Doctoral Student Attrition and Retention: A Study of a Non-Traditional Ed.D. Program

Abstract

This study examined the relationship between selected demographic and situational variables and the completion of the education administration doctorate from the West Virginia University—Marshall University Cooperative Doctoral Program. Surveys were sent to the 226 students who were admitted to the program between 1980 and the fall of 1993. Responses were received from 62 percent of those surveyed, and analysis revealed that a positive relationship existed between six of the twelve variables and the completion of the doctorate. Factors found to be positively related to the completion of the doctorate were the level of financial support available to the student, familial support, peer support, faculty support, chairperson support, and the motivation of the student.