A Grounded Theory of Persistence in a Limited-Residency Doctoral Program

Approximately 50% of doctoral students in social science, humanities, and educational doctoral programs fail to earn their Ph.D. This number is 10% to 15% higher for students enrolled in online or limited-residency programs. Using in-depth interviews and qualitative data analysis techniques, this grounded-theory study examined participants' recollections of their experience as students in a limited-residency doctoral program and their reasons for withdrawal while working on their dissertation. The study was guided by the central question "What is the nature of the participants' experiences of doctoral attrition in a limited-residency doctoral program?" The resultant theory clarified relationships between attrition and a support issues (i.e., advisor support, dissertation process support and program office support). The theoretical model helps identify steps faculty and administration may take in order to reduce high levels of attrition. Recommendations for effective doctoral education practices from existing literature are supported in the findings of this study. Keywords: Doctoral Study, Dissertation, Attrition, Limited-Residency, Qualitative Research, Grounded Theory, Persistence.Approximately 50% of doctoral students enrolled in the social sciences, humanities and education fail to earn their degree (Bowen & Rudenstine, 1992; Council of Graduate Schools, 2008; Lovitts, 2001). Non-traditional schools (e.g., limited residency, hybrid or online) experience rates 10% to 15% higher. There is little evidence this pattern will change (Halse & Malfoy, 2010, Willis & Carmichael, 2011), supporting Golde's (2000, p.199) observation that "the most academically capable, most academically successful, most stringently evaluated, and the most carefully selected students in the entire higher education system - doctoral students - are the least likely to complete their chosen academic goals." The words of Breneman (1977, p.54) still ring true: "Attrition rates of 50% or more would be a scandal in any professional school, but seem to be accepted in doctoral education as part of the natural order."A significant number of educational leaders and researchers rate the quality of online education as equal to, or better than, traditional education (e.g., Allen & Seaman, 2006; Borthick, Jones and Wakai, 2003; Kuo et al., 2013; Lorenzo & Moore, 2002; Ulmer, Watson, & Derby, 2007) concluded that quality online education better prepares learners for collaboration, distance communication and presentation. These characteristics provide greater opportunities than traditional education for learner-to-learner and learner-to-teacher connectedness. Yet, the attrition rate in online education is inversely proportional to that of traditional education programs (Patterson & McFadden, 2009).The doctoral degree program investigated in this study is a limited-residency program. The courses are offered primarily online with students required to participate on campus for either two extended weekends or one full week each five month semester. Students have access to content and may engage, through a variety of asynchronous tools, in instructional activities at any time; this allows students to balance family and career commitments with their doctoral studies. Given the uniqueness of the population, it is reasonable to assume that these students will have different experiences during their doctoral studies than students in traditional programs. Because of this, their decision to leave the program could be based on factors different from those of traditional students.GoalThe goal of this study was to develop a theory to help understand and explain attrition from a limited-residency doctoral program (LRDP), specifically, the reasons for attrition by students who had finished coursework and left the program while working on their final dissertation (i.e., they were in candidacy). It was felt that by identifying barriers to completion it would be feasible for faculty and administrators to develop tools, processes and procedures to help improve the doctoral experience and lower levels of attrition. …