Topic: Students’ Persistence in Doctoral Programs in Higher Education

Pages: 22, Double spaced
Sources: 20

Order type: Thesis
Subject: Education

Style: APA
Language: English (U.S.)

Order Description

Thе attaсhed file is the thesis рrорosal. The title is Students’ Persistence in Doctoral Programs in Higher Education.

The “Structure” word file shows the structure of the thesis and the assessment criteria.

Students’ Persistence in Doctoral Programs in Higher Education
Introduction
Research Background and Problem
Persistence in doctoral programs in higher education is described as the continuity of the progress that a student is entailed to towards completion of the doctoral degree. According to various studies done in the last four decades, about 40% to 60% of students pursuing doctoral degrees fail in achieving what is prospected as doctoral persistence in the course of their studies and most of them end up dropping out of school. Doctoral persistence phenomenon is seen as the most puzzling issue given the paradoxically of the matter. Doctorate students are considered as the most academically successful individuals who are highly evaluated and selected among the best. It will be almost obvious to most people’s belief that these students are likely to complete their chosen academic goals.
The attrition rate of doctorate programs globally is estimated to be 50% with other studies showing that it might be higher than that and can be approximated at 70%. According to various reports, American higher education has about two million students who have enrolled to pursue various programs (Hart, 2012). Amongst the two million students, about 20% of them are pursuing doctoral programs in various institutions of higher learning (Ivankova & Stick, 2007). According to research done on doctorate attrition rate in Australia, it stands at 15% of the overall students who are enrolled in various doctorate programs. According to studies, time to degree and constant instances of students failing contributes to the major difficulties facing doctoral programs in the higher education system (Spaulding & Rockinson-Szapkiw, 2012). The main objective of the study will be to analyze the literature as it is and help to form the basis of critical analysis in tackling the research problem.
Research questions
What are the issues surrounding doctorate programs concerning students persistence in the completion of their studies?
A) What factors are associated with students’ persistence respective in doctoral programs?
B) What is the contribution of student specific factors to persistence in the doctoral program?
C) What is the contribution of institutional factors to persistence in the doctoral program?
Significance of the Study
The study aims at understating an exhaustive research on the issue of student’s persistence to understand the key factors that are contributing to success and completion of doctorate studies. The factors can be presented to the various learning institutions so that they can be put in place to help in instilling students’ persistence in the doctorate programs. Prior identification and understanding of the success factors will produce positive impact to the universities and to the students themselves towards success in completing doctorate studies.
The study will raise some issues that will act as important contributions that could give meaning to doctorate studies thus graduate student success. The contributions include. To begin with, the study will provide a basis at which the relevancy of doctorate program can be measured to verify its meaning to the students and the entire education fraternity. If a doctorate program does not match the requirements of the contemporary world, then most of its students will fail to commit to it to the end. Programmatically accreditation that might be achieved will ensure that programs taught in most learning institutions match with academic and professional standards set in Australia and the entire world at large.
Secondly, the study through identification of factors that contribute to success in pursuing doctoral programs will create awareness to students on the essential elements for completion of their studies. Finally, identification of the success factors will help professors in who will guide their respective students in the course of their doctorate studies such that they will feel motivated and boost their persistence.
Review of the literature
Students’ persistence towards their respective doctoral programs is associated with two distinct factors. There are those factors that are categorized as they relate to the students only and those categorized as they relate to institutional factors. Both students and institutional factors interact and contribute to the manner and way that the students are assimilated and cope with the learning institution which forms the essential player in their persistence. Persistence in students can be evaluated through the manner at which the learning institution presents itself to them regarding establishing a conducive environment that students seem to be comfortable with (Wao, 2010). Such an environment motivates their will to continue with their studies at the institution. It also motivates their choices and behaviors regarding their doctorate studies. In the review of literate, issues relating to doctoral students needs are raised including, a sense of belonging, academic integration, autonomy and opportunity for choice, motivation to accomplish goals, the ability to overcome adversity and personal sacrifice and finally survival regarding financial basis (Gardner, & Barnes, 2007). The review further identifies the institutional factors that revolve around students’ persistence such as program type and structure, curriculum and program, and finally expectations and communication. Both of the factors determine the student integration into the University.
