An Exploration of the Factors Affecting Graduate Degree Completion in a Teacher Education Institution (TEI): Inputs for Graduate Program Management and Pedagogy
Main Article Content
Keywords
degree completion, graduate students, graduate research, life events, work-life balance
Abstract
The study examined factors that affect completion of a graduate program in a teacher education institution. Using Dreze and Sen's overarching concept of entitlement, online questionnaires about the respondents' workloads and other life factors were content analyzed. Seventy-five graduate students participated by answering a computer-based questionnaire asking about their status as thesis writers. The graduate students pointed to being given administrative assignment and additional tasks as coaches and club advisers as affecting their rate of completion, while finances, health considerations and family-related concerns were the life factors that hindered their capacity to complete their degrees. Support groups, assistantships, and health and wellness programs were suggested as inputs for managing graduate programs.
References
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Dusen, B., Barthelemy, R. & Henderson, C., (2014). Educational trajectories of graduate students in physics education research. Physical Review Special Topics-Physics Education Research. 10 (2), 1-10
Egan, R., Stockley, D. Brouwer, B., Tripp, D., & Stechyson, N. (2009). Relationships between area of academic concentration, supervisory style, student needs and best practices. Studies in Higher Education, 34 (3), 337345.
Flynn, A. M., Sanchez, B., & Harper, G. W. (2011). An ecological analysis of research examining the experiences of students of color in graduate school. Journal of Diversity in Higher Education, 4(1), 1–11. https://doi. org/10.1037/a0021506
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Goforth, A. N., Brown, J. A., Machek, G. R., & Swaney, G. (2016). Recruitment and Retention of Native American Graduate Students in School Psychology, 31(3), 340–357.
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Jaeger, A., Sandmann, L., & Kim, J. (2011). Advising graduate students doing community-engaged dissertation research: the advisor-advisee relationship. Journal of Higher Education Outreach and Engagement. 15 (4), 5-24.
Jauniaux, J., Schoemaker, D., & Middleton, J. (2016). A Survey of Clinical Psychology Doctoral Students in Quebec. Canadian Psychology/ Psychologie Canadienne. 58(1), 81-85.
Lan, P.C. (2008). New global politics of reproductive labor: gendered labor and marriage migration. Sociology Compass. 2/6, 1801-1815.
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McCallin, A., & Nayar, S. (2012). Postgraduate research supervision: a critical review of current practice. Teaching in Higher Education. 17 (1), 63-74.
McCulloch, A., Kumar, V., van Schalkwyk, S., & Wisker, G. (2016). Excellence in doctoral supervision: an examination of authoritative sources across four countries in search of performance in higher than competence. Quality in Higher Education. 22 (1), 64-77
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Nogueiras, G., & Iborra, A. (2016). Understanding and Promoting Self-Direction in Freshman and Master’s Students: A Qualitative Approach. Behavioral Development Bulletin, 22(2), 1–47. https://doi.org/10.1037/bdb0000024
Orellana, M.L., (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies. 11, 87-103
Pilbeam, C., Lloyd-Jones, G., & Denyer, D. (2013). Leveraging value in doctoral student networks through social capital. Studies in Higher Education, 38(10), 1472–1489. https://doi.org/10.1080/03075079.2011.636800
Pratt, M. W., Norris, J. E., Filyer, R., & Arnold, M. L. (1999). Generativity and Moral Development as Predictors of ValueSocialization Narratives for Young Persons Across the Adult Life Span : From Lessons Learned to Stories Shared, 14(3), 414–426.
Rose, C., Bernardo, A. B. I., & Ocampo, D. (2008). When Reforms Don ’ T Transform : Reflections on Philippine Education, 2008(October).
Wei, T., Sadikova, A., Barnard-Brak, L., Wang, E., & Sodikov, D. (2015). Exploring graduate students’ attitude towards team research and their scholarly productivity: a survey guided by the theory of planned behavior. Internation Journal of Doctoral Studies. 10, 1-17
Ampaw, F., & Jaeger, A. (2012). Completing the three stages of doctoral education: an event history analysis. Research in Higher Education. 53, 6400660.
Bair, C. R., & Haworth, J. G. (1999). Doctoral Student Attrition and Persistence: A Meta-Synthesis of Research. Higher Education: Handbook of Theory and Research. https://doi. org/10.1007/1-4020-2456-8_11
Baustista, M.C.R.B. (2000). The Social Sciences in the Philippines: Reflections on Trends and Developments. Philippine Review of Economics. 38. 92-120.
