Nghiên cứu Nguyên tắc Andragogy giúp sinh viên Tiến sĩ hoàn thành luận án

Lindenwood University Digital Commons@Lindenwood University Dissertations Theses & Dissertations Fall 12-2020 Exploring How Andragogical Principles May Enhance Doctoral Students’ Persistence to Dissertation Completion Bernice Bush Lindenwood University Follow this and additional works at: https://digitalcommons.edu/dissertations Part of the Educational Methods Commons Recommended Citation Bush, Bernice, "Exploring How Andragogical Principles May Enhance Doctoral Students’ Persistence to Dissertation Completion" (2020).edu/dissertations/37 This Dissertation is brought to you for free and open access by the Theses & Dissertations at Digital Commons@Lindenwood University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@Lindenwood University. For more information, please contact phuffman@lindenwood. Exploring How Andragogical Principles May Enhance Doctoral Students’ Persistence to Dissertation Completion by Bernice Bush A Dissertation Submitted to the Education Faculty of Lindenwood University in partial fulfillment of the requirements for the degree of Doctor of Education School of Education i Exploring How Andragogical Principles May Enhance Doctoral Students’ Persistence to Dissertation Completion by Bernice Bush This dissertation has been approved in partial fulfillment of the requirements for the degree of Doctor of Education at Lindenwood University by the School of Education __Sherrie Wisdom ____________________ __12/18/2020_______ Dr.

Sherrie Wisdom, Committee Member Date ii Declaration of Originality I do hereby declare and attest to the fact that this is an original study based solely upon my own scholarly work here at Lindenwood University and that I have not submitted it for any other college or university course or degree here or elsewhere. Full Legal Name: Bernice Bush iii Acknowledgments First and foremost, I want to thank my Lord and Savior, Jesus Christ, who is the Word of God. Knowing my thoughts and purposes, He gave me the words to compose my doctoral experiences into a viable research study and qualifying dissertation. I am so grateful! Thank you, John Manoogian, my first professor, for thinking that I would be able to complete a doctorate.

Thank you, Dr. Cindy Manjounes, my undergraduate and master’s advisor, for believing I would be able to earn my own beret. Thank you, Dr. Tina Grosso, my master’s program professor, for knowing that I could write a dissertation.

Thank you, also, for inviting Dr. Henschke to our class; I decided that evening to continue pursuing lifelong learning. Thank you very much to each member of my Committee; your gifts have helped make this document a reality. I am so appreciative, Dr.

Susan Lundry, for all your contributions to this study, including your swift and accurate proofreading. I am so very thankful, Dr. Sherrie Wisdom, for all of your administrative and academic assistance, as well as your friendship and kindness during this doctoral process. I am so grateful, Dr.

John Henschke, for your constant mentorship throughout this entire course. Thank you for Chairing this dissertation within your retirement; your passion for learning and commitment to learners is a worthy role to model. Thank you, Dr. Somanita Kheagn; you absolutely rescued me from dissertation despair when you suggested I first research what my obstacles were.

My plight became my topic and successfully completing this degree developed into a purpose to help other struggling students. iv Thank each and every interviewee for your essential participation in this research endeavor; our stories are meaningful. Thank you, Jim, my dear husband and best friend, as well as my daughter, Emily, and my dog, Ryder; I appreciate your patience and understanding of the time and attention this project required. We will have more time together now.

v Abstract The Doctorate is a terminal degree, in that, a student has accomplished the ultimate academic achievement within an educational field of domain. Although industries worldwide continually demand ever-advancing scholarly workforces and the innovation developments of higher thinkers, this degree has been impeded by a staggering 50% attrition rate among colleges and universities for decades. Also obstructive to degree attainment has been the phenomenological trend of the All-But-Dissertation (ABD) phase experienced by multitudes of candidates within their courses’ timelines. Researchers have studied these issues over the last century, specifically seeking relevant sources of influence among dozens of student attributes and pursuing all indications with corresponding collegiate remedies.