Students’ related factors
Sense of belonging
All humans are considered to be an inmate, and they take a sense of belonging highly in considering their comfort in any place. Therefore, most students will take the sense of belonging very seriously in the course of their stay in the universities. According to a study done by a scholar Tinto, he considered social integration as a component in his entire student integration model. Most graduate learners are known to develop a desire for social interaction with the surrounding. The graduate students have described the requirements of the environments they would wish to be at to be those that are competitive and not those that are non-supportive to their studies (Lott, Gardner, & Powers, 2009). The latter factors are considered to be fostered by connectedness that is created in the learning institutions. According to evidence brought forward by research, if doctorate students are subjected to feelings of isolation and depersonalization, then cases of non-completion might be present.
Students are supported socially to persist in their education. The social support is got from family members such as parents, spouses, and siblings. Peers and the faculty itself also play a part in supporting the students socially. According to research done of social support impact to the students, it shows that most of the students who are married are known to persist in their education as compared to their counterparts who are unmarried. Persistence is related to be an association and the relationship that the students have with their peers. Peers act as a guide or motivational factor the other student (Lott, Gardner, & Powers, 2009). However, the impact created by peers are known to vary significantly with disparities in the universities, various disciplines and the types of doctoral programs. Researchers found that peer interaction is most necessary and highly sought by students who are enrolled in various online programs.
In another study that comprised of an exhaustive examination of the art of socialization of doctoral students conducted in six disciplines at a university, it depicted that factors that greatly affected the students’ experiences in the graduate school. There were manners at which the characteristics of the institutions and departmental cultures were defined as well as the experiences associated with a particular discipline. Further studies on the impact of the sense of belonging have depicted that those programs that are known to incorporate cohort models in their activities are known to have higher persistence rates (Lott, Gardner, & Powers, 2009). The cohorts are known to provide a good ground of which peer interaction is possible and which would lead to fostering the sense of connectedness and belonging to the graduate students in the learning institution. Finally, the student-faculty relationship is fundamental in boosting persistence to students’ per-taking doctoral programs. The literature depicts that association of students undertaking doctoral programs with their families, their peers, and the faculty is prevalent in determining students’ persistence.
A Motivation to Accomplish
Power and success are elements that humans strive to acquire in all areas surrounding their lives and activities. Human beings are known to possess an internal drive to succeed in all areas including academics. According to Tinto’s student integration model, students’ motivation is depicted as the underlying component of retention in their studies. Motivation has been empirically tested and confirmed as a fundamental element that contributes to persistence in most doctoral students. Success in education is attained through self-realization and being aware of the importance of the studies to the student. Whenever a student puts their education as the top priority, there is a high chance of success. According to a study done by Santicola, it was found that ability of a student to prioritize his or her doctoral studies contributes greatly to the success of the doctoral studies being pursued (Santicola, 2013). Besides, there is a particular mechanism in which students who are considered fit to undertake doctoral studies are selected. Elements of dedication to precise work and a drive for excellence are examined among the students for them to be selected to undertake doctoral studies (Sweitzer, 2009). Unfortunately, most of the students who are known to exhibit these traits are likely to become unsatisfied and discourage by the current conditions of program organizations thus becoming frustrated, and some can opt to quit their studies. A doctoral program should be structured in a manner that is satisfying and matches with the students’ dreams and desires after completing their studies (Santicola, 2013). Furthermore, the learning institutions offering doctoral programs act as a motivating factor to its students. Any university that does not satisfy its student’s requirements may cause stress to the students who may lose motivation to further their studies in the institution.
