dissertation group
TRANSCRIPT
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DISSERTATION GROUP: SUPPORTING
DOCTORAL RESEARCH & COMPLETION
Deborah J. Taub, Ph.D.
Torry Reynolds, M.Ed.
University of North Carolina Greensboro
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OVERVIEW
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LEARNING OBJECTIVES
Understand the research findings aboutdoctoral completion
Learn how a dissertation group can facilitate
completion Explore the example of a dissertation group,
including qualitative and quantitative
evaluation results Discuss how to adapt this example to their own
situations
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The phrase all but dissertation gives the false
impression that the dissertation is a minor technicality,
just another of the many requirements for obtainingthe PhD. In reality, the dissertation is perhaps the
biggest obstacle the PhD candidate has to overcome
(Monsour & Corman).
Nearly 50% of all doctoral
students fail to complete their
degree; and, the dissertationprocess is cited as contributing
significantly to this attrition
problem.
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RESEARCH INDICATES
CHALLENGES SUGGESTIONS
stress
isolation
poor writing skills
procrastination
mentoring andadvising
peer support
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PEER SUPPORT + MENTORING =DISSERTATION GROUP
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THEORIZING A DISSERTATION GROUP
Vygotsky (1978) - sociocultural (or socialdevelopment) theory
Liechty, Liao & Schull (2009) scaffolding helpsstudents expand from their zone of currentdevelopment (ZCD) into their zone of proximaldevelopment (ZPD)
Wenger, McDermott & Snyder (2002) communityof practice
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In 2008, a UNCG Higher Eddepartment dissertation groupwas formed.
Albold and Miller-Dyces 2011qualitative study found that groupmembers appreciated:
plugging in to a network of
support
the community ofaccountability
the means of measuringprogress
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SURVEY RESULTSDISSERTATION STAGE
3
18%
4
23%
2
12%
847%
>21 Hrs
< 21 Hrs
ABD
PhD
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STAGE IN DISSERTATION PROCESS
0
1
2
3
4
5
6
7
8
>21 Hrs
< 21 Hrs
ABD
PhD
Diss Grp
Enhanced
My
Persistence
Id
Participate
if Not Reqd
Id
Recommen
d Diss Grp
I share Info
from Diss
Grp with
Other Stdts
>21 Hrs 4 4 4.33 4
< 21 Hrs 4.25 4.75 4.75 4.5
ABD 5 5 5 5
PhD 4 4.14 4.53 4
0
1
2
3
4
5
6
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SURVEY RESULTS--ENROLLMENT STATUS
Full-Time Part-Time
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ENROLLMENT STATUS
4.33
4.58
4.83
4.58
3.6 3.63.8
3.4
0
1
2
3
4
5
6
Diss Grp
Enhanced My
Persistence
Id Participate if
Not Reqd
Id
Recommend
Diss Grp
I share Info
from Diss Grp
with Other
Stdts
FT
PT
0
2
4
6
8
10
12
14
FT
PT
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This group is what pushed
me though. I struggle at
times with self
accountability, so attending
this group kept me on
task.
It was a great addition to
my PhD experience and I
learned a lot...but it does
not compensate for one on
one mentorship.
The guidance from our faculty leader
was instrumental towards
understanding the nature of writing a
dissertation, understanding key steps,
and engaging in a strategic approach to
writing (e.g., reverse planning to help
achieve target goals)
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STARTING A DISSERTATION GROUP
Membership
Open vs. closed
Stage of program
Discipline/topic
Practical considerations
Day/time
Frequency
Location Focus/style
Individual goal-setting
Accountability
Supports/resources
Books, articles, websites Examples/exemplars
Blackboard or othercourse managementsoftware
Group alumni, recentcompleters
Repetition is not bad
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HELPFUL RESOURCES
Dissertation Timeline Calculator(www.lib.umn.edu/help/disscalc)
OWL @ Purdue (owl.english.purdue.edu)
Roberts, C. M. (2010). The dissertation journey(2nd ed.). Thousand Oaks, CA: Corwin.
Single, P. B. (2009). Demystifying dissertation
writing. Sterling, VA: Stylus. ABD Survival Guide
(www.abdsurvivalguide.com)
http://www.lib.umn.edu/help/disscalchttp://www.abdsurvivalguide.com/http://www.abdsurvivalguide.com/http://www.lib.umn.edu/help/disscalc -
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Deb Taub
Torry [email protected]
QUESTIONS, COMMENTS, ETC
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REFERENCES
Albold, C., & Miller-Dyce, C. (2011, Fall). A community of scholars: The role of a peer-baseddissertation group in countering attrition and prolonged ABD status in doctoral students.Perspectives, 23(4), 13-18.
Bair, C., & Haworth, J. G. (2004). Research on doctoral student attrition and retention: A metasynthesis. In J. C. Smart (Ed.), Higher education: Handbook of theory and research XIX(pp. 481-534).New York, NY: Agathon.
Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA: Corwin.
Davidson, M., & Foster-Johnson, L. (2001). Mentoring in the preparation of graduate students of color.Review of Educational Research, 71, 549-574.
Gardner, S. (2008). Whats too much and whats too little? The process of becoming anindependent researcher in doctoral education.Journal of Higher Education, 79, 326-350.
Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition: Lessonsfrom four departments. The Journal of Higher Education, 76, 669-700.
Holley, K. A., & Caldwell, M. L. (2012). The challenges of designing and implementing a doctoralstudent mentoring program. Innovations in Higher Education, 37, 243-235.
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REFERENCES
Liechty, J. M., Liao, M., & Schull, C. P. (2009). Facilitating dissertation completion and success among doctoralstudents in social work.Journal of Social Work Education, 45, 481-497.
Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study.Lanham, MD: Rowman & Littlefield.
Lovitts, B. E., & Nelson, C. (2000). The hidden crisis in graduate education: Attrition from PhD programs.Academe,86(6), 44-50.
Monsour, M., & Corman, S. (1991). Social and task functions of the dissertation partner: One way of avoiding terminalABD status. Communication Education, 40, 180-186.
Peters, R. L. (1992). Getting what you came for. New York, NY: Noonday.
Single, P. B. (2010). Demystifying dissertation writing. Sterling, VA: Stylus.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Cambridge, MA: Harvard
Business Review Press.
Vygotsky, L. (1978). Interaction between learning and development. In Mind in Society(trans. M. Cole) (pp. 79-91).Cambridge, MA: Harvard University Press.