Lessons Learned for Successful Dissertation Completion From Social Work Doctoral Graduates

Davis, Ashley; Wladkowski, Stephanie P.; Mirick, Rebecca G.

doi:10.1080/08841233.2017.1295124

Cited by 9 publications

(9 citation statements)

References 22 publications

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“…Students must learn to identify problems, find solutions and defend their methodological decisions (Caicedo-Delgado, 2018; Onieva Lopez, 2016). Consulting experts and taking advantage of resources on their programs is also valuable (Lim et al ., 2019; Massyn, 2018; Davis et al ., 2017; Kumar and Coe, 2017; Marshall et al ., 2017; Lindsay, 2015).…”

Section: Literature Review and Analytical Frameworkmentioning

confidence: 99%

Pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in Peru

Porta

Lau

Regalado

et al. 2023

JARHE

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PurposeWriting a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru.Design/methodology/approachThe research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis.FindingsThe study found that a clear course structure, adequate research methods literature, good advisor–student communication and goal planning and achievement were the key determinants of the students' final grades.Originality/valueThis research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.

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Section: Literature Review and Analytical Frameworkmentioning

confidence: 99%

Pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in Peru

Porta

Lau

Regalado

et al. 2023

JARHE

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“…Matsushita (2018) suggested that active learning is about driving learners to act and to reflect on learning through action. Graduate students are expected to develop independent research knowledge, skills, and experiences before writing their theses (Davis et al, 2017). Active learning emphasizes learners' deep learning, understanding, and engagement in the learning process (Matsushita, 2018), and active learning expects learners to think, analyze, discuss, and make decisions with their peers as part of an active learning process (Freeman et al, 2014).…”

Section: Achievement Motivationmentioning

confidence: 99%

A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

Chang

2022

Front. Psychol.

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Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students’ achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence.

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“…Factors hindering doctoral program success include the inability to be self-directed (Ponton, 2014), lack of a sense of community between students (Rovai, 2014) and between students and faculty (Terosky & Heasley, 2015), poor mentorship and feedback (Terrell, Snyder, & Dringus, 2012), low feelings of student-to-student and student-to-faculty connectedness (Terrell et al, 2009), isolation from peers (Ali & Kohun, 2006;Delamont, Atkinson, & Parry, 1997;Lewis, Ginsberg, Davies, & Smith, 2004), students feeling like they do not fit into the department-level structure and culture (Golde, 2005), students feeling financially stressed (Wao & Onwuegbuzie, 2011;Earl-Novell, 2006;Lovitts, 2001), and low levels of support from friends and family (Volkert et al, 2018;Cohen, 2011). Similarly, factors fostering doctoral student success include a sense of belonging (Barnett, 2014), participation in a community of practice with doctoral peers (Ivankova & Stick, 2005;Terrell et al, 2012;Tweedie, Clark, Johnson, & Kay, 2013), consistent, timely, and substantive feedback from the dissertation chair (Rademaker, Duffy, Wetzler, & Zaikina-Montgomery, 2016;Rockinson-Szapkiw, et al, 2016;Davis, Wladkowski, & Mirick, 2017), students having expectations about the program, coursework, and policies that match those of the program (Hoskins & Goldberg, 2005), support services (Rockinson-Szapkiw, et al, 2016), and family support (Pauley, Cunningham, & Toth 1999;Rockinson-Szapkiw et al, 2016;E. G. Smith & Delmor, 2007;Volkert et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Family on Doctoral Student Success

Breitenbach

Ayars

Konecny

2019

IJDS

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Aim/Purpose: This qualitative case-study explores how a doctoral student’s family influences the doctoral student’s success from the perspective of doctoral students who were enrolled in an online doctoral program. Background: Previous research has shown that family can significantly influence doctoral student success; however, it is not clear what is meant by family nor what the details of the influence of family look like from the perspective of the doctoral student. Methodology: A qualitative case-study method was used. More than 500 former students enrolled in an online doctoral program were emailed a web-based survey that elicited information about who they considered to be in their family, how they thought their relationship with their family changed while they were a doctoral student, and how much they thought their family understood what it means to be a doctoral student. One hundred thirty-three (24%) former students participated in the study. Qualitative data were analyzed both manually and electronically by three researchers who subsequently triangulated the data to confirm themes. Contribution: This study defines ‘family’ from the doctoral student perspective and provides an in-depth look at how family influences doctoral student success including explanation of family support and lack thereof that previously has been shown to be significant to facilitating or hindering doctoral student success. Findings: Doctoral students mostly considered their immediate and extended family (i.e., spouses, significant others, children, grandchildren, parents, grandparents, grandchildren, nieces, nephews, and parents-in-law) to be family, but some considered friends and coworkers to be part of their family as well. Most doctoral students experienced positive family support, but for those who did not, two major themes emerged as problematic: a reduction in the amount of time spent with family and family not understanding the value of earning a doctoral degree. Recommendations for Practitioners: Institutions of higher education should consider these findings when creating interventions to increase retention of doctoral students. Interventions might include orientation programs to help family members understand the value of earning a doctoral degree, the time commitment necessary to complete a doctoral degree, and ways to support a family member earning a doctoral degree. Recommendation for Researchers: The findings inform future research by surfacing more specific information about what family support and lack thereof looks like for doctoral students and what interventions for improving family support might include. Impact on Society: Improving family support may improve doctoral student success by adding more doctoral-trained leaders, innovators, scholars, and influential educators to society and by supporting the financial investment of students and their families by decreasing attrition. Future Research: Future research should focus on creating quantitative instrumentation to measure the influence of family on doctoral student success. Student populations from different types of doctoral programs (e.g., PhD, MD, DO) might be studied as well. Interventions aimed at improving family support should be designed, implemented, and evaluated for effectiveness.

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Lessons Learned for Successful Dissertation Completion From Social Work Doctoral Graduates

Cited by 9 publications

References 22 publications

Pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in Peru

Pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in Peru

A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

The Influence of Family on Doctoral Student Success

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