Overcoming Adversity and Personal Sacrifice
According to research conducted by Glasser on the needs of Choice Theory, enjoyment is depicted as one of the fundament need. However, most of the students in various doctoral programs do not find their educational journey as pleasant (Spaulding & Rockinson-Szapkiw, 2012). They describe the journey as one of a hectic and a difficult one that requires a lot of dedication and sacrifice. In a basic summary of the doctoral journey by most students who were questioned of their experiences, they associated the journey with various hindrances such as gruel, challenges, and a lonely journey. Most students depicted that they suffered from adversity in their journey in pursuing doctoral programs (Spaulding & Rockinson-Szapkiw, 2012). According to authors of the different research, they have found that adversity is a pertinent element that leads to most doctoral students choosing to quit their doctoral programs.
Academic Integration
Most students are guided by their stand on academic integration. Tinto in his research depicted that clarity and how consistent are the expectations of the students influence the level of students’ academic integration. He also emphasizes the need for students to be aware of the relationship present in various classes in the course of their studies. However, there are instances that students do not understand the relations in their classes which leads to ambiguity of the studies they are undertaking. They are often frustrated by the ambiguity and find themselves quitting their doctoral programs (Karp, Hughes, & O’Gara, 2010). Furthermore, another study on doctoral programs the results depicted that students are not fully equipped and aware of the school regulations, essential guidelines and the specific structure of the doctoral programs they are pursuing. Lack of moral support is another issue that the students gave in the same study. They claimed that they had to familiarize with the school’s regulations and program structures on their own. The students were unable to meet most of the arbitrary deadlines placed in the course of their learning and further complained of lack of guidance on how they should relate and work with their respective research committees.
Autonomy and Opportunity for Choice
Options and choices occur in almost every aspect of the human life. In any case that one has to make a decision, there must exist several options of which one has to make the best choice according to the freedom exhibited. According to Glasser, human beings like to have options in any matter that they are faced with and thus necessitating to have a freedom of making choices in such matters. In the case of doctoral programs, they contain two distinct phase which the students are required to go through before completion of the studies. The students need to sharpen their skills and work in these two phases, that is, course work and dissertation. The dissertation phase requires the student to be innovative and creative in presenting ideas and further assume a transition into being self-directed learners (Bolliger, & Halupa, 2011). Opportunity for choice if further necessary to those students who have multiple duties. The students who have numerous responsibilities such as families or other work apart from studying ought to have autonomy and opportunity for choice as well as flexibility in their studies. Such choices could be accompanied by program options such as night classes to those who might be engaged somewhere during the day and the only time they can be available for learning is during the night. The aspect of program options and flexibility is found to favor online doctoral students claim to achieve some level of satisfaction in the course their studies. According to various studies conducted by a variety of doctoral disciplines, program flexibility is depicted as one of the contributory factors to dropping out of students (Bolliger, & Halupa, 2011).
Financial Survival
In the mind and life of a rational human being, survival is a key motivator. According to research, human beings are highly motivated to satisfy the need of surviving despite the challenges and circumstances they are faced with. Now, doctoral persistence greatly depends on the availability of the required funds to finance the entire period of studying. Therefore, financial survival is an underlying element to doctoral studies persistence. Funding is essential to a doctoral student. Sources of funding such as scholarships and assistantships boost a student’s morale of studying by reducing levels of stress that they might be subjected to if they lacked the source of funding. According to research done on the contribution of financial stress to doctoral program persistence, candidates to whom financial assistance is available to them are likely to persist in their programs more than those without funding. In another study, it was found that those students that cater for the finances of their education are less likely to persist than those who are paid for either through their family members or donors among others (Wao, & Onwuegbuzie, 2011). Therefore, there is a need for universities liaise with various stakeholders to see that there is sponsoring fellowships and assistantship initiatives aimed at assisting doctoral students to positively foster persistence among the students.
Demographic variables
Various variables affect the level of doctoral persistence among many students. Demographic variables are one of them of which it comprises of elements such as age, gender, ethnicity and marital status across the population of students who are taking doctoral programs. According to various research, it is depicted that men are more likely to persist in their studies as compared to women. Most of the students who graduate with doctorate degrees are men according to the same study (Wao, & Onwuegbuzie, 2011). Furthermore, the research found that in cases of racial contribution to doctoral persistence, older Caucasian students are more likely to complete studies more than older minority students. In another study, it was found that more of married students are likely to persist in their studies as compared to their counterparts who are not married (Wao, & Onwuegbuzie, 2011).
