Abstract
Purpose. This study was conducted to identify and analyze factors associated with the University of La Verne's Doctor of Education in Organizational Leadership program experience that supported candidates who completed the coursework and dissertation in six semesters or less during a three-year span 2001-2004. Methodology. Graduates identified by the Department of Organizational Leadership as having completed their dissertation and coursework in six semesters or less from the fall 2001 to the spring 2004 participated in this qualitative study. The participants were interviewed through telephone interviews and their responses recorded on an interview guide. Findings. A review of the data established that the most significant factors assisting doctors to complete their dissertation and coursework in six semester or less tended to be gender, a determined personality, an extremely high level of motivation, defending the original topic selected to study and cluster processes. Also significant was the dissertation advisor and the relationship with that advisor, compatibility with advisor, when the advisor was selected and amount of dissertation completed prior to attending Dissertation Seminar. Conclusions. The University of La Verne provides an exceptional doctoral program that is both satisfying and engaging for students. The opportunity to complete the dissertation and coursework in six semesters is open to all students, though accomplished by only 10 percent of the students. There are demographic factors that make the pursuit more likely to be accomplished. Students who wish to complete their coursework and dissertation in six semesters or less must be willing to make sacrifices to personal, family, and professional commitments. Formulating a timeline in the beginning and adhering to is critical to success. The university provides students with support throughout the program, through Dissertation Seminar and student support services that enable students to pursue the six semester completion. Recommendations. Continued studies are needed to expand the understanding the relationship between personality factors to dissertation delay versus dissertation completion and investigating the impact of task-specific aspects of personality on the dissertation process and to determine if the quality of dissertations produced by students completing in six semesters versus those completing in a fourth, fifth, sixth, or even seventh year. As providers of an innovative doctoral program, it behooves the University of La Verne to shape the manner in which dissertations are produced and to ensure the highest quality product from their students regardless of length of time to completion.