Identifying significant integration and institutional factors that predict online doctoral persistence
Abstract
Based on a synthesis of traditional attrition models and the empirical literature, an online doctoral persistence model was developed using archival data from 148 candidates. A predictive, correlation design and logistic regression were used to examine if a linear combination of institutional (financial support; program, curriculum, and instruction; and support services) and integration variables (academic, social, economic, and familial integration) could be used to distinguish between doctoral students who persist from those who withdraw during the dissertation process. The entire model, including all institutional and integration variables, were found to significantly predict whether or not online doctoral students will persist in the candidacy stage of the program. Moreover, support services; quality of the program, curriculum, and instruction; academic integration; social integration with faculty; and familial integration each individually contributed to explaining the likelihood of online doctoral persistence. Social integration, financial support, and economic integration were not individual significant contributing factors explaining persistence.
Publication Title
Internet and Higher Education
Recommended Citation
Rockinson-Szapkiw, A., Spaulding, L., & Spaulding, M. (2016). Identifying significant integration and institutional factors that predict online doctoral persistence. Internet and Higher Education, 31, 101-112. https://doi.org/10.1016/j.iheduc.2016.07.003