Personal attributes
Students exhibit various personal attributes in the course of their learning. Various personal attributes are specifically associated with doctoral students. The most common attributes that are directly associated with persistence include learning styles, intelligence, personality, admission interview persistence as well as the level of intrinsic motivation. It has been found that it has become integral to the students to develop some level of ownership to dissertation despite it being determined by the nature of the program and the discipline. For instance, there exist disparities in the attributes associated with different programs, there are those that value independence of thoughts and creativity while there are those that desire the attributes of diligence and hard work Grover, 2007). According to research, it was found that discipline nature determines the persistence level. For instance, a discipline that is related to humanities and social sciences are more likely to favor an individual approach. On the other hand, disciplines that include natural and health sciences tend to favor more team based research. A team based research was found to induce motivation, and it would make students less likely to withdraw. Other elements associated with persistence are competence and being proactive. Furthermore, other traits exhibited by doctoral students such as dependency, procrastination, and unrealistic thought processes are likely to hinder finishing the students’ doctoral program (Grover, 2007).
Institutional Factors
Program type and structure
Program type and structure are pertinent factors that influence doctoral students’ persistence. They are known to significantly contribute in tailoring students’ experiences and integration into the learning institution and its program. For instance, it was found that an attrition rate of up to 10% to 20% of traditional and residential programs exceeded those rates in the distance program. The results are led by the fact that most students who have enrolled in distance learning programs are subjected to feelings of isolation from their colleagues due to the low levels of association and interaction with their peers as compared to those in a residential program who experience frequent interactions and association with other students in the program (Spaulding & Rockinson-Szapkiw, 2012). Therefore, distance programs are usually associated with low levels of persistence while those programs that practice cohort models experience high levels of students’ persistence. The organization of cohort models depends on the time at which a student starts undertaking a program or depending on the main focus of the research. Cohort models are known to build and foster relationships by use of increased level of social integration, sense of belonging and community feeling irrespective of the type of the cohort model.
Curriculum and program
Programs in learning institutions are tailored to meet the requirements of the various diversities that are exhibited by the students. Some curriculums are considered to be tailored for the adults and those tailored for the young learners. In the case of programs that are meant and account for learning styles and needs traits comprising of adult learners are associated with high levels students’ persistence rates. Programs that are structured to be flexible and applicable to the learner’s exhibits high student’s persistence among the adults since most of the adult population are aware of their goals and professional practices (Spaulding & Rockinson-Szapkiw, 2012). The two distinct stages at which doctoral programs are tailored include coursework and dissertation. They are different in their learning styles, coursework is deemed to be structured, and most students are familiar with it while dissertation is considered to be less structured and unfamiliar to most students. Recognition of the challenges that bridge the barrier that exists in transitioning from structured coursework to unstructured dissertation writing in programs is fundamental. It will assist in building a connection required to be executed in coursework which will be reflected in the dissertation writing process (Spaulding & Rockinson-Szapkiw, 2012).

Expectations and communication
Expectations are key factors that determine most decisions that people take. Education in doctoral programs makes students expectant of various things in the programs they undertake. Their expectations on various elements such as program modification, coursework, and various policies are fundamental in determining whether they will persist or not. Whenever expectations that students have in their doctoral programs are met, it was found that most of the students never commented or noted that they were met (Di Pierro, 2007). However in any case that some expectations that they had were not met, there was a high possibility of the students raising concerns of whether there was a mismatch of their goals and the structure of the respective doctoral programs (Wasburn-Moses, 2008). According to a study conducted on the meaning of academic match, it was found that it referred to the conditions that ensure correspondence between the given goals and requirements that students hold in pursuing a particular doctorate and the doctorate program focus and the curriculum. On the other hand, academic mismatch referred to as contradictions between what students expected and their academic goals and the program structure in what it was preparing them to be after completion of the respective doctoral programs. When there is failure of matching of respective students’ expectations and goals with the program structure and curriculum, most students will find it hard to cope with the system, and they might withdraw from the program. Solving academic mismatch stalemate can be a challenge to most education system all over the world.
