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Article Excerpt
Attrition of doctoral students is costly to society. This study examines organizational and personal factors that contribute to the number of graduate students leaving their program of study prior to receiving the terminal degree. The authors make suggestions for program modification and present results from a stress-management intervention program implemented for doctoral students.
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The doctoral program is considered the preeminent level of study throughout the United States and internationally. Despite its status, graduate education in the United States is far from ideal, considering that only about half of all entering PhD students obtain doctorates (Bowen & Rudenstine, 1992). Recent publications indicate a need to examine how graduate programs themselves contribute to the high attrition rates of their students and what can be done to reduce the number of students who drop out. Some publications have addressed this specific issue (Brannock, Litten, & Smith, 2000; Kelly & Schweitzer, 1999; Lawson & Fuehrer, 2001; National Science Foundation, 1998; N. G. Nelson, Dell'Oliver, Koch, & Buckler, 2001; Ross, Niebling, & Heckert, 1999; Tenenbaum, Crosby, & Gliner, 2001). Lovitts (2001) analyzed factors that influence a graduate student's decision to complete a doctoral program, such as accessibility to faculty, acceptable research topics, the ability of the dissertation committee chair to secure grants, relationships with significant others, employment demands, time constraints, and family issues.
Our study examined in depth a select group of factors that have an impact on doctoral students (see Figure 1). Organizational factors examined included student selection process, program structure, ineffective advisers, ineffective mentors, program flexibility, and the community of the program. Personal factors examined included relationships with significant others, family responsibilities, support systems, employment responsibilities, financial strains, time constraints, and overload. In addition, a stress management course for doctoral students is discussed. The stress-management course included materials from sources such as The Relaxation & Stress Reduction Workbook (Davis, Eshelman, & McKay, 2000).
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ORGANIZATIONAL FACTORS CONTRIBUTING TO HIGH ATTRITION RATES
Lipschutz (1993) reported that the organizational environment of graduate programs, including those in laboratory sciences, humanities, and social sciences, contributes to high attrition rates among doctoral students. Related factors include (a) student selection process, (b) program structure or lack thereof, (c) ineffective or noncaring advisers/mentors, (d) lack of program flexibility, and (e) lack of community within the program itself (Boes, Ullery, Millner, & Cobia, 1999; Gumport & Snydman, 2002; Lipschutz, 1993; Lovitts, 2001).
Before faculty begin the selection process, students should be made aware of the challenges and demands of doctoral study through material on the program such as course requirements, policies, and procedures (Boes et al., 1999). Applicants then know the rigorous course of study they are selecting before beginning the application process. Graduate programs vary as to how they select students, depending on the nature of the program, the number of applicants seeking admission, and the number of students who are allowed to enter the program. Some doctoral programs have become extremely selective, with a limited number of spaces available for new students, whereas others have a more open admissions policy. Admission committees use an applicant's references and interview information to assess the student's ability to complete the program successfully. The interview with a student is the first opportunity to find out what are the needs that must be met in order for him or her to graduate, as well as any obstacles that he or she is facing. Unfortunately, graduate programs may be more focused on the applicant's academic background than on discerning the needs and expectations of students (Salvatori, 2001). Attention is not usually directed toward the applicant's personal needs, available resources, or support system during the interview process (Lipschutz, 1993; Lovitts, 2001). In this article, we suggest that the interview in the graduate program selection process be examined and redirected to include more productive queries that elicit useful information about graduate applicants' needs. Program faculty need to be cautioned not to invade an applicant's privacy when asking questions during the interview. Open-ended questions are suggested: (a) What will you need to be successful in this graduate program? (b) What support programs at the university would help you complete this degree? (c) What are your expectations of the program? and (d) How can this be a successful experience for you? Student responses can assist in reorganization of the program.
The Program Structure
The structure of a graduate program can contribute to confusion and frustration among students (Lipschutz, 1993). In discerning the structure, one must look at the different units, such as departmental objectives, faculty hierarchy, budget considerations, and course requirements and sequences, that make up the system (Gumport & Snydman, 2002). Students must learn the flow of this structure to ensure that they fulfill all the requirements to complete the doctorate. Graduate students are often characterized as "obsessive-compulsive" and "perfectionistic" and have little patience with a poorly organized program. Although these characteristics are considered desirable when embarking on a dissertation, such student traits can be detrimental at the beginning of graduate study. The resulting stress may lead students to rethink their decision to pursue doctoral study (Boes et al., 1999; Lipschutz, 1993; Lovitts, 2001). Some students may decide to leave their program in their second, or even their first, semester on campus. When students matriculate in a program that fails to satisfactorily answer their questions or respond to their expressed needs, they become frustrated. The student may feel that he or she is wasting time and that no one really cares. The program may not have a beginning, middle, or end to which the student...
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