Program and Instructional Strategies Supportive of Doctoral Students' Degree Completion
Document Type
Article
Publication Date
11-11-2019
Department
Educational Research and Administration
School
Education
Abstract
Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators.
Publication Title
Adult Learning
Recommended Citation
Hill, L. H.,
Conceição, S. C.
(2019). Program and Instructional Strategies Supportive of Doctoral Students' Degree Completion. Adult Learning.
Available at: https://aquila.usm.edu/fac_pubs/16824