Considering the National Dialogue on Doctoral Education – Processes and Procedures (Part 7 of 8)
by Jonathan Gehrz | October 1, 2010
Morning Folks!
Today, let’s continue our reflection and dialogue on the Council of Graduate Schools (CGS) monograph on promising policies and practices that promote learner success. Recalling, the foundation of our dialogue, while every institution has their own “flavor” or approach to delivering doctoral education, the CGS’s Ph.D. Completion Project demonstrates that we do share common areas of concern and it only in promoting a “culture of evidence” that we’ll improve doctoral completion rates and meet society’s demands for a more relevant, globally competent PhD.
This morning, we turn our attention to an area of doctoral education that is perhaps taken for granted, but the systems, processes and procedures that combat attrition and promote greater retention and degree completion. Rather fascinating when you step back and reflect on the variety of institutional variables that contribute to helping doctoral learners stay on track to finish the goal. Ranging from university-wide initiatives to policy enhancements to ongoing analysis of learner activity, the assessment and review of doctoral processes and procedures is varied and extensive.
What strikes this author as fascinating is whether these enhancements contribute to further learner success and address issues of attrition or perhaps become part of the cause of. The question I leave with you all today, in assessing your own level of engagement and success, how well has your institution, school, program and inner-workings met your needs? Are there operational practices, support, attitudes, policies, etc. that would benefit from revision?