Yet, the statistics have remained steady. Through the qualitative study model of triangulation, the Research Investigator explores the sentiments of collegiate experiences for commonalities which undermine dissertation accomplishment and the possibilities within the Andragogical principles for bolstering students struggling with project progress. The three angles highlighted are the prior sentiments as reported of students from previously researched studies, the transcribed testimonies of several current-era doctoral graduates and former students who opted to drop out, as well as the future-focused narratives of this Author as the candidate persisting toward degree achievement. The Andragogical principles of a Teacher’s empathy with, trust in, and sensitivity toward their students is being explored as a potential attempt to resolve the outstanding issues of doctorate degree attrition among educational institutions.

It is believed that each of these three characteristics are powerful means for developing positive modes of communication. Combined together, empathy, vi trust, and sensitivity are the staples of lasting relationships. When shared in reciprocity through the focused efforts of independent research, the tenets of scholarly mentorship will be achieved, and students will be rallied to persistence in their degree pursuits. vii Table of Contents Acknowledgments.

vi Table of Contents. viii Chapter One: Introduction. 1 Statement of the Problem. 1 Purpose of the Study.

5 Rationale of the Study. 6 Questions Addressed in Research. 8 Definition of Relevant Terms. 10 All-But-Dissertation (ABD).

12 Modified Instructional Perspectives Inventory (MIPI). 12 Other Previously Researched Studies. 13 viii Prior Research Findings. 13 Phases of Adult Learning.

13 Readiness to learn. 13 Self-Directed Learning. 14 Time-to-degree (TTD). 14 Limitations Within Study.

17 Methodology of Study. 21 Chapter Two: Literature Review. 23 Itinerary of Exploration. 23 Background of Attrition Studies in General.

24 Andragogy as An Answer. 27 Student Perceptions as Contributing Condition of Attrition. 27 Origins of Attrition Rate Statistics. 29 Clarification of Variables Surrounding Attrition.

31 Recommendations to Seek Student Perceptions. 33 Reasons for Attrition. 34 Relating to faculty/university complaints. 34 Relating to topic/project issues.

35 Relating to personal life role conflicts. 35 Doctoral Perceptions Aligned with Reasons for Attrition. 36 A negative relationship or even conflict between the student and advisor/ faculty. 36 ix Students disappointed in or dissatisfied with their doctoral programs.

38 Psychological Assumptions Surrounding Dropouts. 39 Consideration of Erikson’s Life Stages theory. 40 Consideration of Blum’s Clinical Vignette. 42 Consideration of Maslow’s Hierarchy of Needs.

43 Consideration of Knowles’ work “Releasing the Energy of Others”. 45 Knowles’ Consideration of Lindemann. 48 Knowles’ Consideration of Rogers. 49 Knowles’ Consideration of Houle.

50 Knowles’ Consideration of Tough. 50 Assumptions of Adult Learners. 51 Self-Direction within Adult Learners. 59 Henschke: Mentee to Mentor.

68 Chapter Three: Methodology. 70 Procedures of Method. 70 Research Study Design. 71 Research Project Process.

72 Respondents as Interviewees. 74 Participant Responses as Data. 75 Intended Alignment of Data. 77 Addressing Trustworthiness of Research.

80 Research Questions Presented. 83 Presenting Andragogical Principles. 85 Chapter Four: Results of Investigation. 89 Driving Needs for Higher Education.

89 x Answering the Research Questions. 90 The Empathetic Andragogue feels fully prepared to teach. 186 The Empathetic Andragogue notices and acknowledges to learners positive changes in them. 188 The Empathetic Andragogue balances her/his efforts between learner content, acquisition, and motivation.

188 The Empathetic Andragogue expresses appreciation to learners who actively participate. 190 The Empathetic Andragogue Promotes positive self-esteem in learners. 190 The Trustworthy Andragogue purposefully communicates to learners that they are each uniquely important. 191 The Trustworthy Andragogue believes learners know what their goals, dreams, and realities are like.

192 The Trustworthy Andragogue expresses confidence that learners will develop the skills they need. 192 The Trustworthy Andragogue prizes the learners to learn what is needed. 193 The Trustworthy Andragogue feels learners’ need to be aware of and communicate their thoughts and feelings. 194 The Trustworthy Andragogue enables learners to evaluate their own progress in learning.

