Nationwide, only about 60% of all doctoral students will complete their graduate programs! The attrition rate by discipline (highest for the humanities, lowest for the physical sciences) has not changed appreciably during the last 30 years. A study by Nerad and Miller (1996) found differences among students who leave graduate programs. They found that "early leavers", those who leave a program in the first three years, often exit programs because they decide that graduate school is not for them, they are not in the right program or university, or their original expectations were not met. "Late leavers", those who exit a program during or after year four, do so because they were undecided about the goals of their studies, their relationship with their adviser went sour, they lacked adequate financial support, or they were discouraged by their department's climate. A common thread among "early leavers" and "late leavers" is what we call unmet expectations and conflicts that then arise between graduate students and faculty members.
This program is one attempt to assist graduate students and faculty members to set expectations and resolve conflicts, thus, eventually reducing attrition rates while also improving the graduate experience.
For detailed information about the program, visit Setting Expectations and Resolving Conflict section of the web site.
Michigan State University's Graduate School has offered this program each semester for at least 6 years. Our completion rate for doctoral students has increased to almost 59% overall.
Frequently Asked Questions
In the faculty-student relationship, the faculty member is more powerful. What do I do when they decide to use their power to push their position?
Develop your BATNA (Best Alternative To a Negotiated Agreement). "This is perhaps the most effective course of action you can take in dealing with a seemingly more powerful negotiator." (Fisher and Ury, 1991, p.106). Your BATNA is the standard against which any proposed agreement should be measured.
How will this model work if faculty don't want to use interest-based approaches?
As a student, you can use this model to think about issues and concerns that you have. It can help you determine your own interests, as well as to think broadly about other people who have a stake in what happens. You can also think about more creative options that faculty may find acceptable.
Can this work "one-sided"?
Sure. By using this model you will more carefully think about interests and options that can lead you to a better and more thorough understanding of your own concerns. If you use it to "do your homework" on a particular issue or concern, you will better be able to work out creative options to try.
What about faculty who are so powerful that they don't even want to talk to me at all?
Try using the model to think carefully about stakeholders and interests, and to devise some options. If a faculty member still doesn't want to talk to you, then seek out a trusted faculty member to talk to perhaps an ombudsman, or someone in your graduate school. There may be issues/interests that you simply are unaware of. Someone else may help you gain perspectives.
Why wouldn't people simply use the interests as ammunition to support their own positions? And assuming they do, doesn't this defeat the purpose of interest-based approaches? How can you get people to share their interests?
There is a tendency for people to do this. One of the important reasons to have interest-based approaches become a "habit of mind" is to think more openly about interests and options rather than to focus only on positions.
Is it OK for everyone to be happy with a chosen option, i.e., to "win"?
YES!
What MSU graduate students say about workshop participation and learning to use the interest-based strategy for setting expectations and resolving conflicts
- Have used some of the skills and techniques in being specific in my requests for feedback from professors. Much of the suggestions in trying to read behind the seeming conflict has allowed for me to avoid some pitfalls in the development of my relationships with my advisors.
- I feel that the program aided me in communicating with and understanding my advisor and my colleagues. Now I can approach to my problems considering what I expect and what my professors expect from me.
- The seminar was wonderful. It gave me many perspectives on a good ways to approach this new and very different educational experience. It is information that I think all students should hear and I am surprised it is not mandatory for graduate students. There are so many things that professors take for granted that you are learning by osmosis. Simple things like the value of making things like the value of making an agenda, taking outlined things I had never thought of before but may have seemed obvious to others. It helped me with my committee meetings, my weekly meetings with my advisor, with my prelims, and now as I am preparing to write and defend my dissertation.
- While I have a collegial relationship with my advisor, the workshop helped me think about my work and graduate school from his perspective as well as narrowly from my own. If I am not getting what I think I need (in the way of feedback, attention, etc.), I take a step back from the situation to evaluate it before proceeding with any kind of complaint. The workshop also offered ways of approaching asking for what I need that were non-confrontational and positive - I have tried to incorporate those approaches in my dealings with all professors and graduate student colleagues.
- I was exposed to this workshop during my 1st semester on campus and I think it's one of the best things I did in terms of shaping my expectations for my doctoral plan of study. It helped me to realize that conflict is inevitable and that even though I'm student that I can negotiate with faculty. I learned to look for the underlying reasons for my and others' positions. My faculty advisor attended a shortened version of the program which was useful since it opened dialogue between us and gave us a similar vocabulary on how to deal with setting expectations and dealing with conflict. I've used these skills in setting expectations for my assistantships and, thus far, conflicts have been handled before they escalate.
- I am just beginning my graduate program, having completed only two courses so far. I felt the program gave me some heads-up things to consider as I work with faculty members in setting goals and expectations. I have not had any negative experiences yet, and found the situations that other participants shared to be helpful as I think about being proactive and assertive. Perhaps I can avoid some of the conflicts that might otherwise have occurred.
- I completed my Ph. D. degree at Michigan State University in Dec. 1999. Then I worked as a postdoctoral research associate for MSU for six months. Currently, I am a postdoctoral research associate for the US Dept. of Agriculture/Agricultural Research Service. The workshop that I attended helped me to understand that there were people at MSU who actually cared about whether or not I successfully completed my degree program, and were willing to help me to accomplish my goal. It also helped me to realize that conflicts between students and faculty were common, and that while faculty hold 99.99% of power in faculty-student relationship, it is not totally 100% as I had believed up until the time that I took the workshop. It helped me to understand that I did not have to be a total mindless slave to my major advisor. Thank you for such a valuable workshop, which was a major assistance to me in successfully completing my Ph. D. degree.
- It was a very helpful program, not only in my degree program (actually I think I didn't use it that much there), but also in my whole life. Negotiations take place every single day, from the very moment you're deciding what to have for breakfast, to arranging a meeting, to discussing pricing of materials with a supplier, even after work, when choosing a movie in the evening. This program helps you focus on the important issues and gives you tools to help the involved parts get the most out of the negotiation process.