IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v14y2024i2p21582440241253662.html
   My bibliography  Save this article

Time to Degree, Identity, and Grant Writing: Lessons Learned From a Mixed-Methods Longitudinal Case Study of Biosciences PhD Students

Author

Listed:
  • AJ Alvero
  • Courtney Peña
  • Amber R. Moore
  • Leslie Luqueño
  • Cisco B. Barron
  • Latishya Steele
  • Stevie Eberle
  • Crystal M. Botham

Abstract

Time to degree completion is an important metric of academic progress and success for doctoral students. It is also a common way for educational stakeholders to compare programs even if the content of the degree programs varies. But what types of behaviors and experiences are associated with faster times to degree? In this study, we examine the relationship between receiving competitive research awards (e.g., grant writing) and time to degree for PhD students. We organize our analyses by student identities, specifically gender and underrepresented racial minority (URM) status, to examine differences in time to degree based on student demographics. Our dataset included students that graduated between academic years 2008 to 2009 through 2018 to 2019. We also interviewed students currently enrolled in these same programs. We find that underrepresented minority women who won competitive research awards graduate faster than all other students who also won awards but also report lower levels of advisor support. Underrepresented minority women and all underrepresented minority students who won research awards tended to graduate faster compared to other groups of students who did not win awards. Students who reported feeling supported by their advisors, most of which reflected hands-on guidance through the writing process, in the interviews were more likely to apply for grants. Combined, these results highlight that writing grants and specific types of advisor support may influence faster times to degree for biosciences PhD students. This study suggests similar introspective analyses at other institutions and databases are needed.

