The purpose of this research was to investigate the perceived emotional and institutional variables of All-But-Dissertation (ABD) non-completers of Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.) degrees in education through an educational inquiry. This study focused on doctoral candidates who did not complete, were in jeopardy of not completing, or self-disclosed an inability or unwillingness to complete. The conceptual framework used for this study supported a theory that an aggregation of documented variables contributed toward creating the ABD non-completion phenomenon.
Specific areas of interest included: (a) basic demographic characteristics; (b) psychodynamic characteristics (emotional and motivational factors); and (c) the presence of and affect of institutional and/or administrative factors. Thirteen volunteers participated in semi-structured interviews, the results of which indicated an accumulation of multiple variables that led to the reprioritization of major life tasks for virtually all participants, including discontinuing the doctoral program.
Select variables imposed greater impact or meaning on some individual candidates than other variables held for other persons. Most participants were still personally challenged by the adversities that led to the inability to successfully perform in or complete the dissertation phase. The preponderance of candidates felt that resumption of their programs would be possible if interventions were available to address some of their specific needs or if some of the interfering variables were eliminated.
All variables investigated, represented throughout the interviews, were potential contributors in varying degrees between participants. No one strand was attributed as the cause for attrition from candidacy. Specifically, family obligations and professional work demands were the most commonly asserted and relatively strongest factors. Issues directly impacting individuals such as their own or their immediate family member's divorce, their health, or their geographical challenges were reported as contributors to a high degree. The most prevalent motivating factors for getting the degree were highest possible achievement, learning for learning's sake, and becoming a better practitioner in one's professional area. There were no observable differences between degree programs.
The results indicated proactive opportunities to prevent non-completion. Recommendations for practice and research are provided, including interventions for enabling candidates to navigate through personal and institutional obstacles.
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