Best practices in doctoral retention: Mentoring

Numerous factors contribute to a nearly 50% rate of attrition among doctoral candidates internationally. To address high attrition, institutions of higher learning are closely evaluating student and faculty mentoring programs. Beyond concerns about student drop-out rates, doctoral education allows l...

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Detalhes bibliográficos
Autores: Brill, Judie L., Balcanoff, Karen K., Land, Denise, Gogarty, Maurice, Turner, Freda
Tipo de documento: artigo
Data de publicação:2014
País:España
Recursos:Universidad Europea (UEM)
Repositório:ABACUS. Repositorio de Producción Científica
Idioma:inglês
OAI Identifier:oai:abacus.universidadeuropea.com:11268/4629
Acesso em linha:http://hdl.handle.net/11268/4629
Access Level:Acceso aberto
Palavra-chave:Doctoral mentoring
Enseñanza superior
Grado de doctor
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spelling Best practices in doctoral retention: MentoringBrill, Judie L.Balcanoff, Karen K.Land, DeniseGogarty, MauriceTurner, FredaDoctoral mentoringEnseñanza superiorEnseñanza superiorGrado de doctorNumerous factors contribute to a nearly 50% rate of attrition among doctoral candidates internationally. To address high attrition, institutions of higher learning are closely evaluating student and faculty mentoring programs. Beyond concerns about student drop-out rates, doctoral education allows little time for planning and consideration regarding post-graduation activities; therefore, doctoral graduates may not possess a clear direction after graduation. Some doctoral graduates also have difficulty transitioning from an academic environment to the professional world. Retention initiatives, graduation rates, and persistence levels are now among the areas of interest being considered and implemented throughout academia. To address these concerns, a new student–and faculty–centered approach toward mentoring is needed for increased retention in doctoral programs and success after graduation. This critical literature review outlines best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike.20152015-12-0120142014-01-0120142014-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11268/4629reponame:ABACUS. Repositorio de Producción Científicainstname:Universidad Europea (UEM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:abacus.universidadeuropea.com:11268/46292026-06-11T12:41:27Z
dc.title.none.fl_str_mv Best practices in doctoral retention: Mentoring
title Best practices in doctoral retention: Mentoring
spellingShingle Best practices in doctoral retention: Mentoring
Brill, Judie L.
Doctoral mentoring
Enseñanza superior
Enseñanza superior
Grado de doctor
title_short Best practices in doctoral retention: Mentoring
title_full Best practices in doctoral retention: Mentoring
title_fullStr Best practices in doctoral retention: Mentoring
title_full_unstemmed Best practices in doctoral retention: Mentoring
title_sort Best practices in doctoral retention: Mentoring
dc.creator.none.fl_str_mv Brill, Judie L.
Balcanoff, Karen K.
Land, Denise
Gogarty, Maurice
Turner, Freda
author Brill, Judie L.
author_facet Brill, Judie L.
Balcanoff, Karen K.
Land, Denise
Gogarty, Maurice
Turner, Freda
author_role author
author2 Balcanoff, Karen K.
Land, Denise
Gogarty, Maurice
Turner, Freda
author2_role author
author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Doctoral mentoring
Enseñanza superior
Enseñanza superior
Grado de doctor
topic Doctoral mentoring
Enseñanza superior
Enseñanza superior
Grado de doctor
description Numerous factors contribute to a nearly 50% rate of attrition among doctoral candidates internationally. To address high attrition, institutions of higher learning are closely evaluating student and faculty mentoring programs. Beyond concerns about student drop-out rates, doctoral education allows little time for planning and consideration regarding post-graduation activities; therefore, doctoral graduates may not possess a clear direction after graduation. Some doctoral graduates also have difficulty transitioning from an academic environment to the professional world. Retention initiatives, graduation rates, and persistence levels are now among the areas of interest being considered and implemented throughout academia. To address these concerns, a new student–and faculty–centered approach toward mentoring is needed for increased retention in doctoral programs and success after graduation. This critical literature review outlines best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike.
publishDate 2014
dc.date.none.fl_str_mv 2014
2014-01-01
2014
2014-01-01
2015
2015-12-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/11268/4629
url http://hdl.handle.net/11268/4629
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:ABACUS. Repositorio de Producción Científica
instname:Universidad Europea (UEM)
instname_str Universidad Europea (UEM)
reponame_str ABACUS. Repositorio de Producción Científica
collection ABACUS. Repositorio de Producción Científica
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