NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1131694
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
ISSN: EISSN-2377-2263
Doctoral Students' Perceived Barriers That Slow the Progress toward Completing a Doctoral Dissertation: A Mixed Analysis
Hwang, Eunjin; Smith, Rachel N.; Byers, Valerie Tharp; Dickerson, Shirley; McAlister-Shields, Leah; Onwuegbuzie, Anthony J.; Benge, Cindy
Journal of Educational Issues, v1 n1 p165-190 2015
The non-completion of doctoral degrees has been a concern due to its economic, social, and personal consequences. In the current study, the researchers investigated perceived barriers of select doctoral students in completing their doctoral degrees by utilizing a fully mixed sequential mixed research design. The quantitative and qualitative data were concurrently collected using identical samples (n = 205) via a Reading Interest Survey questionnaire. A sequential mixed analysis revealed 6 emergent themes: "external obligations" (36%), "challenges to doctoral-level researchers" (34%), "practical/logistical constraints" (23%), "emotional concerns" (15%), "program structure" (9%), and "support for completion" (8%). Also, 3 meta-themes were identified (i.e., "dissociation," "external/internal barriers," and "institutional/personal barriers"), which aided in explaining the relationships among the 6 primary themes. Implications of the findings are discussed.
Macrothink Institute. 5348 Vegas Drive, Unit 825, Las Vegas, Nevada 89108. Tel: 702-953-1852; Fax: 702-420-2900; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A