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    Anyone can do PhD
    Anyone can do PhD
    Anyone can do PhD
    Ebook188 pages1 hour

    Anyone can do PhD

    By Dr. Raghu Korrapati

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    About this ebook

    Anyone can do a PhD by Prof. Raghu Korrapati is a comprehensive guide to provide deep insights into successful strategies to complete a PhD program and how to mitigate frequent pitfalls that prevent candidates from completing a PhD program. Being a scholar practitioner himself with over three decades years of academic and executive leadership work experience, Dr Korrapati has mentored over 1000 PhD students over the past 22 years. Dr. Korrapati strongly believes that anyone can successfully complete a PhD program by following the key strategies as outlined in this book. Through this book, Dr. Korrapati takes a deep dive into uncovering reasons for high PhD program dropout rates and shares a strategic framework for successfully completing a PhD program. Passion, inquisitiveness, inventiveness, discipline, persistence, patience, time management, and meticulousness are the most critical prerequisites for pursuing a successful PhD program. Use this book as a step-by-step guide to help you navigate the path toward starting and successfully completing one of the most prestigious degrees that can change the course of your life.
    LanguageEnglish
    PublisherDiamond Books
    Release dateJun 3, 2022
    ISBN9789355993526
    Anyone can do PhD

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      Book preview

      Anyone can do PhD - Dr. Raghu Korrapati

      Anyone can do PhD

      eISBN: 978-93-5599-352-6

      © Author

      Publisher: Diamond Pocket Books (P) Ltd.

      X-30, Okhla Industrial Area, Phase-II New Delhi-110020

      Phone: 011-40712200

      E-mail: [email protected]

      Website: www.diamondbook.in

      Edition: 2022

      Anyone can do PhD

      By - Dr. Raghu Korrapati

      To

      MNR

      Preface

      Understanding why Students Don’t Complete Ph.D Program, Mitigate Risks, and Have a Practical Strategy to Successful Completion

      Anyone can do a Doctor of Philosophy (PhD), not necessarily a brilliant person but someone who is basically ready to put in the much-needed effort, persist, and manage his/her time well. Practically, it entails making up one’s mind to give up a significant chunk of one’s life for a particular period of time in order to accomplish something where the reward is mostly personal. PhD completion can be accomplished if one is motivated by personal reward rather than by the values of one’s social group. Research shows that while students with varying mindset have the potential to complete PhD across all groups, those with clearly stated personal goals appear to make the best progress. Most people regard PhD as a mystical goal that can only be achieved by a special group of people, but it is actually a social and academic construct that can only be achieved with the proper intelligence, determination, commitment, persistence, and resilience.

      The goal of this book is quite simply to understand the potential reasons for dropping out of a Ph.D. program and offer strategies to successfully complete this prestigious program. Despite their best efforts and ambitions, many are unable to endure till the end of this comprehensive and demanding program. In the chapters to follow, we will uncover some of the major causes for this problem, such as individual characteristics, supervisor and student relationship, time management, lack of candidate’s ability, student engagement, financial incapability, quality of interaction and mentoring. To better understand the problem, the book also highlights the results of a comparative study of Ph.D. dropout rates with those of community college, bachelors, and masters program. Using data from three studies on student attrition, this book also takes a closer look at the research methods regularly used to study attrition data. Descriptive statistics, univariate, hierarchical and multiple logistic regression analyses were found to be regularly used. The book concludes with recommendations and future research direction to forestall futuristic dropout of doctoral students.

      Contents

      Preface

      1. Why Doctoral Students Dropout of PhD Program

      1. Introduction

      2. Factors for College Dropout

      Comparing Dropout Rate Among Different Educational Levels

      3. Research Methods Used to Study Attrition Data and Analysis

      4. Successful Strategy in Choosing a Research Topic and Completing PhD

      Introduction

      Core Attributes Required to Complete a PhD

      Questions to ask Yourself Before Choosing a PhD Research Topic

      Common Mistakes to Avoid While Choosing a Topic

      5. A Framework for Selecting a Topic and Continuing the Thesis

      What to Look Out for When Searching for Quality Journals

      The Essence of Future Research Suggestions

      Steps to Follow While Choosing Appropriate Methodology

      Justifying Your Choice of Methodology

      6. Further Research Suggestions

      7. More Strategies for Ph.D Completion by Prof. Hamid H. Kazeroony

      Dr. Raghu’s Top

      Final Thoughts

      References

      Snapshot of Soft Skills!

      Dr. Raghu’s Guiding Principles

      Chapter 1

      Why Doctoral Students Dropout of PhD Program

      1. Introduction

      Doctor of Philosophy (PhD) attainment is known to be a prestigious and challenging venture that plays an essential role in creating new knowledge and developing new skills, thereby needing a high level of commitment. However, high attrition rates, delay, and dissatisfaction among PhD students have been a defining characteristic of doctoral education. Researchers are increasingly concerned about the high number of PhD candidates who fail to graduate as dropping out can have numerous negative consequences on PhD students (Levecque et al., 2017). Attrition rates support this notion: 33–70% of those who start their PhD never finish (Jones, 2013). Also, Castelló et al., (2017) revealed that one-third of a sample of doctoral students who were still enrolled had at some point intended to dropout.

      High doctoral dropout rates challenge universities both competitively and financially because a large share of their research output depends on PhD students (Horta et al., 2018).

