Applying Self-Determination Theory to Improve Completion Rates in a Part-time Professional Doctorate Program

Abstract

Non-completion or slow completion of doctoral degrees has been a matter of concern to Australian Universities for many years, as government funding for research students is contingent upon on-time completion. Part-time students are of particular concern as it can be difficult for them to maintain motivation over several years. This chapter discusses the approaches adopted by one Australian university to address this problem in a professional doctorate part-time program.

Our program applies the concepts of Self-Determination Theory (Ryan & Deci, 2002), addressing social relatedness (addressed through students taking coursework subjects as a cohort), competence (students learn how to write a literature review, how to develop a conceptual framework, to design and justify a research design, to conduct and analyze quantitative, qualitative, and mixed methods research, and how to disseminate their research), and autonomy (students choosing a topic relevant to them and are encouraged to take their own decisions as they develop their competence).

Although student numbers are small, we believe that applying the concepts of Self-Determination Theory to our professional doctorate program has improved on-time completion rates.

Citation

McCarthy, G. (2016), "Applying Self-Determination Theory to Improve Completion Rates in a Part-time Professional Doctorate Program", Emerging Directions in Doctoral Education (Innovations in Higher Education Teaching and Learning, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 207-223. https://doi.org/10.1108/S2055-364120160000006018