Abstract
[full article in English]
 This article explores the experiences of twelve doctoral students during their processes of integrating into a doctoral program. In this qualitative study, by using a participatory, arts-based research design, twelve participants were asked to create collages and write narratives depicting their collages representative of their integration experiences. The research question this study addressed is the following: how have the students experienced integrating into their doctoral program? The gathered data revealed that academic and social factors play important roles in shaping and impacting the doctoral journey of a student.
Highlights
Embarking on a doctoral journey is a highly competitive and challenging process
In a study conducted by the Council of Graduate Schools, 330 doctoral programs across multiple disciplines were investigated, and it was shown that the completion of a doctoral degree was within 10 years for only 57% of the students (Sowell 2008)
The first-year experiences can be challenging for doctoral students in terms of integrating and adapting to a new learning environment, the expectations of other students and the rigor of the doctoral program (Wao & Onwuegbuzie 2011; Witte & James 1998)
Summary
Embarking on a doctoral journey is a highly competitive and challenging process. The attrition rates of doctoral degrees are around 50%, which varies between disciplines (Cochran, Campbell, Baker, & Leeds 2014; Bagaka’s, Badillo, Bransteter, & Rispinto 2015; Jones 2013), and many students drop out in their first year (Jairam & Kahl 2012; Lott, Gardner, & Powers 2010). The first-year experiences can be challenging for doctoral students in terms of integrating and adapting to a new learning environment, the expectations of other students and the rigor of the doctoral program (Wao & Onwuegbuzie 2011; Witte & James 1998). These challenges are not necessarily all related to the rigor of their programs. Military Education Business Education Education Law Enforcement Business Education Business Arts Education Education ing (analysis and logic) can establish a high level of engagement (Simmons 2013)
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