Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2006. / Includes bibliographical references (p. 61-62).

Thesis (Ph. D.)--University of Nebraska, 1932. / Bibliography: p. 58-59.

Thesis (M.S.)--Ohio State University, 2006. / Includes vita. Includes bibliographical references (leaves 87-89). Available online via OhioLINK's ETD Center

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: Mildred L. Montag. Dissertation Committee: Margaret Lindsey. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves 154-166. Also available online.

A research report submitted to Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science, 2012. / The study aims to identify the variables which best predict completion of four year undergraduate degree programmes, in the Schools of Construction Economics and Management and Architecture and Planning, at the University of Witwatersrand (Wits) in South Africa. The research is important to the University and in particular the schools under investigation, because there are only a few studies done in South African universities on this topic and it will contribute to the knowledge on variables that positively influence Time-to-Degree. Selected demographic variables such as Gender, Race, and Home Language were analysed. Other variables considered include: University Courses, First Year Scores, Matric Aggregate, Financial Aid and Residence Status. The Binary Logistic Models, a Multinomial Logistic Model and Classification Tree Model were developed to test for the significance of the predictor variables at 5% level of significance. The Statistical packages that were used in the analysis of data are Statistical Package for Social Sciences (SPSS), Statistical Analysis System (SAS). The logistic regression models indicated that Home Language is English and the first year university course Building Quantities 1 are the most important predictors of Time-to-Degree. The other variables that were significant are Gender is Female, Not Repeat, Theory & Practice of QS 1, Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Matric Aggregate is an important predictor of university first year success though it has no impact on TTD. The Classification Tree indicated that passing first year at university was significant as it increases the chances of completing the degree programme within the minimum time.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 146-151). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 146-151). Also available on the Internet.

The purposes of this study were: 1) to better understand the doctoral experience as participants described the meanings they gave to their experiences, and 2) to increase understanding about the ways in which the meanings attributed to their doctoral experiences enhance our understanding of doctoral persistence and attrition. The descriptions of the behavior of the selected doctoral students interviewed may help current and future doctoral students, university administrators, and faculty in the common goal of having more scholars complete their dissertations. This study contains rich descriptions of the experiences of nine purposively selected doctoral students in Adult, Higher, and Community Education at a Midwestern university who have completed their doctoral coursework and their comprehensive examinations. All participants were in the all but dissertation (ABD) status at the start of the study. Four participants graduated with the doctorate after the evidence was gathered for this study. One participant remains as an ABD in two doctoral programs. The two interviews with each of the nine participants were semi-structured. They generated evidence that answered the research questions, but also generated additional descriptions of behavior over the entire time period of the participants' doctoral programs. These additional descriptions provided a greater richness to this study.This research study was guided by several research questions. The primary question was:What behaviors filled the three years following the completion of the course requirements and comprehensive examinations for the doctoral degree other than completion of a dissertation? The secondary questions were:What decisions accompanied these behaviors? What rewards were gained by completing the course requirements? A systematic phenomenological analysis identified three major themes: 1) "The value of the doctorate program and degree", 2) "The doctoral experience", and 3) "Facilitators, barriers, and distracters". The three themes each had sub-themes.Six recommendations were provided for facilitating the completion of the doctoral degree. Each study participant is a highly successful individual. Each agreed that this doctoral program has been a tremendous help professionally and personally. None are to be considered failures even if they remain an ABD. / Department of Educational Studies

Thesis (Ph.D.)--University of California, Berkeley, 2000. / Includes bibliographical references (leaves 257-264).