Barriers to Completing the Dissertation as Perceived by Education Leadership Doctoral Students

Abstract

Prior research indicates that students perceive a number of barriers to completing their dissertations. In this qualitative study, six education leadership doctoral students were interviewed about barriers and enhancers to completing their coursework, comprehensive exams, and dissertation proposals. Five of the students were in a program specifically for community college leadership who had taken a dissertation development course for students struggling to complete the dissertation proposal. Findings indicated that students perceived a number of barriers including external obligations, difficulties with advising, and knowledge deficiencies.

Acknowledgments

This is a summarized version of a longer report. For the full-text version of this report, please contact the author.