Academic and affective factors contributing to degree completion of doctoral students in educational administration

Abstract

Little published research exists on doctoral attrition, retention, and completion of degree programs. This study sought to examine the factors, both quantitative and qualitative, that may serve to predict at the time of admission which doctoral students in the field of educational administration will be most likely to persist to degree conferral. The study was conducted in two phases. First, independent variables such as GRE scores, age, undergraduate GPA, masters degree GPA, type of institution from which baccalaureate and masters' degrees were earned, undergraduate major, graduate major, and completion of the Specialist in Education degree were subjected to regression analysis to determine which factor(s) or combinations of factors best predicted program completion. Second, a survey instrument was administered to 152 doctoral students who began a program of study during the years 1986 to 2000 at a medium‐sized midwestern university to assess their perceptions of the reasons for success (graduation) or non‐success.