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Advising Doctoral Students in Education Programs
NACADA Journal (2016)
  • Christy M. Craft
  • Donna Augustine-Shaw
  • Amanda Fairbanks
  • Gayla Adams-Wright
Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor-advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student advising. The findings lead to important implications for clarifying roles of advisors and expectations for graduate student advising.
  • academic advising,
  • doctoral student,
  • education,
  • mentoring
Publication Date
Summer June 15, 2016
Citation Information
Christy M. Craft, Donna Augustine-Shaw, Amanda Fairbanks and Gayla Adams-Wright. "Advising Doctoral Students in Education Programs" NACADA Journal Vol. 36 Iss. 1 (2016) p. 54 - 65
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