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It examines debates about program rigor and relevance to practicing educators, especially in California following new policy. The chapter then analyzes doctoral attrition, highlighting completion rates around 50–60%, the impact of open-ended doctoral study, time-to-degree, advisor quality, and the dissertation advising relationship. It introduces a methodology using appreciative inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chapter-11-advising-doctoral-candidates-to-degree-completion/603452/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chapter-11-advising-doctoral-candidates-to-degree-completion/603452.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are executive-level leaders increasingly needed in school improvement debates?","Question",{"text":112,"@type":113},"The chapter links school improvement to multiple demands, such as raising student achievement and ensuring effective instruction, which creates a growing need for leaders knowledgeable about assessment, pedagogy, and organizational change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors are discussed as contributing to doctoral student attrition?",{"text":117,"@type":113},"It notes that completion rates are reported around 50–60% and points to issues such as the open-ended nature of doctoral education, the time required to finish, and the importance of the candidate–advisor relationship.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodology is used in this chapter to study dissertation advising?",{"text":121,"@type":113},"The chapter describes an appreciative inquiry approach conducted by the co-authors, involving a dissertation chairperson and two successful Ed.D. graduates from different programs, with both candidates studying while working in administrative roles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603452,1792096263,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","CHAPTER 11 . STORMS, B.A. , PRADA, M. J. , & DONAHUE, E. N.  \n86 (SEPTEMBER 2011) . ADVISING DOCTORAL CANDIDATES TO DEGREE COMPLETION  \n11.2 Introduction  \nWhile politicians and other pundits may not agree on how to improve schools, there is agreement that many areas require attention from improving student achievement, to ensuring e✛ective instruction. As school districts struggle with these and other complex issues, there is a growing demand for executive level leaders who have knowledge and understanding of assessment, e✛ective pedagogy, and organizational change. Many universities have weighed in on the school improvement debate by starting new doctoral programs. However, the last few years, a discussion about the need for doctoral programs to meet the demands of working educators (e.g. , school principals) has been occurring nationally. There are critics who question the need for the doctorate in education (Ed.D.) or the design of such programs (Levine, 2005; Shulman, Golde, Bueshel,& Garabedian 2006) . Concerns often center on whether such programs are rigorous in the traditional sense of doctoral studies or the extent to which program designs meet the needs of practicing educators. Levine (2005) expressed sentiments that doctoral programs in education are far removed from the school systems they study and therefore have little in✢uence on the functioning or reform of schools. Despite these varying views, many doctoral programs in education are increasing.  \nIn California, prior to 2007, only private universities, the University of California, and California State University campuses involved in joint doctoral programs with the University of California could o✛er Ed.D. programs. However, Senate Bill 724 (2005) allowed campuses in the California State University (CSU) system to o✛er doctoral programs in educational leadership. By fall 2010, 11 CSU campuses had enrolled candidates into Ed.D. programs o✛ered solely by the CSU (California State University, 2011) . The demand for Ed.D. programs has been steady and is expected to continue in order to meet the call for leaders who have both the knowledge and skills gained from intense study in a doctoral program and extensive administrative experience.  \nHowever, program demand does not directly relate to completion of degrees. Rates of doctoral student attrition in the U.S. are not easily calculated (Allan & Dory, 2001) . The attrition rates that have been reported vary, but current thought and research indicates that the completion rate of doctorates stands between 50% and 60%(Creighton, 2008; Golde, 2005) . One issue that may contribute to doctoral program attrition is the length of time it takes candidates to complete their degrees. Shulman (2010) commented:✏The open-endedness of doctoral education has become one of its deepest ✢aws, both an impediment toe✛ective learning and an ethical problem in the relations between faculty members and candidates✑ (Time section, para.1) . Of those who do not complete the doctoral program, more than a quarter of them dropout after completing the prescribed coursework, but before ✜nishing their dissertations (McIlveen, George, Voss, & Laguardia, 2006) . Other researchers have found that of pivotal importance to completion of the degree is the quality of the relationship between the candidate and the advisor (Zhao, Golde & McCormick, 2005) . Di Pierro (2007) explored the training dissertation advisors received and found that very few doctoral programs train advisors how to support doctoral students in their dissertation phase. In fact, Di Pierro (2007) found that for most dissertation committee members their advising style is highly in✢uenced by their own dissertation experiences.  \nAs more educators begin doctoral studies, and more faculty (both full time and part-time) take on advising students through a dissertation, learning from the experience of successful doctoral graduates and advisors could be especially helpful to programs seeking","cbCaicmE4ueftYci","https://ap.wps.com/l/cbCaicmE4ueftYci","pdf",715132,"English","# Chapter 11 . Storms, B.A., Prada, M.J., & Donahue, E.N.\n## 11.2 Introduction\n## 11.3 Methodology\n## 11.3.1 The traditional approach to change [within organizations]","[{\"question\":\"Why are executive-level leaders increasingly needed in school improvement debates?\",\"answer\":\"The chapter links school improvement to multiple demands, such as raising student achievement and ensuring effective instruction, which creates a growing need for leaders knowledgeable about assessment, pedagogy, and organizational change.\"},{\"question\":\"What factors are discussed as contributing to doctoral student attrition?\",\"answer\":\"It notes that completion rates are reported around 50–60% and points to issues such as the open-ended nature of doctoral education, the time required to finish, and the importance of the candidate–advisor relationship.\"},{\"question\":\"What methodology is used in this chapter to study dissertation advising?\",\"answer\":\"The chapter describes an appreciative inquiry approach conducted by the co-authors, involving a dissertation chairperson and two successful Ed.D. graduates from different programs, with both candidates studying while working in administrative roles.\"}]","Chapter 11 - Advising Doctoral Candidates to Degree Completion | PDF"]