Suggested Citation

  • AJ Alvero & Courtney Peña & Amber R. Moore & Leslie Luqueño & Cisco B. Barron & Latishya Steele & Stevie Eberle & Crystal M. Botham, 2024. "Time to Degree, Identity, and Grant Writing: Lessons Learned From a Mixed-Methods Longitudinal Case Study of Biosciences PhD Students," SAGE Open, , vol. 14(2), pages 21582440241, May.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241253662
    DOI: 10.1177/21582440241253662
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440241253662
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440241253662?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Carrie Cameron & Hwa Young Lee & Cheryl B Anderson & Jordan Trachtenberg & Shine Chang, 2020. "The role of scientific communication in predicting science identity and research career intention," PLOS ONE, Public Library of Science, vol. 15(2), pages 1-18, February.
    2. V Bala Chaudhary & Asmeret Asefaw Berhe, 2020. "Ten simple rules for building an antiracist lab," PLOS Computational Biology, Public Library of Science, vol. 16(10), pages 1-9, October.
    3. Daniel Allington & David Hirsh & Louise Katz, 2023. "Antisemitism is predicted by anti-hierarchical aggression, totalitarianism, and belief in malevolent global conspiracies," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-16, December.
    4. Joti kumari & Jai Kumar, 2023. "Influence of motivation on teachers’ job performance," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    5. Ronald G. Ehrenberg & Panagiotis G. Mavros, 1995. "Do Doctoral Students' Financial Support Patterns Affect Their Times-To-Degree and Completion Probabilities?," Journal of Human Resources, University of Wisconsin Press, vol. 30(3), pages 581-609.
    6. Crystal M Botham & Shay Brawn & Latishya Steele & Cisco B Barrón & Sofie R Kleppner & Daniel Herschlag, 2020. "Biosciences Proposal Bootcamp: Structured peer and faculty feedback improves trainees’ proposals and grantsmanship self-efficacy," PLOS ONE, Public Library of Science, vol. 15(12), pages 1-22, December.
    7. Yaritza Ferrer de Valero, 2001. "Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One Land-Grant Research Institution," The Journal of Higher Education, Taylor & Francis Journals, vol. 72(3), pages 341-367, May.
    8. Daniel Allington & David Hirsh & Louise Katz, 2023. "Correction: Antisemitism is predicted by anti-hierarchical aggression, totalitarianism, and belief in malevolent global conspiracies," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-1, December.
    9. Michelle D Brazas & B F Francis Ouellette, 2016. "Continuing Education Workshops in Bioinformatics Positively Impact Research and Careers," PLOS Computational Biology, Public Library of Science, vol. 12(6), pages 1-12, June.
    10. Sandra L Petersen & Evelyn S Erenrich & Dovev L Levine & Jim Vigoreaux & Krista Gile, 2018. "Multi-institutional study of GRE scores as predictors of STEM PhD degree completion: GRE gets a low mark," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-15, October.
    11. Ted von Hippel & Courtney von Hippel, 2015. "To Apply or Not to Apply: A Survey Analysis of Grant Writing Costs and Benefits," PLOS ONE, Public Library of Science, vol. 10(3), pages 1-8, March.
    12. Lynda B. Ransdell & Taylor S. Lane & Anna L. Schwartz & Heidi A. Wayment & Julie A. Baldwin, 2021. "Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)," IJERPH, MDPI, vol. 18(2), pages 1-35, January.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Andreas Behr & Katja Theune, 2016. "The causal effect of off-campus work on time to degree," Education Economics, Taylor & Francis Journals, vol. 24(2), pages 189-209, April.
    2. Koen Geven & Jan Skopek & Moris Triventi, 2018. "How to Increase PhD Completion Rates? An Impact Evaluation of Two Reforms in a Selective Graduate School, 1976–2012," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(5), pages 529-552, August.
    3. Natalia Maloshonok & Evgeniy Terentev, 2019. "Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 8-42.
    4. Малошонок Н. Г. & Терентьев Е. А., 2019. "На Пути К Новой Модели Аспирантуры: Опыт Совершенствования Аспирантских Программ В Российских Вузах," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 8-42.
    5. Monica Fisher & Violet Nyabaro & Ruth Mendum & Moses Osiru, 2020. "Making it to the PhD: Gender and student performance in sub-Saharan Africa," PLOS ONE, Public Library of Science, vol. 15(12), pages 1-19, December.
    6. A. M. Strong & M. C. Vea & C. Ginger & M. R. Blouin & L. Edling & M. N. Barrios-Garcia & M. J. McDonald & Z. Ispa-Landa, 2024. "Teaching and learning about race, culture, and environment in a predominately white institution," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 538-547, September.
    7. Bruckmeier Kerstin & Fischer Georg-Benedikt & Wigger Berthold U., 2015. "Studiengebühren in Deutschland: Lehren aus einem gescheiterten Experiment," Perspektiven der Wirtschaftspolitik, De Gruyter, vol. 16(3), pages 289-301, October.
    8. Marco Cozzi, 2020. "Public Funding of Research and Grant Proposals in the Social Sciences: Empirical Evidence from Canada," Department Discussion Papers 1809, Department of Economics, University of Victoria.
    9. van Ours, J.C. & Ridder, G., 1999. "Fast track or Failure : A Study of the Completion Rates of Graduate Students in Economics," Other publications TiSEM 153c8198-e2e7-49b5-8a80-e, Tilburg University, School of Economics and Management.
    10. Pietro Garibaldi & Francesco Giavazzi & Andrea Ichino & Enrico Rettore, 2012. "College Cost and Time to Complete a Degree: Evidence from Tuition Discontinuities," The Review of Economics and Statistics, MIT Press, vol. 94(3), pages 699-711, August.
    11. Ehrenberg, Ronald G. & Hurst, Peter J., 1998. "The 1995 Ratings of Doctoral Programs: A Hedonic Model," Economics of Education Review, Elsevier, vol. 17(2), pages 137-148, April.
    12. Wendy A. Stock & John J. Siegfried, 2006. "Time-to-Degree for the Economics Ph.D. Class of 2001-2002," American Economic Review, American Economic Association, vol. 96(2), pages 467-474, May.
    13. Stephane R. ROBIN, 2002. "The effect of supervision on Ph.D. duration, publications and job outcomes," LIDAM Discussion Papers IRES 2002041, Université catholique de Louvain, Institut de Recherches Economiques et Sociales (IRES).
    14. Cindy Sing-Bik Ngai & Rita Gill Singh, 2020. "Relationship between persuasive metadiscoursal devices in research article abstracts and their attention on social media," PLOS ONE, Public Library of Science, vol. 15(4), pages 1-25, April.
    15. Kyle R. Myers, 2022. "Some Tradeoffs of Competition in Grant Contests," Papers 2207.02379, arXiv.org, revised Mar 2024.
    16. Jeffrey A. Groen, 2016. "The Impact of Labor Demand on Time to the Doctorate," Education Finance and Policy, MIT Press, vol. 11(1), pages 43-69, Winter.
    17. Michel Grosz & Michal Kurlaender & Ann Stevens, 2022. "Capacity and Flexibility in Community College CTE Programs: Program Offerings and Student Success," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(1), pages 140-188, February.
    18. Thomas Bolli & Tommaso Agasisti & Geraint Johnes, 2015. "The impact of institutional student support on graduation rates in US Ph.D. programmes," Education Economics, Taylor & Francis Journals, vol. 23(4), pages 396-418, August.
    19. Anastasia Rogova & Isabel Martinez Leal & Maggie Britton & Shine Chang & Kamisha H. Escoto & Kayce D. Solari Williams & Crystal Roberson & Lorna H. McNeill & Lorraine R. Reitzel, 2022. "Promoting Cancer Health Equity: A Qualitative Study of Mentee and Mentor Perspectives of a Training Program for Underrepresented Scholars in Cancer Health Disparities," IJERPH, MDPI, vol. 19(12), pages 1-22, June.
    20. Stock, Wendy A. & Finegan, T. Aldrich & Siegfried, John J., 2009. "Can you earn a Ph.D. in economics in five years?," Economics of Education Review, Elsevier, vol. 28(5), pages 523-537, October.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241253662. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.