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Gardner / Conceptualizing Success in Doctoral Education

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8. How would you describe a “successful” doctoral student in this department? Would that description change in other departments, and if so, how?

9. What about the opposite? What exactly do you see as the issue or problem for students who did not complete the program? What made them“unsuccessful”? Do you feel that the result would have been the same if the student were in another department?

10. In what ways does your department assist graduate students in being suc- cessful?

11. In your opinion, what else could be done to assist graduate students that isn’t already being done?

12. Do you have anything else to add about your impressions of graduate stu- dents in your department?

reFerenceS

Abedi, J., & Benkin, E. (1987). The effects of students’ academic, financial, and demographic variables on time to the doctorate. Research in Higher Educa- tion, 27(1), 3–14. Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73, 94–121. Bair, C. R., & Haworth, J. G. (2005). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (ed.), Higher Education: Handbook of theory and research (Vol. 19, pp. 481–534). Dordrecht, the Netherlands: Springer. Baird, L. L. (1972). The relation of graduate students’ role relations to their stage of academic career, employment, and academic success. Organizational Behavior and Human Performance, 7, 428–441. Becher, T. (1981). Towards a definition of disciplinary cultures. Studies in Higher Education, 6, 109–122. Becher, T., & Trowler, P. R. (2001). Academic tribes and territories (2nd ed.). Phila- delphia: Open University Press. Berelson, B. (1960). Graduate education in the United States. New York: McGraw- Hill. Biglan,A. (1973a). The characteristics of subject matter in different academic areas. Journal of Applied Psycholog , 57, 195–203. Biglan, A. (1973b). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychol- og , 57, 204–213. Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduc- tion to theories and methods. Boston: Allyn and Bacon. Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the Ph.D. Princeton, NJ: Princeton University Press. Braxton, J. M., & Hargens, L. L. (1996). Variation among academic disciplines: Analytical frameworks and research. In J. C. Smart (Ed.), Higher Education: Handbook of theory and research (Vol. 11, pp. 1–46). New York: Agathon.

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