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Abstract

The purpose of this article is to examine student retention rates and graduation among a doctoral program at a Mid-Atlantic institution. This qualitative study found that faculty encouragement, self-motivation, the cohort model, and the structure of this program contributed to its success. The authors recommend a universal model of retention, as well as a national database of graduate retention rates, be created to aid school administrators in future decision making.

Keywords

doctoral student retention graduation

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References

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