There have been various attempts to sensitive education stakeholders to reevaluate their program expectations and structure such that they match with what the students are aiming at achieving at the end of their respective studies. It has been found that academic mismatch can be curbed through a combination of efforts from all stakeholders, especially the universities and the students (Wasburn-Moses, 2008). The process can be made successful by use of activities such as a comprehensive doctoral program orientation, handbook as well as effective advising and mentoring in the various faculties. Introducing students to the culture of higher education will help in tailoring a strong doctoral orientation through cases of outlining program processes, procedures and the expectations. Effective advising and mentoring of the faculty were raised as the instruments that successful per taking of doctoral program processes and procedures (Jairam, & Kahl Jr, 2012). Students reported that effective advisors and faculty mentoring contributed significantly to the dissertation success among many students. Faculty support to students through various ways acted as a key factor to persistence among the students. The ways include instrumental help which pertains activities such as coaching, issuing of assignments and other ways of encouraging students. Another way would include offering psychological help through activities such as counseling’s and role modeling (Wasburn-Moses, 2008). Furthermore, faculties can help students to make healthy connections when they are in the field or acting as professional referees to their students who will build on their networking capabilities hence persistence in their doctoral studies.
Student Integration into the University
Persistence in pursuing doctoral programs is triggered and highly dependent on the interactions that exist between students and the learning environments they are subjected to as pointed out in the student integration theory. According to researchers, academic integration and social integration are highly considered in the societies today as the most prominent themes in the literature. However, some researchers have also sought for the introduction of another phenomenon that encompasses economic integration as among one of the prominent themes.

Academic integration
Academic integration is incorporate in the learning communities through interactions in the shared knowledge which entail a shared learning experience and share knowledge which entails being subjected to a similar experience in learning. Academic integration is directly dependent on the relationships that students exhibit with their respective faculty and instructors. Positive relationships will build more of academic integration which brings the best in the student thus persistence in their respective doctoral programs (Bartunek, 2007). Effective acquisition of knowledge and skills development are significantly produced by increased academic integration. In any case that there is an academic mismatch, there is a high possibility of absence of academic integration which can lead to students’ quitting their doctoral programs.
Social integration
Opportunities that are presented to students in the process of learning and sharing of knowledge are known to produce positive results in social integration. The opportunities act as building blocks for the acquisition of knowledge and sharing of skills among students. Social integration bridges the gap that is present between different academic and social divides. Social integration is defined by various research to be the feelings of connection and community that is exhibited between faculties and peers and is fundamental to the big idea of doctoral persistence among students. Furthermore, studies define connection as the ability to induce a relationship or failure to do so, with the fellow faculty and other students in the academic fraternity. It further entails judging the quality of the relationship based on the set standards that define that particular relationship environment (Ali, Kohun, & Levy, 2007). Feeling of being connected gives rise to a sense of community which has a great impact on the association that exists such mutual interdependence, a sense of belonging, trust as well as building a culture of being dedicated to ones’ community.
Relationships that exist between peers are fundamental elements of social integration. According to studies done on peer mentoring and its impacts, it has been found that whenever a peer mentoring program is conducted and brings a group of students who have been in similar situations in the course of their studies may assist students in realizing and tracking their education journey and successfully navigating their own experiences. More so, apart from fostering socialization and integration through involving peers groups, cohorts are also essential in countering isolation among the peers (Ali, Kohun, & Levy, 2007). Dissertation phase of doctoral programs is best served by high levels of social integration. It is the phase that tends to fall much on solitary and an isolated process regarding social integration.
