Abstract
This article investigates the ABD phenomenon among communication studies graduates who accept full time teaching positions before completing the dissertation. Telephone interviews with faculty reveal that teaching workload, particularly high course loads and extracurricular obligations, dwarfs time management and physical distance as barriers, while psychological distance from the degree granting institution and committee turnover further slow doctoral persistence. Participants who secured approved research proposals and supportive mentoring relationships, or moved to positions with lighter demands, reported greater momentum toward completion. The analysis highlights how employment context, research infrastructure, and institutional expectations intertwine to influence dissertation progress. Recommendations urge departments to negotiate release time, cultivate advisor engagement, and align professional advancement with doctoral completion. By mapping structural and interpersonal constraints, this article enriches scholarship on graduate education, faculty development, and communication pedagogy.
Recommended Citation
Wright, Leroy M.
(1991)
"Full Time Teaching and the ABD Phenomenon,"
Association for Communication Administration Bulletin: Vol. 76, Article 6.
Available at:
https://stars.library.ucf.edu/aca/vol76/iss1/6
