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Academic Suicide: Scenarios of Doctoral Student Attrition in Russia

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Abstract

Saule Bekova - Research Fellow, Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics.Address: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation. E-mail: bekova.sk@gmail.comDoctoral student attrition is one of the most debated problems in higher education. Related studies are few in Russia, mostly being of applied type and offering no theoretical approaches to research on departure from doctoral study. Tinto's model of student departure based on Durkheim's theory of suicide is the most widespread theoretical framework among U.S. and European researchers. However, Tinto's model only considers egoistic suicide. The present study offers an integrated approach to Durkheim's theory, demonstrating the potential of applying the entire theoretical typology of suicide to analyze scenarios of doctoral student attrition. Interviews with doctoral students who did not finish their thesis were used to identify the major challenges faced by doctoral candidates and to provide recommendations for overcoming the problem of non-completion in Russian doctoral education.

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  • Saule Bekova, 2020. "Academic Suicide: Scenarios of Doctoral Student Attrition in Russia," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 83-109.
    • Handle: RePEc:nos:voprob:2020:i:2:p:83-109
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    References listed on IDEAS

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    1. Chris M. Golde, 2005. "The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(6), pages 669-700, November.
    2. Oecd, 2014. "Who Are the Doctorate Holders and where Do Their Qualifications Lead Them?," Education Indicators in Focus 25, OECD Publishing.
    3. John M. Braxton & Jeffrey F. Milem & Anna Shaw Sullivan, 2000. "The Influence of Active Learning on the College Student Departure Process," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(5), pages 569-590, September.
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