As much as healthy relationships with one’s’ peers are fundamental in building social integration, doctoral students also treasure relationships with their respective faculties. The post of the dissertation chairperson is crucial to most doctoral students, in fact, it determines the fate of the students, whether the students will complete their doctoral programs or not. Offering students with various opportunities such as the ability to conduct research, write and present their research to the faculty determines the persistence rate of doctoral students (Ali, Kohun, & Levy, 2007). On the other hand, attrition of most doctoral students has been associated with cases of miscommunication with respective faculty and universities bring frustrations to its students.
Economic integration
Economic integration refers to the degree to which the finances that a student’s needs in the course of pursuing their doctoral programs are met. It is important to persistence phenomenon as researchers have found the students who pay for their studies are less likely to persist in their respective doctoral programs (Wao, & Onwuegbuzie, 2011). Economic integration is found to be greatly associate with financing options to students such as university sponsored fellowships as well as assistantships. Such options have been found to building students persistence culture. According to research done, Lovitts found that 20% of the students that took part in the study reported that financial issues led to their attrition from their doctoral programs (Lovitts, 2007).
Conclusion
The literature review above displays that students persistence in doctoral programs in higher education is a combination of the factor that is related to their social and institutional environment. Some research has specifically laid stress on women, counselor education students and students who have failed to complete their respective doctoral programs. According to a study, by Ivankova and Stick, their examination was of factors that attributed to persistence in doctoral programs in students especially in an educational leadership program, but they further placed more focus on the factors attributing to persistence specifically to students who were studying via distance education. Most of the researches done on this particular phenomenon are aimed at examining the implications that doctoral programs and faculty and their impact on efforts of improving structures of doctorate programs and the outcomes of the respective programs (Castro, Garcia, Cavazos Jr & Castro, 2011). Recommendations on specific doctoral program or students are not common in most research. There have been few studies that have put more effort on the latter.
Additionally, most of the doctoral persistence research has been conducted using application of quantitative methods. Use of survey data and gathering of information through the stories that are given by those who have passed through the similar path of doctoral persistence. Most of the prior research given regarding stories still collected data quantitatively ((Wao, & Onwuegbuzie, 2011). Present day researchers are now putting more emphasis on qualitative methods other than the previous commonly used quantitative methods in enquiring for doctoral persistence information. Due to the paucity of the research problem, most of these narratives are vested much on the quantitative methods of getting information on the subject. The purpose of this research is to examine the players who are the doctoral candidates and analyze their narratives of their journey in their respective doctoral programs. Their contribution will help in uncovering the personal, social as well as the institutional elements and contexts that help in building students persistence in their doctoral program in higher education. It will help in giving informed recommendations to students who are willing to pursue various doctoral programs and also give insights to the current students on practices they should adopt to boost their persistence despite the shortcoming they are faced with.
Research Design and Methodology
It has been noticed that students are integral to the doctoral endeavor. However, their voice that is less considered when they air their grievance. A qualitative phenomenological approach was chosen for this research given the emphasis that is placed on giving a voice to members by investigating the importance they credit to their persistence in their respective doctorate program they have enrolled. According to Creswell, the essential reason for phenomenology is to decrease the students’ encounters with a marvel to a portrayal of the general essence (Skulmoski, Hartman, & Krahn, 2007). Doctoral persistence was one of the specific phenomena that this examination sought to portray which is operationally characterized with the end goal of this investigation as the successful completion of a doctoral program that students have enrolled to pursue.
Use of open ended interviews was the main channel used to gather information on individual experiences on this particular phenomenon. The interview was conducted as a universal exercise to all the participants such that they had similar questions in an ordered sequence. Given the inductive idea of qualitative research, questions were intended to be wide and open-ended. Since questions were developed ahead of time and every member was deliberately solicited a similar set of recommended questions, impacts from utilizing various questioners were limited.
