Why Students Stay In an Online Doctoral Program: A Phenomenological Study
Date of Award
12-12-2024
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Davin Carr-Chellman
Abstract
The retention rate in online doctoral programs is incredibly low; given the increase in popularity in online schooling, it is necessary for colleges and universities to start adapting the way they work in the online degree space. This dissertation in practice examines what it is that keeps students in the program outside of financial support. Three themes became evident in the review of related literature - faculty preparedness tied with student skill set, social interactions between peers, and coaching support that goes beyond academia - and the subsequent interviews highlighted a fourth theme missing from the review - that of self-determination or self-confidence. This study starts by examining retention in the online doctoral program at Midwestern University, where the problem of practice is set and provides an action plan for programs looking to strengthen the retention of their students in online doctoral programs.
Keywords
Online Doctoral Student Retention, Online Pedagogy, Peer Support, Well Prepared Faculty, Adapting to the Virtual Space
Rights Statement
Copyright © 2024, author.
Recommended Citation
Siesfeld, Claire, "Why Students Stay In an Online Doctoral Program: A Phenomenological Study" (2024). Graduate Theses and Dissertations. 7506.
https://ecommons.udayton.edu/graduate_theses/7506
