Understanding the Doctoral Research Process
In the setting of doctoral learning, research has a particular implying that requires the occupant to efficiently gather, break down, and translate data such that a superior understanding of the research subject is acquired (Leedy & Ormrod, 2013). Leedy and Ormrod composed that competent doctoral research imparts eight attributes (2013). In this paper, the author will discuss one of the eight attributes, identifying possible areas of interest. Possible areas of interest to consider are as follows: 1) retention; 2) Enrollment Management’s effectiveness with retention; 3) organizational layout comparison for effectiveness retention.
Topic One: Retention
Schroeder, C. C. (2013). Reframing Retention …show more content…
Kalsbeek and Hossler arrangement of papers in "college and university", offer their perceptions and reflections on retention as reactions to inquire questions. The authors Kalsbeek and Hossler examine retention as an issue and concentrate inside an enlistment administration association and process and what they think about the adequacy of current institutional deliberations to build student retention and graduation rates. I would like to try and take this problem to the next level in advancing in understanding the organizational levels that are prominent in assisting with student retention rates and the strategies behind the layout and decide what works best across the …show more content…
Topic Three: Organizational Layout and its effect on retention
Porter, S. (2006). Institutional Structures and Student Engagement. Research in Higher Education, 47 (5). DOI: 10.1007/s11162-005-9006-z. Retrieved from http://www.stephenporter.org/papers/instengage.pdf
Little research has been conducted, however, on how institutional structures affect student engagement; in addition, the literature suggests a minimal role for institutional structures in student development. While a significant amount of discussion has focused on the theoretical underpinnings of student characteristics and their effect on student behavior, less attention has been paid as to how and why institutional structures should affect student
In the setting of doctoral learning, research has a particular implying that requires the occupant to efficiently gather, break down, and translate data such that a superior understanding of the research subject is acquired (Leedy & Ormrod, 2013). Leedy and Ormrod composed that competent doctoral research imparts eight attributes (2013). In this paper, the author will discuss one of the eight attributes, identifying possible areas of interest. Possible areas of interest to consider are as follows: 1) retention; 2) Enrollment Management’s effectiveness with retention; 3) organizational layout comparison for effectiveness retention.
Topic One: Retention
Schroeder, C. C. (2013). Reframing Retention …show more content…
Kalsbeek and Hossler arrangement of papers in "college and university", offer their perceptions and reflections on retention as reactions to inquire questions. The authors Kalsbeek and Hossler examine retention as an issue and concentrate inside an enlistment administration association and process and what they think about the adequacy of current institutional deliberations to build student retention and graduation rates. I would like to try and take this problem to the next level in advancing in understanding the organizational levels that are prominent in assisting with student retention rates and the strategies behind the layout and decide what works best across the …show more content…
Topic Three: Organizational Layout and its effect on retention
Porter, S. (2006). Institutional Structures and Student Engagement. Research in Higher Education, 47 (5). DOI: 10.1007/s11162-005-9006-z. Retrieved from http://www.stephenporter.org/papers/instengage.pdf
Little research has been conducted, however, on how institutional structures affect student engagement; in addition, the literature suggests a minimal role for institutional structures in student development. While a significant amount of discussion has focused on the theoretical underpinnings of student characteristics and their effect on student behavior, less attention has been paid as to how and why institutional structures should affect student