American Scientist, 84, 63–71.
  63. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  64. 10.7208/chicago/9780226922461.001.0001 · DOI
  65. Tucker, A., Gottlieb, D., & Pease, J. (1964). Factors related to attrition among doctoral students. East Lansing, MI: Michigan State University.
  66. Weil, R. L. (1989). Factors affecting doctoral students' time to degree. Unpublished Ph.D. Dissertation, Claremont Graduate School.
  67. Yin, R. (1991). Case study research: Design and methods. Newbury Park: Sage.

Cited by

Sorted by citations

See all 524

Metadata

Authors
Golde, C. M.
Venue
The Journal of Higher Education
Publisher
Informa UK Limited
Published
2005-11
Volume
76
Issue
6
Pages
669-700
ISSN
  • 0022-1546
  • 1538-4640
DOI
10.1080/00221546.2005.11772304
Cited by
524
References
1
Language
en

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review