Understanding factors that cause students problems throughout their doctoral education is of benefit to doctoral educators striving to improve doctoral completion rates. In this paper, Baker and Pifer’s (2015, “Antecedents and Outcomes: Theories of Fit and the Study of Doctoral Education.” Studies in Higher Education 40 (2): 296–310.) multidimensional framework of student-doctoral fit is extended to create a more nuanced framework comprising student-doctoral environment fit (including the sub-dimensions: student-organisation fit, student-private environment fit and student-people fit), student-vocation fit (including the sub-dimensions: student-motivation fit and student-learning environment fit) and student-doctoral culture fit (including the sub-dimensions: student-learning identity fit, student-(academic)writing fit and student-personal characteristics fit). We then operationalise the framework to create a doctoral student education fit analytical framework for providing insights on the association between fit and doctoral student performance. Our analytical model provides a springboard for fieldwork to examine student-doctoral education fit and doctoral student performance.
Bibliographical noteFunding Information:
This work was supported by the Chartered Accountants Ireland Educational Trust. We acknowledge helpful comments on earlier drafts of the paper from participants at the following conferences/seminars: European Accounting Association Annual Congress 2016, British Accounting & Finance Association Accounting Education SIG Conference 2016, British Accounting & Finance Association Annual Conference 2017 and the Irish Accounting and Finance Association Conference 2017.
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- Analytical framework
- doctoral education
- doctoral student performance
- fit theory