dissertation group

7/31/2019 Dissertation Group

1/19

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


4/19

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


6/19

PEER SUPPORT + MENTORING =DISSERTATION GROUP


7/19

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


8/19

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


9/19


10/19

SURVEY RESULTSDISSERTATION STAGE

3

18%

4

23%

2

12%

847%

>21 Hrs

< 21 Hrs

ABD

PhD


11/19

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


12/19

SURVEY RESULTS--ENROLLMENT STATUS

Full-Time Part-Time


13/19

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


14/19

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)


15/19

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


16/19

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


17/19

Deb Taub

[email protected]

Torry [email protected]

QUESTIONS, COMMENTS, ETC


18/19

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.


19/19

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.

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