Higher Education

, Volume 74, Issue 6, pp 1053–1068 | Cite as

Why do students consider dropping out of doctoral degrees? Institutional and personal factors

  • Montserrat Castelló
  • Marta Pardo
  • Anna Sala-Bubaré
  • Núria Suñe-Soler
Article

Abstract

Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral programmes. This study focuses on the motives students give for considering dropping out of their doctoral degree. Participants were 724 social sciences doctoral students from 56 Spanish universities, who responded to a questionnaire containing doctoral degree conditions questions and an open-ended question on motives for dropping out. Results showed that a third of the sample, mainly the youngest, female and part time students, stated that they had intended to drop out. The most frequent motives for considering dropping out were difficulties in achieving a balance between work, personal life and doctoral studies and problems with socialization. Overall, results offer a complex picture that has implications for the design of doctoral programmes, such as the conditions and demands of part-time doctoral studies or the implementation of educational proposals that facilitate students’ academic and personal integration into the scientific community in order to prevent the development of a culture of institutional neglect.

Keywords

Doctoral education Dropping-out Socialization Researcher education Personal and institutional factors 

Notes

Acknowledgements

This study was partially funded by the Spanish Ministry of Economy and Competitiveness (Societal Challenges R+D+i programme FINS-RIDSS -CSO2013-41108-R and Researcher Training programme BES-2014-068397) and the Spanish Ministry of Education, Culture and Sports (University Professor Training programme FPU13/06957).

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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  • Montserrat Castelló
    • 1
  • Marta Pardo
    • 1
  • Anna Sala-Bubaré
    • 1
  • Núria Suñe-Soler
    • 1
  1. 1.Graduate School of Psychology, BlanquernaRamon Llull UniversityBarcelonaSpain

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