Deborah J. Taub, Ph.D. Torry Reynolds, M.Ed.

University of North Carolina Greensboro

DISSERTATION GROUP: SUPPORTING DOCTORAL RESEARCH & COMPLETION

OVERVIEW
Introductions Theoretical Framework and Data on Dissertation Completion Description of Group Evaluation Data Voices of Participants Tips for Structuring a Group Open Discussion Reflection and Conclusion

LEARNING OBJECTIVES
Understand the research findings about doctoral 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

Nearly 50% of all doctoral students fail to complete their degree; and, the dissertation process is cited as contributing significantly to this attrition problem.

The phrase all but dissertation gives the false impression that the dissertation is a minor technicality, just another of the many requirements for obtaining the PhD. In reality, the dissertation is perhaps the biggest obstacle the PhD candidate has to overcome (Monsour & Corman).

CHALLENGES stress isolation poor writing skills procrastination

SUGGESTIONS mentoring and advising peer support

RESEARCH INDICATES

PEER SUPPORT + MENTORING =

DISSERTATION GROUP

THEORIZING A DISSERTATION GROUP

Vygotsky (1978) - sociocultural (or social development) theory Liechty, Liao & Schull (2009) scaffolding helps students expand from their zone of current development (ZCD) into their zone of proximal development (ZPD)

Wenger, McDermott & Snyder (2002) community of practice

In 2008, a UNCG Higher Ed department dissertation group was formed.

Albold and Miller-Dyces 2011 qualitative study found that group members appreciated:

plugging in to a network of support the community of accountability the means of measuring progress

THE UNCG HIGHER ED DISSERTATION GROUP

SUMMER 2012 QUANTITATIVE STUDY

SURVEY RESULTSDISSERTATION STAGE

Responses by Stage
3 18% 8 47% 4 23% >21 Hrs

< 21 Hrs
ABD

2 12%

PhD

STAGE IN DISSERTATION PROCESS

Feelings About Dissertation Group
6 5 4 3 2 1 0 8 7 6 5 4 3 >21 Hrs < 21 Hrs ABD PhD

Perceived Benefits
Positive Reponses

Disagree-------Agree

2
1 0

Diss Grp Enhanced My Persistence >21 Hrs 4 < 21 Hrs 4.25 ABD 5 PhD 4

Id Participate if Not Reqd 4 4.75 5 4.14

Id Recommen d Diss Grp 4.33 4.75 5 4.53

I share Info from Diss Grp with Other Stdts 4 4.5 5 4

SURVEY RESULTS--ENROLLMENT STATUS

Enrollment Status

6 33% 12 67%

Full-Time

Part-Time

ENROLLMENT STATUS
Feelings About Dissertation Group
6 14 12 5 4.33 4 4.83 4.58 3.8 3.4 4.58

Benefits by Enrollment Status

Disagree--------------Agree

Positive Reponses

10 8 6 FT 4 PT

3.6

3.6

FT PT

2
1 0

0 Diss Grp Id Participate if Id I share Info Enhanced My Not Reqd Recommend from Diss Grp Persistence Diss Grp with Other Stdts

VOICES FROM PARTICIPANTS

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)

STARTING A DISSERTATION GROUP

Membership

Open vs. closed Stage of program Discipline/topic

Day/time Frequency Location

Individual goal-setting Accountability Supports/resources

Practical considerations

Focus/style

Books, articles, websites Examples/exemplars Blackboard or other course management software Group alumni, recent completers

Repetition is not bad

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)

Deb Taub djtaub@uncg.edu Torry Reynolds tlreyno2@uncg.edu

QUESTIONS, COMMENTS, ETC

REFERENCES

Albold, C., & Miller-Dyce, C. (2011, Fall). A community of scholars: The role of a peer-based dissertation 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 meta synthesis. 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 an independent 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: Lessons from four departments. The Journal of Higher Education, 76, 669-700.
Holley, K. A., & Caldwell, M. L. (2012). The challenges of designing and implementing a doctoral student mentoring program. Innovations in Higher Education, 37, 243-235.

REFERENCES

Liechty, J. M., Liao, M., & Schull, C. P. (2009). Facilitating dissertation completion and success among doctoral students 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 terminal ABD 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.