Overview of the Dissertation Process within the Framework of Flow Theory: A Qualitative Study

Abstract

The purpose of this study is to examine the flow of doctoral students who are also research assistants and in the dissertation process. The study was designed using the case study method. The case undertaken in the study was the dissertation process. Eleven participants were selected into the study using maximum variation sampling. Face-to-face, semi-structured interviews were conducted with the participants. Descriptive analysis was used to analyze the transcripts. The descriptive analysis of the data identified four main themes: (i) personal characteristics, including tackling challenges, sense of responsibility and planned work habits; (ii) interest in the field, including decision making about postgraduate education, satisfaction from postgraduate education, the fit between the doctoral field and the student's interests and skills, and academic goals; (iii) emotional attachment, including enjoyed stages of the dissertation process, feelings aroused by the dissertation, and concentration on the dissertation process; and (iv) living the flow.

Socialization: A Requisite for Writing the Doctoral Dissertation?

“…Research has repeatedly demonstrated that the chair-candidate relationship was notably tied to academic success (Jaeger et al, 2011;Neale-McFall, & Ward, 2015). Moreover, findings indicated that problems with chair-candidate relationships were causes for candidates failing to attain the doctorate (Cakmak et al, 2015;Jaeger Sandmann, & Kim, 2011).…”

“…According to Burkard (2014), the devotion, time commitment, and personal effort needed to write a doctoral dissertation is too much. Doctoral candidates confront numerous problems along the path to completing the dissertation (Blum, 2010;Cakmak et al, 2015;Barrett & Hussey, 2015). The typical problems include: synthesization of information, conceptualization in writing, clarification of the links between the parts and the whole, decision on an appropriate voice, and completion of the paper.…”

“…According to Cakmak et al (2015), candidates who feel that their doctoral dissertations are not relevant to their area of interest and ability or who have not decided on academic objectives do not experience "flow" (p. 608), defined as the process of healthy connection to the area of study which enhances cognitive abilities such as feeling in control, attending to the work, being mentally satisfied, and balancing abilities with tasks. In order to experience flow candidates need to match the work with ability.…”

“…Moreover, emotive connection is essential for flow. Cakmak et al (2015) alleged that emotive connection is delight in the dissertation, energized by the dissertation, and attentive on the dissertation. Candidates tend to experience contentment and are more resilient to the problems confronted during the dissertation process.…”

“…A problem exists in doctoral programs in the United States. Nearly half of the students who register in doctoral programs drop out prior to completing the degree (Burkard, 2014;Cakmak, Isci, Uslu, Oztekin, Danisman, & Karadag, 2015;King & Williams, 2014). Low completion rates of aspiring doctorates alert researchers in higher education to focus on reasons for dissertation delays with dissertation completion and length of time to completion.…”