The Impact of Multiple Mentoring Relationships on Attrition in the Ed.D. Program

Research suggests doctoral students leave their programs early due to the lack of mentoring relationships to support degree completion and success. Attrition across disciplines in Ph.D. programs is around 50%. Findings of studies on doctoral student experience solely focusing on Ph.D. programs suggest that mentoring relationships support degree completion. Ed.D. attrition rates and how mentoring contributes to degree completion is not widely studied.;This qualitative-narrative study sought to explore how multiple mentoring relationships reduced attrition in an Ed.D. program. The research questions addressed include the following: How do multiple mentoring relationships support success in the Ed.D. program?, How do multiple mentoring relationships impact doctoral student experience in the Ed.D. program?, How do multiple mentoring relationships promote social learning to support success in the Ed.D. program?, What role do multiple mentoring relationships play in psychosocial support to promote success in the Ed.D. program?, and What role do multiple mentoring relationships play in career support to promote success in the Ed.D. program? The conceptual framework for this study reflects the core areas within the literature that support successful degree completion. These core areas include the doctoral student's experience, adult learning, and mentoring. Study participants shared their experiences with mentors across their life domains (academic, personal, and professional) and the support (mechanisms) provided to promote progression and or completion of the program.;The study found that participants successfully graduated, moved through coursework, completed the dissertation process, and advanced in their careers as a result of multiple mentoring relationships. Each relationship served a specific purpose in contributing to the participant's progression or degree completion. For instance, family members and friends supported participants with home duties, childcare, encouragement, and praise during their doctoral journey. Supervisors supported the participant's success both academically and professionally. Fellow doctoral students enhanced the learning experience by sharing different perspectives and providing academic and career advice/strategies. Faculty were critical to the academic and dissertation process as well as to scholarly development. Participants expressed the importance of having multiple mentoring relationships to support progression and completion in an Ed.D. program.