Discussion on findings and significance of the phenomenon
Similarly, as members recognized basic difficulties and comparable versatility mechanisms for holding on, their sentiments and feelings upon completion of their doctorate programs were additionally consonants. After effectively defending their dissertations, students’ participants in the study aired a sense of relief and achievement since they considered dissertation as one of the challenging exercises. Being at the most elevated level of their field gave them huge fulfillment as well as giving them a positive feeling that they have indeed completed their studies. For a few, an effective defense of their dissertation was the past part of their doctorate program. For others, it was the delight of strolling in the graduation ceremony in the presence of their friends and family.
Acquiring the initials that are attached to “Dr.” was likewise a motivation to persist for quite some participants. One participant claimed that “Now my mail accompanies “Dr.” before my name.” For a few, the feeling of achievement originated from the fact that they will have increased opportunities that are associated with their doctorate studies. Another member clarified, “the best piece of getting the doctorate is because your certification enables you now to advocate now and advance to more life endeavors.” For quite some members, the feeling of achievement attached to the title was gotten from gaining of information and improvement of newly acquired abilities. For some members, they claimed that the experience they were now subjected to was transformative to them; one member shared, “you learn such a great amount about yourself and how to improve as a human, and a pioneer for my situation.”
After interviewing various participants, every member shared one regular experience, that is, doctoral persistence, proven by completion of their respective doctoral programs. In spite of the fact that the settings contrasted and inspirations for seeking after the doctorate differed, members, all referred to different individual sacrifices along the studying journey. Regularly observed their completion desires to be doubtful because of a heap of interceding factors, and observed the dissertation to be the most difficult phase of the doctorate program. In any case, since they were both personally and professionally persuaded to start the degree, had convincing motivations to endure, developed a variety of persistence instruments, and produced methodologies for completing the dissertation phase. The participants avoided being used for statistics of individuals who failed to complete their doctoral programs, not at all like apparently 50% of their colleagues, and as of now hold a terminal degree in their respective fields.
Conclusion
In this study, there have been prominent themes that have proven to have an association with completion of various doctoral programs in higher education. The different themes were presented in different scenarios of impact to students’ persistence in their doctoral studies. There were those factors related to the students. They included a sense of belonging which when attained it helps students to persist in their studies, motivation to accomplish what has been initiated, overcoming adversity and personal sacrifice. Furthermore, academic integration, autonomy, and opportunity for choice, financial survival, demographic factors as well as personal attributes were found to fall more on the student’s related factors influencing persistence in doctoral programs.
On the other hand, there were prominent themes that are related to institutions that influence students’ persistence in their doctoral studies. The themes included program type, curriculum as well as expectations and communications. Each factor has a pertinent impact to students’ persistence in their doctoral education. All these factors from those that are student related and institutional related intertwine together to form a basis for student integration into the university. The integration aspect contributes as a single phenomenon to the students’ persistence in doctoral studies. The levels of student integration appear in three distinct forms. Firstly, academic integration which encompasses association with the institution policies on academics. Secondly, social integration which entails students relationships in the course of the studies. Finally, economic integration which recognized the contribution of finances towards students persistence in their doctoral studies.
Recommendations
While the difficulty is normal and at some point guaranteed, they are not in surmountable. With a reasonable origination of the thorough idea of the procedure and a key arrangement, individuals can adjust to the sacrifices, conquer the difficulties, and end up persisting till the end of the program. The following are suggestions grounded in the information gathered from this current investigation’s participants and reinforced by the review of the literature to the specific students who are currently or those aspiring to pursue doctoral studies.
Identify personal and professional motivations for pursuing the degree
Individuals should invest and sacrifice for their doctoral studies since it is the only way at which professional security is guaranteed. Professional incentives such as promotions and a rank recognition from a new rank in workplaces are some of the reasons students should persist in their doctoral studies. Personal motivations are essential. For instance exhibiting great interest and love for learning and accepting to take challenges of gaining new skills and knowledge. A student has to realize the dreams and the obstacles along the way such that they will have reasons to persist.
Ensure academic match
Doctoral programs are presented in a wide variety of choices of which prospective students should select from. Students are expected to perform a thorough analysis of their personal and academic requirements and expectations and compare them with those elements that a doctorate program offers. More so, students should consider their specifications with those of the program. Such aspects to be considered are the demographic factors such as age. Adult learners, for instance, should select programs that suit their schedules.
