1. Overcoming Doctoral Education Deficiencies Wendell Seaborne, Ph.D. Thomas Seiler, D.B.A., J.D., CPA, CGMA

2. Problem Attrition Rates in Programs: Undergraduate programs: 10% to 20% Doctorate programs: 40% to 50% (Golde, 2005; Smith, Maroney, Nelson, Abel, & Able, 2006; Ehrenberg, Jakubson, Groen, So, & Price, 2007)

3. Perceptions Faculty Perceptions of Attrition: – 53%: Students lack ability, drive, focus, motivation or initiative – 21%: Students lack purpose – 15%: Personal problems (Gardner, 2009)

4. Perceptions Student Perceptions of Attrition: – 34%: Personal problems – 30%: Faculty & Department issues – bad advising, faculty attrition, unhappy faculty, department policies – 21%: Wrong fit – teach & not publish, graduate school not for them (Gardner, 2009)

5. Perceptions Additional Student Perceptions of Attrition: – Research did not match student’s strengths – Students felt unprepared for discipline & research – Student perceives job market to be poor – Social Isolation of student (Golde, 2005)

6. Perceptions More student perceptions of attrition: – Communication difficulties with faculty – Faculty are controlling – Academic bullying – Lack of trust – Desertion by faculty (Yarwood-Ross & Haigh, 2014)\

7. Social Isolation Isolation - “lack of meaningful social contacts”: – Often associated with elderly, depressed, sick – Factor contributing to student attrition (Ali & Kohun, 2007)

8. Social Isolation Graduate students enter a new environment: – Unknown expectations of program; high stress – Different faculty relationship – Elevated student performance – Greater individual student work requirements (Ali & Kohun, 2007)

9. Persistence Personal traits associated with positive student persistence: – Strong desire to achieve a personal goal self-motivation self-direction (Gomez, 2013)

10. Persistence Advising issues: – Financial aid assistance – Ensure high quality advising – Provide clear expectations of program/dissertation – Stress importance of finishing the dissertation (Ehrenberg, Jakubson, Groen, So, & Price, 2007)

11. Persistence Provide training program for faculty advisers: – How to establish the faculty/student relationship – Learn how to motivate students – Assist students in becoming actively involved in conferences/professional organizations – Collaborate on research – Assist with finding positions upon graduation (Smith, Maroney, Nelson, Abel, & Abel, 2006)

12. Persistence Department Practices: – Cohort model – Provide a program completion plan – Provide activities where students and faculty are engaged with each other Provide social settings for students and advisors Provide social/learning settings for students to meet faculty Provide settings for students to socialize with each other Provide settings for students to engage outside the department (Ali & Kohun, 2007; Di Pierro, 2012; Holley & Caldwell, 2012; Koehler, Zellner, Roseth, Dickson, Dickson, & Bell, 2013)

13. Persistence Department Practices: – Provide orientations/training for students during phases of program – 1. Admission to comps – 2. Comps to dissertation defense – 3. Dissertation defense to graduation – Provide a structured approach to completing the dissertation (Ali & Kohun, 2007; Di Pierro, 2012; Holley & Caldwell, 2012; Koehler, Zellner, Roseth, Dickson, Dickson, & Bell, 2013)

14. Persisting Addressing Deficiencies: – Faculty Advisors from first colloquium – One stop shop – Guidance, support and encouragement – Build a Graduate Culture – Scholars consisting of faculty, students, practitioners – Community of Learning – On campus and online – Provide a structured approach to completing the dissertation – Faculty responsibility and student responsibility

15. Franklin University Doctoral Education Model

16. Franklin University Doctor of Business Administration

17. Franklin University Ph. D. in Business Administration

18. Course Offerings Research Core  GRAD 800 – Writing Foundations  GRAD 805 – Research Methods and Design  GRAD 810 – Applied Statistics  GRAD 820 – Advanced Quantitative Research Design and Analysis  GRAD 822 – Advanced Qualitative Research and Design Major Courses  MGMT 840 – Development of Management Theory and Practice  MGMT 845 – Organizational Behavior, Culture and Effectiveness  MGMT 850 – Organizational Leadership  MGMT 855 – Organizational Systems Perspectives Theory & Application  MGMT 860 – Strategic Thinking, Decision-Making and Innovation Electives  MGMT 865 – Organizational Performance Analysis  MGMT 870 – Business Ethics and Corporate Social Responsibility  MGMT 875 – Change Management and Organizational Development  Any course in other programs offered Dissertation

19. Course Scheduling Summer 16Fall 16Winter 17Summer 17Fall 17 GRAD 800MGMT 865GRAD805MGMT 870GRAD 810 MGMT 840MGMT 845MGMT 850MGMT 855MGMT 860 GRAD 800GRAD805MGMT 870GRAD 810 MGMT 845MGMT 850MGMT 855MGMT 860 GRAD 800MGMT 870GRAD 810 MGMT 850MGMT 855MGMT 860 Research Core GRAD 800GRAD 810 Major CoursesMGMT 855MGMT 860 Elective CoursesGRAD 800 MGMT 860

20. Future Course Offerings Accounting  ACCT 840 – Advanced Seminar in Financial Accounting  ACCT 845 – Advanced Seminar in Managerial Accounting  ACCT 850 – Advanced Seminar in Auditing  ACCT 855 – Advanced Seminar in Taxation  ACCT 860 – Advanced Seminar in Accounting History Marketing  MKTG 840 – Advanced Seminar in Marketing Theory  MKTG 845 – Contemporary Issues in Marketing Management  MKTG 850 – Marketing Quantitative Analysis  MKTG 855 – Consumer Behavioral Research  MKTG 860 – Advanced Seminar in Business to Business Marketing Human Resources Management Finance

21. Our Global Partners GhanaNepalSaudi Arabia Trinidad & Tobago GuatemalaOman Serbia Ukraine MacedoniaPolandSlovakia

22. Details to Address Faculty  Identify teaching faculty  Identify dissertation faculty  Training for current and newly identified faculty Curriculum  Design courses  Identify methods and activities  Integrate into LMS Students  Recruitment  Preparation  Enrollment