Time to degree, identity, and grant writing: Lessons learned from a mixed-methods longitudinal case study

Time to degree completion is an important metric of academic progress and success for doctoral students. It is also a common way for educational stakeholders to compare programs even if the content of the degree programs varies. But what types of behaviors and experiences are associated with faster times to degree? In this education article, we examine the relationship between receiving competitive research awards (e.g. grant writing) and time to degree for PhD students. We organize our analyses by student identities, specifically gender and underrepresented minority (URM) status, to examine differences in time to degree based on student demographics. Our dataset included students that graduated between academic years 2008-09 through 2018-19. We also interviewed students currently enrolled in these same programs. We find that URM women who won competitive research awards graduate faster than all other students who also won awards but also report lower levels of advisor support. We also find that URM women and all URM students tended to graduate faster compared to other groups of students who did not win awards. Students who reported feeling supported by their advisors, most of which reflected hands-on guidance through the writing process, in the interviews were more likely to apply for grants. Combined, these results highlight that writing grants and specific types of advisor support may influence faster times to degree for bioscience PhD students. This study suggests similar introspective analyses at other institutions and databases are needed.