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The completion rate for Ph.D. Grad is in recent decades on presses, national attention, public and private financing agencies, faculty members and graduates. Despite the recent national attention focused on the doctoral degree, the analysis of the baseline program data is from Ph.D. Completion project that studied both private and public institutions nationally, reports that the completion rate remains low ten years after the start of the doctoral program at 56.6% (Sowell, Zhang, Redd, & King 2008). In addition, the analysis indicates that completion rates continue to vary widely by study area: 49.3% in humanities, 54.7% in mathematics and sports science, 55.9% in social sciences, 62.9% in life sciences, 62 , 9% in life sciences and 63.6% in engineering. Such low completion rates lead to concerns that range from the waste of limited resources and our domestic talent pool "to the adverse effects on the lives of students (Smallwood, 2004, workshop on the graduate school traction, 1997).
The doctoral students is not only for society and institutions a more expensive sentence, but also for individuals. The doctoral student is partly to meet high-educated needs of highly advanced learning opportunities. Doctoral work is expensive because they have a much higher teacher-student ratio as Bachelor's work with the design, and because each doctoral student requires a member of the research faculty many hours of unique research monitoring. Whether a student graduates, regardless of that every doctoral student is a significant investment in terms of time, intellectual resources and public and private dollars. When students completed, draw themselves in various professional domains as a representative of their university, with their achievements reflecting at the university, and with their professional work, which serve as a means of payment to the taxpayers and other individuals and organizations financing the doctoral students. If Ph.D. Students do not fail, there is little or no return of this investment. For example, the company misses scientific or social progress, the students had later created in their career (Lovitts, 2001). In addition, "Low Ph.D. production rates ... satisfied the presence of doctoral programs (and the faculty that they teach) at risk" (Lovitts, 2001, p. 3).
Wanted graduates also meet significant investments in the promotion. PhD students who make families raise financial obligations and give significant opportunity costs to pursue their degrees. In addition, they give significant psychological investments, as the doctoral study represents a single-cut challenge for the ego integrity of scientific-oriented individuals. When you complete your degrees, Ph.D. Graduates can move into occupational positions that justify the costs of students and their families. Non-declineies can leave people with psychological and family turbulence, massive debt and limited career potential (Golde & Dore, 2001; Lovitts, 2001).However, it is clear that this widespread problem of non-finalization influences students, the faculty, administration and society, the sober reality is that the dosed completion rates remain low. Due to the increased awareness of this issue, many institutions and departments have implemented programs implemented by the improvement of targeted recruitment to determine mentoring groups (Barry, 2005; Guadelope-Williams, 2005). Although well meant and worthwhile, many of the approaches to improve the completion rates are free in nature. In particular, the majority of the currently installed practices are used exclusively one aspect of the doctoral students.
In a review of the current scientific literature about this trend, several questions arise. Why do not we approach the study of this supervantageous problem on the same comprehensive and integrative way through which we conceive research topics in our individual area, whether physical sciences, social sciences or humanities?If most of us relies on data analysis in our own fan areas, why we are less likely to use research and data in relation to this national concern, which affects our own professions?
The Graduate School at the University of Georgia tried to develop a comprehensive strategy to improve the doctoral students and again by approaching the problem in the same way as we address our own research - in a data-based and systematically manner. In this monograph, we describe the comprehensive and data-controlled methods to obtain measures through administration as well as promotion programs. Inext to explain these methods in detail, Chapter 2 briefly describes the premise of our work, examining the doctoral program.