Author Type

Graduate Student

Date of Award

2019

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Bloom, Jennifer L.

Abstract

Doctoral study is demanding, time consuming, and can be emotionally exhausting. In fact, 50% of doctoral students never complete the degree (Bowen & Rudenstine, 1992; Council of Graduate Schools, 2008). In addition to the array of challenges that doctoral students face in completing the degree, there are increasingly more working professionals pursuing the degree, who are also balancing the demands of their employment and personal lives. Thus, the purpose of this qualitative study was to describe the lived experiences of full-time working professionals who have recently completed a doctoral degree in Education in a timely manner. The central research question was: How do full-time working professionals navigate and complete a doctoral program in a timely manner while managing the competing demands of their work and personal responsibilities? This study included 17 participants who met the following criteria: completed a traditional Ph.D. program in Educational Leadership at a public research institution along the Eastern Seaboard of the U.S.; maintained full-time professional employment while completing the degree; completed the degree within six consecutive years; and graduated with the degree within the last five years. Data was collected through a background information survey and in-depth, semi-structured interviews, which lasted approximately 60 minutes each. Additionally, four interview participants also participated in a 60- minute focus group. Data were analyzed and coded in three rounds. These codes were developed into themes and presented through five categories: situation, challenges, self, support, and strategies. Situation includes themes related to life roles, responsibilities, and characteristics. Challenges includes themes related to time management, degree requirements, unexpected obstacles, and working with faculty. Self includes themes of motivation, grit, organization skills, and self-directedness. Support includes themes related to peers, work supervisors and colleagues, faculty, significant others, and family and friends. Lastly, strategies include themes of prioritization, working with others, preparation, planning, technology, and self-care.

Extent

239 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2019.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00013409

Format

pdf

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