期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2012
卷号：21
期号：2
页码：88-102
DOI：10.26522/brocked.v21i2.279
出版社：Brock University
摘要：While a large group of students enroll in graduate studies in Canada every year, more than half do not reach degree completion (Elgar, 2003; Baird, 1990). This article highlights recent graduates’ experiences of their doctoral studies, including the dissertation process. A questionnaire was applied to 15 institutions of higher education, representing all regions of Canada. A total of 53 questionnaires were returned and analyzed. Findings indicated that doctoral students found several challenges to program completion including funding, interactions with faculty, and the writing of the dissertation. Participants also noted that the Canadian Academy provided them with quality experiences, if not at times, rocky ones. An overview is provided of structures and processes that supported and hindered students’ doctoral studies as outlined by Gardner’s (2009) conceptual framework of doctoral student identity development.