      Almost universally, residential doctoral programs have reported attrition rates of up to 50% and nearly 50-70% for online doctoral programs (Terrell et al., 2012), and this loss of potential doctorates has limited applicants for positions requiring a doctorate and depleted resources from universities and students (Willis & Carmichael, 2011). Attrition rates for doctoral students have been reported to be as high as 50% (Brill, 2014). Of those students who do graduate from their lengthy doctoral program, approximately 50% of students who start do not finish (Council of Graduate School [CGS], 2012). In addition, those who strive to finish their doctoral program, do so at a considerably longer time than the time slot for PhD. Of the total students who do persist in a doctoral program, 41% complete their degree program within 7 years, while 57% take up to 10 years to complete their degree (Ampaw & Jaeger, 2011, p. 640). According to the CGS (as cited in Ampaw & Jaeger, 2011), nationwide databases are not maintained on attrition rates of doctoral students; records are only kept for those who graduate.

      Aside the general approximation regarding PhD dropout rate, the numbers vary quite a bit in terms of different program styles, university by university standards, as well as differences in discipline. In the US for instance, attrition rates for PhD programs across the fields of engineering, life sciences, mathematics and physical sciences, and humanities range from 36 – 51% (Young et al., 2019). In the UK, the PhD failure rate is 19.5% with 16.2% of students leaving their PhD program early (DiscoverPhDs, 2019). In the Netherlands, only 10% manage to finish in the commonly prescribed four years and the average completion time is five years (Van de Schoot et al., 2013). While in Hungary, statistics show that two fifths of bachelor’s students, one fifth of master’s students, and half of doctoral students leave higher education without earning their degree (Derényi, 2015).

      Figure 1: PhD Candidates Dropout Rates

      2. Factors for Attrition of PhD Students

      Reported reasons for attrition include personal issues, the nature of the doctoral program, financial considerations, emotional stress, and family obligations (Gregoric & Wilson, 2012; Holmes et al., 2010). Factors such as individual’s psychological characteristics, student’s behaviour, family background, sociological and social aspects, pedagogical–psychological factors, institutional structure, institutional resources, etc., can be mentioned (Bocsi et al., 2018).

      Individual characteristics were also identified as factors that affected attrition and persistence in doctoral programs (Spaulding & Rockinson-Szapkiw, 2012; Van de Schoot et al., 2013). For example, married students had a higher retention rate than unmarried students and as age increased, the probability of dropping out decreased (Lott et al., 2010). Thus, many of the factors that enhanced persistence or engendered attrition in doctoral programs were quite individual and unique characteristics of each candidate (Lott et al., 2010; Spaulding & Rockinson-Szapkiw, 2012; Van de Schoot et al., 2013).

      A positive and non-hierarchical relationship between the doctoral committee chair and the doctoral candidate has been identified as one of the most critical factors in the successful completion of a doctorate degree (Bitzer, 2011; Stallone, 2011; Storms et al., 2011). However, only 26 of 457 (6%) candidate respondents identified their supervisor in a positive light (Bégin & Gérard, 2013) and when surveyed, doctoral students repeatedly identified the most consistent and significant barrier to their success in the degree program was a problematic relationship with the dissertation chair (Willis & Carmichael, 2011).

      Time management is also a factor responsible for the high attrition rate of PhD students. Martinez et al. (2013) found that four out of five doctoral students identified time management as the greatest challenge in their doctoral program. West et al. (2011) research indicated that of the participants interviewed, 60% found time management and balancing life obligations challenging for doctoral students. Ford and Vaughn (2011) indicated students face family conflicts because of the hours needed to complete the doctoral program.

      In the PhD journey, a positive and effective relationship between PhD students and their supervisors is paramount to their success (Ali et al., 2016). The most important relationship for a doctoral student is with an advisor, faculty, or chairperson (Holley & Caldwell, 2012). Another study conducted by Devos et al., (2016) took a qualitative approach into comparing, completing, and departing doctoral students. Interviews with 21 former doctoral students showed that while support from doctoral peers played a positive role in the doctoral process for all students, it was not enough to sustain a sense of belonging and by consequence persistence towards degree completion. Students described doctoral advisor support, particularly as they increased student’s self-efficacy and belongingness, as the distinguishing factor that kept departing students from degree completion.

      Figure 2: Factors for Attrition of PhD Candidates

      Lack of candidate’s ability or skills were identified as critical reasons why candidates failed to complete their degree (Herman, 2011; Kyvik & Olsen, 2014); thus, prior academic preparation was deemed a major factor in persistence (Ampaw & Jaeger, 2011). Often doctoral candidates did not understand that success in doctoral studies required a different skill set than what they previously possessed (Brill et al., 2014). Candidates with certain skills and preparation were found to be more likely to persist than those without these skills and preparation factors that influenced degree completion may be categorized as motivation, psychological, prior academic preparation, program preparation, and demographics (Bitzer, 2011; Brill et al., 2014; Mason, 2012; Stock & Siegfried, 2014).

      There is an abundance of existing literature on the relationship that exists between a supervisor and doctoral student. However, not much has been researched about how effective supervisory styles are to each student. While confirming that good academic relationships between supervisors and PhD students were associated with student’s satisfaction (Erichsen et al., 2014), existing literatures hasn’t tested the

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