194 The Trustworthy Andragogue hears learners indicate what their learning needs are. 196 The Trusworthy Andragogue engages learners in clarifying their own aspirations. 197 The Trustworthy Andragogue develops a supportive relationship with learners. 197 The Trustworthy Andragogue experiences unconditional positive regard for learners.

198 The Trustworthy Andragogue respects the dignity and integrity of learners. 199 The Sensitive Andragogue makes certain to understand the learner’s point of view. 200 xi The Sensitive Andragogue takes pains and time to get her/his point across to learners. 201 The Sensitive Andragogue exercises patience in helping all learners’ progress.

202 The Sensitive Andragogue overcomes any frustration with learner apathy. 203 The Sensitive Andragogue will use whatever time learners need to grasp various concepts. 204 The Sensitive Andragogue thoroughly allows learners to ask all the questions they need addressed. 204 The Sensitive Andragogue resists in her/himself any irritation at learner inattentiveness in the learning setting.

205 Chapter Five: Conclusion and Recommendation. 218 Recommendations for Promoting Academic Mentoring. 354 xiii Chapter One: Introduction Statement of the Problem The dissertation is the writing assignment within the research project of a doctoral degree program (Katz, 1995). The parameters of this project are so specific that a dual application process is necessary to screen for qualifying doctoral candidates.

Students vying for a doctoral degree will have several prerequisite classes to attend prior to conducting a personal research study and writing the corresponding dissertation. It is imperative that the topic of this investigative endeavor be relevant to the objectives underlying the host degree while focusing on a gap within the literature encompassing the subject. This is a crucial point in the doctoral degree program as each student becomes an individual researcher working independent of other classmates. Some doctoral candidates will navigate the processes of their research undertakings, write their dissertations, present a defense of their findings, and successfully complete their degree programs in a timely manner.

Other students will spend much more time at the process as they flounder between the responsibilities related to their personal roles in life, as well as the requisites encountered through this extended educational experience. This period of limbo has been deemed the All But Dissertation (ABD) phenomenon (Allen & Dory, 2001; Bair & Haworth, 1999; Blanchard, 2018; Blum, 2010; Bowen & Rudenstine, 1992; Brill, Balcanoff, Land, Gogarty, & Turner, 2014; Garbarini, 2017; Green, 1995; Green & Kluever, 1997; Holmes, Robinson, & Seay, 2010; Jimenez, Gokalp, Pena, Fischer, & Gupton, 2010; Johnson, Green, & Kluever, 2000; Katz, 1995; Kelley & Salisbury- Glennon, 2016; Kluever, 1995; Lenz, 1995; Long, 2018; Miller, 1995). EXPLORING ANDRAGOGICAL PRINCIPLES 2 The regulation course length of the doctoral program affords a generous amount of time to complete each degree, with appropriate extensions granted upon formal Institutional Review Board (IRB) request. Yet, nearly half of all struggling doctoral students will succumb to attrition and drop out of their programs.

This tragedy held constant for more than 50 years, as revealed through prior research findings (Astin, 1972; Bair et al., 1999; Blanchard, 2018; Bowen et al., 1992; Brill et al., 2014; Faghihi, Rakow, & Ethington, 1999; Garbarini, 2017; Golde, 1994, 2000, 2005; Green, 1995; Hunter & Devine, 2016; Iffert, 1958; Jimenez et al., 2010; Johnson et al., 2000; Katz, 1995; Kelley et al., 2016; Kluever, 1995; Lundsford, 2012; Morrison, 2014; Pauley, Cunningham, & Toth, 1999; Rigler, Bowlin, Seat, Watts, & Throne, 2017; Schneider, 2015; Smith, 1981; Summerskill, 1962). Several of these studies concluded that there remains a need to explore the ABD status doctoral students (Bair et al., 1999; Dupont, Meert, Galand, & Nils, 2013; Faghihi et al., 1999; Gagne, 2017; Grant, 2018; Hunter et al., 2016; Kelley et al. It is believed, if the ABD plight could be understood, the universities could bolster their doctoral candidates through appropriate program remedies, and subsequently, boost their student retention rates (Bair et al., 1999; Brill et al.