Theses and Dissertations
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
School of Education
First Advisor
Dr. Harriet Fayne
Abstract
Graduate student persistence is a relatively unexplored area in the literature of higher education studies; specifically, at a multi-institutional scale at the master's level. This research study examines the factors which cause students to discontinue their master's degrees, and what conditions could possibly support them returning to their program at a large urban public university system. The current study was guided by Hoyt and Winn's (2004) distinction between non-returning students, and Bean & Metzner's (1985) theoretical model of student attrition. A sequential mixed-methods study was conducted to examine the institutional and environmental influences on students' decision-making processes.
The quantitative data utilized in this study came from two sources. First, administrative datasets that included information on 14,823 students who discontinued their programs between fall of 2017 and spring of 2024. Second, a survey of 307 former students. Chi-square statistical analysis and descriptive statistics were applied to investigate relationships between variables. Additionally, qualitative data were obtained through a series of semi-structured interviews (n = 25), which were then systematically coded for themes.
Overall findings indicate that students' decisions to leave their graduate programs are determined by the combination of program structure/design, institutionally based support systems, and financial status. Uncertainty regarding the pathway to complete their program, lack of access to academic advising, and perceived insufficiency of institutional support were significantly correlated with disengagement. It is important to note that these factors do not exist independently of each other; rather, the way these factors influence the perception of value and feasibility of completing a program exists as a function of how these factors interact. Findings indicating re-engagement illustrate that students may be more likely to continue attending classes if the program is designed to provide increased flexibility, clear and defined pathways to completion, or specific financial support or advising resources. Overall, this research emphasizes the need to create institutional systems that meet the needs of graduate students, while providing insight into strategies to improve retention and re-engagement in institutions at a larger scale.
Recommended Citation
Prophete, Sonja, "Graduate Student Retention: Examining Why Master’s Students Leave and What Motivates Their Return in a Large Public University System" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/le_etds/59
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