Abstract
Attrition and retention rates in online graduate programs vary, with science, technology, engineering, and mathematics fields experiencing the lowest persistence. This dissertation combined an institutional lens and a student-centered perspective to examine persistence and attrition in Environmental Science and Master of Natural Resources non-thesis programs through a modified sequential explanatory design. A longitudinal analysis of institutional data assessed attrition risks, while a cross-sectional grounded theory study explored students’ motivations and early persistence decisions. A Cox regression model indicated significant attrition risks for students in the Master of Natural Resources program, lower grade point averages, and being male. Having less time between undergraduate and graduate level degrees was a significant attrition risk factor for both programs. Most students who discontinued from either program did so within the first two terms. Qualitative findings indicated persistence decisions are linked to entry motivation and continued balance of health, wellness, and life responsibilities. Working professionals prioritize family and employment, placing education as an extracurricular time commitment. Students persist when they can access discretionary time, financial resources, and cognitive capacity if the program aligns with their program entry motivation, self-expectations, and program expectations. Findings underscore the need for tailored support systems to address the unique challenges of online and professional learners.