Develop personal support systems
Getting support from family members, peers and spouses are important to a doctoral student. First and foremost, they need t understand the level of sacrifice that a student has to do to pursue doctoral education and hence they should be ready to support the student by all means. For instance, a married student has to create time for both the spouse and studies. If the partner is not willing to accept that the student will be busy, it might lead to incompletion of the studies by the student. Students too should not neglect their family and peers. They ought to have a balance in both family and education.

References
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Students’ Persistence in Doctoral Programs in Higher Education Students’ Persistence in Doctoral Programs in Higher Education
IntroductionResearch Background and Research Problem Approximately 50% of those who begin the doctoral programs do not persist to graduation (Ivankova & Stick, 2007). Social and work commitments, high rates of failure, and institution based factors are some of the key factors influencing doctoral students’ persistence in the program (Spaulding & Rockinson-Szapkiw, 2012; Ivankova & Stick, 2007). Nearly two million students are pursuing graduate degrees in American higher education (Hart, 2012). Out of this number, about 20% of the graduate students are enrolled in doctoral programs (Ivankova & Stick, 2007). However, approximately 50% of the students who begin their doctoral programs do not persist to completion (Ivankova & Stick, 2007). Studies have shown that high rates of failure and the constant increase in time to degree are the major challenges in doctoral education (Spaulding & Rockinson-Szapkiw, 2012). The objective of the study will be to analyze the literature and draw critiques with a view to addressing the research problem.
Research Questionsa) What factors suggest students’ persistence in doctoral programs?b) How does computer aided distance learning encourage doctoral students’ persistence?c) How do student specific factors influence their persistence in the doctoral program?
Significance of the StudyThis research will add to an area of study related to students’ persistence in doctoral programs in order to emphasize the need for addressing the issues relating to doctoral students’ attrition. This study will promote doctoral education especially for adult students considering such learning experience.
Literature Review           Doctoral students’ attrition has been always as a result of the high rates of failure including other factors such as student frustration with program procedures and policies (Lee & Choi, 2011). Other findings reveal that the factors influencing doctoral students’ persistence are related to students’ integration into their faculties (Ivankova & Stick, 2007). Adult students form the larger proportion of doctoral students who begin the programs but do not persist to completion (Jones, 2013).Theoretical FrameworkThe theoretical foundation for the research will be based on Tinto’s student integration, Bean’s student attrition, and Kember’s dropout models in a view to addressing the research problem. Tinto’s model theorized doctoral students’ persistence as the result of students’ integration with their faculties (Tinto, 1975). Bean’s model theorized students’ attrition as the outcome of their attitudes (Bean, 1980). Kember redefined Tinto’s model through focusing on adult students’ experience in distance learning (Kember, 1989).
Research Design and MethodologyThis research will be based on a qualitative analysis of the literature with a view to gaining a comprehensive knowledge of the issues surrounding doctoral students’ persistence, ethical considerations, as well as the possible solutions to the research problem (Vaismoradi, Turunen, & Bondas, 2013). Furthermore, relevance, credibility, and accuracy of the study will be ensured through focusing majorly on scientific journals. 
ReferencesBean, J. (1980). Dropouts and turnover: the synthesis and test of a causal model of student attrition. Research in Higher Education (12), 155-187.Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning 11(1).Ivankova, N., & Stick, S. (2007). Students’ persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A mixed methods study. Research in Higher Education 48(1), 93-135.Jones, M. (2013). Issues in doctoral studies-forty years of journal discussion: Where have we been and where are we going. 83.Kember, D. (1989). A longitudinal process model of dropout from distance education. Journal of Higher Education 60(3), 278-301.Lee, & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational technology Research and Development 59(5), 593-618.Spaulding, L., & Rockinson-Szapkiw, A. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies 7(1), 19-219.Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research (45), 89-125.Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences 15(3), 398/405.