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Doctoral Students’ Research Stall

Author

Listed:
  • Liina Lepp
  • Marvi Remmik
  • Äli Leijen
  • Djuddah A. J. Leijen

Abstract

We explored doctoral supervisors’ explanations for students’ lack of progress toward gaining their degree and describe the activities that supervisors said they take on such occasions. Data were collected using semi-structured interviews from 21 supervisors specializing in the fields of natural and educational sciences and then analyzed using thematic analysis. The results indicated that supervisors communicated understanding about the stalling of studies. The supervisors noted that it is important that students have the knowledge and skills suitable to maintain progress toward their degree. However, the supervisors indicated that successful progress depends on a student’s initiative to ask for help, believing that because the student is an adult learner, they should be intrinsically motivated. Consequently, supervisors often adopt a wait-and-see attitude in terms of their intervention strategy.

Suggested Citation

  • Liina Lepp & Marvi Remmik & Äli Leijen & Djuddah A. J. Leijen, 2016. "Doctoral Students’ Research Stall," SAGE Open, , vol. 6(3), pages 21582440166, July.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:3:p:2158244016659116
    DOI: 10.1177/2158244016659116
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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.
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