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What we know about doctoral student persistence

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Abstract

Recognizing that the focus of studies on retention has been at the undergraduate level, a hypothesis is presented that to accomplish their objectives of providing scholars for the future, doctoral degree granting universities must focus attention on the factors affecting persistence of doctoral students. Further, due to the changing nature of the doctoral student population, doctoral students must now be defined as adults. Bringing together the themes of retention, persistence, and adult education, this review of the literature presents areas for further research and study.

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Authors and Affiliations

  1. State University of New York, Binghamton

    Thomas F. Kowalik (Director of the Division of Community Programs, School of Education and Human Development)

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  1. Thomas F. Kowalik
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The author wishes to express his thanks to Dr. Nancy Gadbow, Assistant Professor of Adult Education, Syracuse University and Theodore Rector, Associate Dean, School of Education and Human Development, SUNY-Binghamton for their assistance in the preparation of this work.

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Kowalik, T.F. What we know about doctoral student persistence. Innov High Educ 13, 163–171 (1989). https://doi.org/10.1007/BF00889748

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