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Retention and completion times in PhD programs is an issue of shared interest by university professors, students and administrators. It takes considerably longer today than 30 years ago to complete the PhD degree and only about half of all students who enter PhD programs in Canada actually complete. This report reviews the available data on times-t...
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... The pandemic has disrupted campus life, altering teaching delivery, learning formats, as well as faculty and peer connections. Elgar (2003) aptly referred to pre-pandemic as "an era of eroding campus services" (p. 11), which has been exacerbated by the crisis brought about by the pandemic, taking on new forms. ...
... These students face distinct challenges compared to those who have followed a linear educational trajectory without interruptions. Moreover, studies conducted in Canada and the United States indicate the existence of a "PhD Fostering Graduate Student Engagement 91 trap" (Elgar, 2003), which can be expanded to include master's programs to address the broader concept of a graduate studies trap. Such studies reveal that students in natural sciences are more likely to complete their programs in shorter time frames compared to students in humanities and social sciences. ...
This article addresses the challenges faced by graduate students throughout their academic journeys and highlights the pivotal role of organizations such as CERIC in enriching their experiences through active engagement, mentorship, and fostering a sense of connection and belonging. It emphasizes the significance of engagement programs, specifically focusing on the Graduate Student Engagement Program (GSEP). The GSEP offers valuable opportunities for graduate students to connect with peers and experts in their field, fostering an environment conducive to sharing experiences, exchanging knowledge, and building professional networks. GSEP serves as a platform for graduate students to showcase their work and research outcomes, receive constructive feedback, and actively contribute to a vibrant community of scholars. By acknowledging and supporting the unique needs of graduate students, organizations and engagement programs play a vital role in empowering the next generation of researchers and practitioners in career development.
... The Council of Graduate Schools claims that over the decade only 57% of research students successfully complete the degree requirements (CGS, 2017;Vidak et al., 2017). Despite, the dropout v/s success data of research degrees neither maintained at university level nor country level as well as published kinds of stuff is not available for example, Canadian universities data are not maintained at any level (Elgar, 2013). Statistics highlight that 75% of doctorate students of UK universities failed to complete their degree within four years tenure (HEFCE, 2010). ...
In the face of contemporary world requirements, the demand for a research degree is highly aggravated. In order to fulfill the growing demand academia enrolled candidates with such distinctive characteristics like self-motivated, long studying/working stamina coupled with strong family support. The failures of such distinguish characteristics students postulate long-lasting effect on society in general and academia in particular.
... Globalement, les statistiques sur le taux de diplomation démontrent qu'après huit années consacrées au doctorat, seulement 59,9 % des étudiants l'avaient complété (ministère de l'Éducation et de l'Enseignement supérieur, 2020). L'enquête menée par un comité d'experts sur la transition des titulaires d'un doctorat vers le marché du travail précise que la décision d'abandonner le programme est influencée par une conjonction de facteurs (Conseil des académies canadiennes, 2021, p. 52) : « […] tels que le financement inadéquat, le stress élevé et la mauvaise santé mentale, l'administration et la supervision médiocres des thèses et le manque de préparation (Elgar, 2003;Tamburri, 2013). Certaines caractéristiques des programmes des cycles supérieurs pourraient également contribuer au taux d'attrition parmi les doctorants, par exemple la mauvaise organisation et le manque de cohésion du département » (Elgar, 2003). ...
... L'enquête menée par un comité d'experts sur la transition des titulaires d'un doctorat vers le marché du travail précise que la décision d'abandonner le programme est influencée par une conjonction de facteurs (Conseil des académies canadiennes, 2021, p. 52) : « […] tels que le financement inadéquat, le stress élevé et la mauvaise santé mentale, l'administration et la supervision médiocres des thèses et le manque de préparation (Elgar, 2003;Tamburri, 2013). Certaines caractéristiques des programmes des cycles supérieurs pourraient également contribuer au taux d'attrition parmi les doctorants, par exemple la mauvaise organisation et le manque de cohésion du département » (Elgar, 2003). 9 À cela s'ajoutent le manque de transparence dans les processus universitaires, la charge de travail, les conflits de rôles et les perspectives d'emploi incertaines (Mackie et Bates, 2018). ...
Drawing on the doctoral environment literature, this research points to the micro-powers of the academic system and their consequences on doctoral students. Through a Foucauldian lens, the study's objective is to provide a better understanding of doctoral students' perceptions of their postgraduate experience and thus propose mentoring and support practices that reflect their real needs. For this study, 11 semi-structured interviews were conducted. Subsequently, the research team processed to a inductive analysis to identify the central themes, including doctoral supervision, doctoral program requirements, and standardization of sacrifices. The originality of this study lies in the theoretical angle privileging doctoral students' accounts of their own doctoral experiences and recommendations for fostering a more humane academic experience. The main results of this study lead us to a compromise between the sacrifices imposed in exchange for the social approval of the different actors of the academic institution. Finally, avenues for future research are proposed as well as the pedagogical implications arising from it are discussed.
