All But Dissertation No More
“In 1992, researchers at Princeton University revealed that more than 50 percent of students who enroll in thesis-based graduate programs never finish” (Brasche, 2003, p.9). A student’s reasons for not finishing relate to psychological, structural, external, and institutional factors (Allen & Dory, 2001). Brause provides five essential characteristics that a student needs to overcome problem areas (2000, p. 81). The five characteristics are goal-direction, organization of time, financial resources, scholarly attitude, and a supportive setting. A clearer understanding of a student’s reasons for not finishing thesis based graduate programs and the characteristics that can help overcome challenges along the plan may increase the likelihood that a student completes the program. Both reasons for not completing the work and characteristics students can employ to overcome problem areas are provided.
Student psychological factors related to not completing a doctorial program include procrastination, a likelihood to be less persistent and lack of commitment (Allen & Dory, 2001, p.5). “Procrastinators have been described as being pessimistic and perfectionist, lacking self-efficacy, needing to be in control, easily frustrated, lacking self-esteem, and fearful of failure.” Further, students that are not motivated internally and committed to completing the degree are more likely to experience failure. Newton & Rudstam point out that the dissertation process can be a immense blow to a student’s self-esteem (p.182). At times, a student can feel incompetent. If a student procrastinates, is not persistent and lacks commitment this feeling of incompetence can lead to a student giving up.
In order to overcome, the negative psychological factors mentioned above, a student can apply Brause’s suggestions related to the characteristic of being goal directed (2000, p. 81). For example at the beginning of a doctorial program with the help of an advisor the student can establish a learning plan that defines exactly what it is he or she would like to accomplish. Goals included in the plan should be realistic and small to start with. It is helpful for the student if he or she has a sense of what the topic of his or her dissertation might be. Knowing the topic early in a program allows work on the dissertation from the beginning. When possible, the student can relate each course he or she takes back to his or her dissertation. For example, in a research course the student might review research related to the dissertation topic and focus on research methods he or she plans to use in his or her dissertation. Tenacity, sure self-talk and a mental review of goals can attend the student in staying on track and weathering low periods.
Another factor related to failure to complete a doctorial program is a lack of structure while a student is working on the dissertation (Allen & Dory, 2001, p.5). Once the coursework is complete, a student no longer has the classroom structure and regular support network of peers readily available. At this point, a student must “independently execute and execute a well-known research project by exercising initiative and managing time” (p.6). This can leave a student feeling alone and confused.
To deal with the lack of structure in the dissertation phase, a student can use Brause’s suggestions related to the characteristic of organizing time to meet goals (2000, p. 83). He or she might establish a system for organizing his or her work that uses spreadsheets and tools like the Twenty Steps to a Proposal flow chart to map out each step in the process (Locke, L., Spirduso, W., & Silverman, S., 2000, p. 52). By breaking larger tasks into small steps, he or she will get more results along the way. Additional considerations include setting aside a consistent block of time to work every day and setting deadlines.
External factors such as financial pressures and family obligations contribute to a student not completing the degree (Allen & Dory, 2001, p. 6). A doctorial student pays tens of thousands of dollars for coursework and textbooks alone. The student may incur additional costs for supplies and equipment, travel, software and project personnel during the dissertation phase (Locke, L., Spirduso, W., & Silverman, S., 2000, p. 194). Because of the financial demands related to not only school but also raising a family, a student may hold on a job with demands that catch up time needed to work on the dissertation. Also, noteworthy is the amount of time a student’s family, friends and community obligations can take away from work on the dissertation. Females need to be especially aware of “role overload” (Hanson, 1992, p. 11).
To deal with the financial demands, a student might employ Brause’s characteristic of assuring his or her financial resources meet his or her goal (2000, p.83). The student might defer educational expenses with student loans, diagram on library resources, and delay certain wants related to material things. During the dissertation phase, it can be well-behaved to incorporate a topic from a new job so that certain things such as supplies, overhead, and personnel are provided free of charge. Inaugurate communication with family about the demands on a student’s time and resources is important. Family abet and understanding is needed as the student set boundaries related to both family and outside community commitments.
Finally, institutional factors such as poor working relationships or personality conflicts between a student and advisors or even among advisors on the same committee are associated with a student reaching all but dissertation status and going no further (Allen & Dory, 2001, p. 7). Here a student can use Brause’s characteristics of creating a supportive setting and keeping a scholarly attitude. It is helpful for the student to draw on the knowledge base of not only his or her committee but also his or her colleagues at work and professionals in his or her field of interest for support. Following the suggestions of Newton and Rudestam, the student needs to find a chairperson that is supportive and good in selection of committee members that will work well together (2001, p.181). The student who understands the demands on the professors are great and allots plenty of time for professors to review his or her work is likely to experience more success. In addition, the student should take personal responsibility for follow-ups and maintaining backup copies of all submissions.
Mark Twain said: “Twenty years from now you will be more disappointed by the things that you didn’t do than by the ones you did. So, throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.” (Simran, 2004). Armed with the reasons for not completing the work and characteristics students can use to overcome problem areas a student may find it easier to navigate the waters as he or she pursues a thesis based graduate program.
References
Allen, P., & Dory, J. (2001). Understanding Doctoral Program Attrition: An Empirical Study
[Electronic version]. Unpublished manuscript, Pace University, New York.
Brasche, H. (2003). ABD Casualties: Alarming Numbers of Grad Students Top Short of
Thesis and Dissertation [Electronic version]. Psychologica, 23(2), 9-11.
Brause, R. S. (2000). Writing Your Doctoral Dissertation: Invisible Rules for Success. New
York: Taylor & Francis.
Hanson, T., (1992, October). The ABD Phenomenon: The “At Risk” Population in Higher
Education and the Discipline of Communication [Electronic version]. Paper presented at
the annual meeting of the Speech Communication Association, Chicago, IL.
Locke, L., Spirduso, W., & Silverman, S. (2000). Proposals That Work: A Guide for Planning
Dissertations and Grant Proposals (4th ed.). Thousand Oaks, CA: Sage.
Newton, R. N., & Rudestam, K. E. (2001). Surviving Your Dissertation: A Comprehensive
Guide to Content and Process (2nd ed.). Thousand Oaks, CA: Sage.
Simran, K. (2004, September). A Select Collection of Quotes: Perseverance. Quotations.
Retrieved from http://quotations.about.com/cs/inspirationquotes/Perseverance14.htm.a/
Related Posts
Filed under Student Loans Without Cosigner by on Dec 19th, 2011. 