Innovation in PhD completion: the hardy shall succeed (and be happy!)

Abstract

HughKearns hugh.kearns@flinders.edu.au What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self-sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive-behavioural coaching, an evidence-based strategy that we claim leads to significant and long-term behavioural change. An evaluation of the program indicates that it is very successful, improving students' ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete.

Factors Influencing the Degree Progress of International PhD Students from Africa: An Exploratory Study

“…Several studies have attempted to shed light on the factors that help or impede postgraduate and undergraduate students' academic journeys. Studies also reveal the nature of the relationship that a student develops with her or his advisor can also greatly impact the student's degree progress (Ho, Wong, & Wong, 2010;Ives & Rowley, 2005;Kam, 1997;Kearns, Gardiner, & Marshall, 2008;Manathunga, 2005;Seagram, Gould, & Pyke, 1998;Smith, 1995;Van Ours & Ridder, 2003;Wright, 2003), especially as the student moves through the dissertation stage and closer to the completion of research projects and thesis writing (Maher, Ford, & Thompson, 2004;Tinto, 1987). Among the variables students mentioned as important in determining their academic success are advisor engagement, frequency of consultations and duration of contact between advisers and students (Mohamed, Ismail, Mohd, & Mohd, 2012).…”

A Good Supervisor–Ten Facts of Caring Supervision

“…This can provide supervisors with opportunities to be creative and to perceive the influence of their work. A good supervision relationship and sensitive collaboration between the novice and senior researcher stimulates, gives new perspectives, and lead to new innovations in the supervisor's research work as well (Halse, 2011;Kearns, Gardiner, & Marshall, 2008).…”

“…A PhD student has to be able to trust a supervisor's opinions when assessing the quality of a thesis (Kearns, Gardiner, & Marshall, 2008). For a student, it is difficult to know when the thesis is ready for pre-examination, and thus, the supervisor should point out the strengths and weaknesses of the work.…”

Research as Design: Developing Creative Confidence in Doctoral Students Through Design Thinking

“…While the primary goal of doctoral education is to train students to conduct innovative, creative research and scholarship (Bargar & Duncan, 1982;Halse & Mowbray, 2011;Jones, 2013;Lovitts, 2008), creativity is rarely taught explicitly (Bargar & Duncan, 1982;Lovitts, 2005). Moreover, learning to conduct original research is often lonely, frustrating, and difficult (Gardner, 2008;Kearns, Gardiner, & Marshall, 2008;Lovitts, 2005Lovitts, , 2008.…”