... For example, Evans et al. (2018) showed that graduate students were six to seven times more likely to experience anxiety or depression than the general population. Furthermore, about 30 to 50% of all doctoral students never finish their dissertation (Elgar, 2003;Stubb et al., 2012). Low wellbeing can also constitute a problem for more senior researchers. ...
Working in academia entails many challenges including rejections by journals, competition for funding or jobs, and uncertain job outlooks (for non-tenure staff), which can result in poor mental health and well-being. Previous studies have suggested self-compassion as a resource for mental health and well-being, but to date no study has been published that has tested interventions targeting self-compassion in academia. In this weekly diary study, 317 academics from Germany, Switzerland, and the US were asked to recall a negative event and were then randomly assigned to either a self-compassionate writing intervention, a three good things intervention, or an active control intervention, respectively. They also completed two surveys on four consecutive Thursdays measuring state positive and negative affect and job-related well-being (i.e., job satisfaction and work engagement). Using multi-level regression modelling, results showed that participants in the self-compassion condition reported more job satisfaction and work engagement due to experiencing less negative affect. Academics in the three good things condition showed no such effects. Results indicated that self-compassion in academia is a resource that enables emotion-oriented coping during difficult times or in challenging situations that may benefit academics’ job-related well-being. The study highlights both the importance of discussing well-being in academia and ways to strengthen it.
... Canadian PhD programs of social work typically take longer to complete at four to five years than other jurisdictions such as the UK where timeline to comparable degree completion is three to four years (Elgar, 2003). With 23.6% of CGPSS participants in year five and above, and 23.8% actively conducting thesis research and preparing their dissertations, it would appear that most of those senior-year students may not graduate until at least year six. ...
Doctoral education in social work is critical in nurturing the stewards of the discipline. Universities across Canada, and elsewhere, are increasing admissions for bachelor and master of social work programs. Consequently, doctoral social work programs are expanding to educate and train new social work faculty. Extant literature on doctoral social work education is predominantly American. There are fourteen Canadian doctoral social work programs, yet no study has observed the state of these programs. Using two data sources, this article provides a snapshot of PhD social work student experiences in 2019–2020. The analysis of all doctoral social work students (n = 157) from the 2019 Canadian Graduate and Professional Student Survey (CGPSS) found that: a) the overall quality of social work PhD programs in Canada was rated by students as moderate; and b) financial obstacles may be an undue barrier to academic success. Furthermore, the analysis of an online survey of Canadian social work PhD students (n = 69) regarding their experience applying for doctoral fellowships and scholarships found that workshops significantly facilitated scholarship success, and that other institutional preparation activities were identified as valuable. These findings illuminate the current state of doctoral social work education in Canada with implications for research and education.
... According to statistics of The Council of Graduate Schools, only 57% of students have successfully completed their doctorate degrees within a decade (CGS, 2017;Vidak, Tokalic, Marusic, Puljak & Sapunar, 2017). Whereas, data regarding completion rate of doctorate degrees at Canadian universities are not being maintained (Elgar, 2013). Moreover, literature revealed that only 11% graduate students (from 1999 to 2011) enrolled for the doctorate degree program at the University of Split School of Medicine, Croatia have successfully earned the degree (Vidak, et. ...
Doctorate degree so-called doctor of philosophy (Ph.D.) is amiably recognized as a remarkable postgraduate qualification so far. In the walk of technological advancement and globalization, the demand for doctorate degrees can't be abandon and commonly, students with a vivid academic background, desire to pursue challenging careers, auspicious personal traits with motivation are enrolled for this program. When such distinctive students failed to complete the doctorate degree within the stipulated time, have arisen many questions for stakeholders. This study was conducted to articulate the etiology of student failure in completing a doctorate program within a stipulated time. For this purpose, Ph.D. students were considered population, and data was collected through questionnaires. A total of 268 questionnaires were distributed and 233 were received. Statistical tools such as EFA, CFA, and SEM were applied. For this SPSS-20 and AMOS-24 software were used. Results of the study found that Institutional Support, Personality Trait, and Supervisor Support have a significant positive impact on Ph.D. degree completion. It is recommended that all stakeholders need to play their role and there is a dire need to develop a systematic formally organized research structure. There is also a need to establish a provincial and National Research Monitoring Cell for persuasion and streamlining of research activities. Supervisor's engagement of students beyond odds hours also inculcate research/innovation habits.
