Facing student attrition among doctoral students in education: isolation, peer belonging, and reimagining the LMS

Rates of PhD student attrition are alarming. Studies have examined the reasons for this phenomenon and made recommendations, yet attrition remains high. Pursuing an explanatory mixed methods approach in a Faculty of Education at a Canadian university, this study examined doctoral students' experiences of isolation and belonging, and their peer relationships. The potential of using existing learning management systems (LMSs) to reduce isolation among doctoral students was also examined. Data collection occurred in the fall of 2020, with 33 doctoral students participating. This point in time afforded the opportunity to examine the experiences of doctoral students whose studies spanned the period before and during mandated social distancing and remote teaching due to COVID-19. Data collection methods included surveys, interviews, and feedback on a prototype online environment to support connection among doctoral students. As a method of member checking, participants were presented with preliminary study findings in a workshop and feedback was solicited. Findings confirmed belonging as a need shared by doctoral students. First-year students, international students and students in the research and writing phases of their programs were most at risk of experiencing isolation as a deterrent to persistence in their programs. Themes developed from the data included the struggles of navigating administrative processes, pluralistic ignorance among students related to their academic struggles, differences in the levels of support and expectations of supervisors, and the need for greater institutional focus on student wellbeing. While supervisors were identified as the most important contributors to a doctoral student's progress, peers were most important to providing academic, emotional, and social supports towards persistence. Recommendations from the study include piloting an LMS environment for doctoral student connection with peers, and integrating The Okanagan Charter as a tool to centre student wellbeing in program practices. The author also recommends expanded use of the Doctoral Student Connection Scale (Terrell, et al., 2009) as an evaluation tool to help identify students at risk of attrition from their programs.