The Decision to Leave a Doctor of Education Program: An Explanatory Sequential Mixed Methods Design Study

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atmire.migration.oldid4065
dc.contributor.advisorPatterson, Margaret Edna
dc.contributor.authorJanz, Linda Marie
dc.contributor.committeememberJacobsen, Michele DM
dc.contributor.committeememberSpencer, Brenda L.
dc.contributor.committeememberNilson, Michelle
dc.contributor.committeememberHansen, David Donald
dc.date.accessioned2016-01-27T19:03:47Z
dc.date.available2016-01-27T19:03:47Z
dc.date.issued2016-01-27
dc.date.submitted2016en
dc.description.abstractAlthough doctoral student attrition and persistence have been researched previously, attrition rates remain high and continue to be a cause for concern. This mixed methods study employed an explanatory sequential design to learn about the decision-making experiences of five former Doctor of Education (EdD) students from Canadian universities who left their academic programs prior to graduation. In the first phase of the study, quantitative data were collected through an online questionnaire. Interviews were conducted in the second, qualitative, phase to explain and to deepen the understanding of the quantitative results. In Phase One, finances, employment or job responsibilities, inability to complete program requirements within deadlines, and family responsibilities were found to have contributed to participants’ decisions to leave their EdD programs without graduating. During their interviews, participants expanded on their questionnaire responses. All participants identified a defining moment when they knew they would be leaving their EdD programs, and although participants expressed regret and disappointment at not graduating, all cited positive aspects to having been enrolled in their doctoral programs, and some spoke about the possibility of returning to doctoral studies in the future. The quantitative and qualitative findings from the two phases of the study are discussed within the context of previous research. Challenges with participant recruitment for this study are examined, and implications and recommendations are presented for current and future EdD students, EdD supervisors and supervisory committee members, and other leaders involved in the delivery of EdD programs.en_US
dc.identifier.citationJanz, L. M. (2016). The Decision to Leave a Doctor of Education Program: An Explanatory Sequential Mixed Methods Design Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28043en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28043
dc.identifier.urihttp://hdl.handle.net/11023/2781
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subjectEducation--Higher
dc.subject.classificationDoctor of Educationen_US
dc.subject.classificationDoctoral student attritionen_US
dc.subject.classificationDoctoral student persistenceen_US
dc.subject.classificationDecision Makingen_US
dc.subject.classificationExplanatory Sequential Mixed Methods Designen_US
dc.subject.classificationEdDen_US
dc.titleThe Decision to Leave a Doctor of Education Program: An Explanatory Sequential Mixed Methods Design Study
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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