... The Council of Graduate Schools claims that over the decade only 57% of research students successfully complete the degree requirements (CGS, 2017;Vidak et al., 2017). Despite, the dropout v/s success data of research degrees neither maintained at university level nor country level as well as published kinds of stuff is not available for example, Canadian universities data are not maintained at any level (Elgar, 2013). Statistics highlight that 75% of doctorate students of UK universities failed to complete their degree within four years tenure (HEFCE, 2010). ...
Doctorate degree so-called doctor of philosophy (PhD) is amiably recognized as remarkable postgraduate qualification so far. In the walk of technological advancement and globalization the demand of doctorate degree can’t be abandon and commonly, students with vivid academic background, desire to pursue challenging careers, auspicious personal traits with motivation are enrolled for this programme. When such distinctive students failed to complete the doctorate degree within stipulated time, have arise many questions for stakeholders. This study was conducted to articulate the etiology of student failure to complete doctorate degree programme within stipulated time. For this purpose, PhD students were considered population and data was collected through questionnaire. Total 268 questionnaires were distributed and 233 were received. Statistical tools such as EFA, CFA and SEM were applied. For this SPSS-20 and AMOS-24 software were used. Results of study found Institutional Support, Personality Trait and Supervisor Support have significant positive impact on PhD degree completion. It is recommended that all stakeholders need to play their role and there is dare need to develop a systematic formal organize research structure. Also establish National Research Monitoring Cell for centralization and streamline research activities. Supervisors engage students beyond odds hours also inculcate research / innovation habit.
... Doctoral completion rate is varying between subjects; however, the average is between four and six years. In Ph.D. Degree Completion in Canadian Universities: Final Report by Frank Elgar [20] found Canada's doctoral completion rate in life sciences was 70.4%, in natural and applied sciences was 66.7%, and social sciences were 48.5%, and arts and humanities was 44.7%. Whereas, a 2001 paper predicted 60% of Australian doctoral students who started in 1992 will successfully complete their program by 2003-11 years after starting [1]. ...
... Effective supervision is a multifaceted process, and this social interaction is influenced by different variables (e.g., students' needs, skills, attitude, supervisors' roles, and institutional conditions) in addition to supervisory styles (Orellana, Darder, Pérez, & Salinas, 2016). These findings are consistent with Elgar's (2003) views, who noted that students and supervisors might have opposing work styles and personalities. In conjunction with the unequal balance of power, this may rapidly turn problematic relationships unpredictable and volatile. ...
In this article, we describe Leadership Self-Efficacy (LSE) in doctoral
programs by examining the lived experiences and perspectives of
doctoral supervisors. A phenomenological research design was used
to interview 16 supervisors from Canadian universities across all
disciplines, social sciences and humanities, the natural sciences and
engineering, and health sciences. The findings revealed the interplay
of five types of efficacy in this context: research-self-efficacy (RSE)
that is related to supervisors; research-self-efficacy (RSE) that is
related to students; leadership self-efficacy (LSE) that is related to
supervisors’ roles; student self-efficacy (SSE) that is related to
students’ role; and, collective efficacy (CE). The main type of efficacy
that made the difference in the doctoral studies context and allowed
supervisors to help their students achieve their milestones, while
maintaining their mental health, was the supervisors’ Leadership
Self-Efficacy (LSE). Effective supervisors found techniques to
enhance the level of their LSE, and to support their students and
enhance their students’ sense of efficacy. However, the findings also
suggest that supervisors experienced challenges in their roles and
were not sufficiently supported, which may adversely influence their
LSE and, in turn, affect doctoral students’ performance and
wellbeing. Implications include addressing the LSE in the doctoral
supervision context at the individual level, group level, and
departmental/institutional level.
... They found that the attrition rate of public universities was higher than that of the private ones. Also, Elgar (2003) found that the doctoral attrition rates were low for the natural & applied and life sciences whereas they were high for the arts & humanities and social sciences. It is possible to give more examples for the organizational causes. ...
Graduate education leads students to follow a career in their expertise fields. In this respect, graduate education is attractive to students. However, in graduate education, there are several factors affecting the students’ degree completion. This study aims to check the student attrition rates for master’s and doctoral education and to investigate the role of organizational factors on the degree non-completion in graduate education. This study was designed as a correlational study using secondary data. The non-completion rate was the criterion variable, while the university type, the students per faculty member, and the articles published per faculty member were the predictors. Descriptive statistics and Simultaneous Multiple Regression Analysis were performed to achieve the purpose of the study. The findings of the current study showed that the student attrition rates for master’s education were higher than those for doctoral education. Furthermore, the articles per faculty member predicted the non-completion both in master’s and doctoral degree, while the university type predicted only the non-completion in master’s degree. It was recommended that the performance of the academic staff should be taken into consideration to increase the degree completion rates.
