Title

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

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