Begin, C., & Gerard, L. (2013). The role of supervisors in light of the experience of doctoral students. Policy Futures in Education, 11(3), 267–276. https://doi.org/10.2304/ pfie.2013.11.3.267
Bogat, G. A., & Redner, R. L. (1985). How Mentoring Affects the Professional Development of Women in Psychology. Professional Psychology: Research and Practice, 16(6), 851–859. https://doi.org/10.1037/07357028.16.6.851
Bohle; Downing; and Watts. (1994). Climate change and social vulnerability: Toward a sociology and geography of food insecurity. Global Environmental Change, 4(1), 37–48.
CHED. (2016). Infographics 13.
Donald, J. G., Saroyan, A., & Denison, D. B. (1995). Graduate student supervision policies and procedures: A case study of issues and factors affecting graduate study. Canadian Journal of Higher Education, 25(3), 71–92.
Dreze, J., & A. Sen (1989). Hunger and Public aCtion. Oxford: Oxford University Press.
Dusen, B., Barthelemy, R. & Henderson, C., (2014). Educational trajectories of graduate students in physics education research. Physical Review Special Topics-Physics Education Research. 10 (2), 1-10
Egan, R., Stockley, D. Brouwer, B., Tripp, D., & Stechyson, N. (2009). Relationships between area of academic concentration, supervisory style, student needs and best practices. Studies in Higher Education, 34 (3), 337345.
Flynn, A. M., Sanchez, B., & Harper, G. W. (2011). An ecological analysis of research examining the experiences of students of color in graduate school. Journal of Diversity in Higher Education, 4(1), 1–11. https://doi. org/10.1037/a0021506
Gill, P. & Bernand, P. (2008). The student-supervisor relationship in PhD/doctoral process. British Journal of Nursing, 17 (1), 668-671.
Goforth, A. N., Brown, J. A., Machek, G. R., & Swaney, G. (2016). Recruitment and Retention of Native American Graduate Students in School Psychology, 31(3), 340–357.
Guerin, C., Kerrer, H., & Green, I. (2015). Supervision pedagogies: narrtatives from the field. Teaching in Higher Education, 20 (1), 107-118
Jaeger, A., Sandmann, L., & Kim, J. (2011). Advising graduate students doing community-engaged dissertation research: the advisor-advisee relationship. Journal of Higher Education Outreach and Engagement. 15 (4), 5-24.
Jauniaux, J., Schoemaker, D., & Middleton, J. (2016). A Survey of Clinical Psychology Doctoral Students in Quebec. Canadian Psychology/ Psychologie Canadienne. 58(1), 81-85.
Lan, P.C. (2008). New global politics of reproductive labor: gendered labor and marriage migration. Sociology Compass. 2/6, 1801-1815.
Longhurst, R. (1994). Conceptual Frameworks for Linking Relief and Development. IDS Bulletin, 25(4), 17–23. https://doi.org/10.1111/j.1759-5436.1994.mp25004003.x
McCallin, A., & Nayar, S. (2012). Postgraduate research supervision: a critical review of current practice. Teaching in Higher Education. 17 (1), 63-74.
McCulloch, A., Kumar, V., van Schalkwyk, S., & Wisker, G. (2016). Excellence in doctoral supervision: an examination of authoritative sources across four countries in search of performance in higher than competence. Quality in Higher Education. 22 (1), 64-77
Myers, L. H. (1999). Barriers To Completion of the Doctoral Degree in Educational Administration. Chemistry & …. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-041699-125349/unrestricted/LHMyers.PDF
Nogueiras, G., & Iborra, A. (2016). Understanding and Promoting Self-Direction in Freshman and Master’s Students: A Qualitative Approach. Behavioral Development Bulletin, 22(2), 1–47. https://doi.org/10.1037/bdb0000024
Orellana, M.L., (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies. 11, 87-103
Pilbeam, C., Lloyd-Jones, G., & Denyer, D. (2013). Leveraging value in doctoral student networks through social capital. Studies in Higher Education, 38(10), 1472–1489. https://doi.org/10.1080/03075079.2011.636800
Pratt, M. W., Norris, J. E., Filyer, R., & Arnold, M. L. (1999). Generativity and Moral Development as Predictors of ValueSocialization Narratives for Young Persons Across the Adult Life Span : From Lessons Learned to Stories Shared, 14(3), 414–426.
Rose, C., Bernardo, A. B. I., & Ocampo, D. (2008). When Reforms Don ’ T Transform : Reflections on Philippine Education, 2008(October).
Wei, T., Sadikova, A., Barnard-Brak, L., Wang, E., & Sodikov, D. (2015). Exploring graduate students’ attitude towards team research and their scholarly productivity: a survey guided by the theory of planned behavior. Internation Journal of Doctoral Studies. 10, 1-17
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Published
Jul 31, 2018
Article Details
How to Cite
Rungduin, T. T., & Miranda, P. A. (2018). An Exploration of the Factors Affecting Graduate Degree Completion in a Teacher Education Institution (TEI): Inputs for Graduate Program Management and Pedagogy. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.v0i0.835
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Research Article