Positive and problematic dissertation experiences: The faculty perspective

Knox, Sarah; Burkard, Alan W.; Janecek, Julie K.; Pruitt, Nathan T.; Fuller, Shauna; Hill, Clara E.

doi:10.1080/09515070.2011.559796

Cited by 13 publications

(9 citation statements)

References 14 publications

(19 reference statements)

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“…There is an abundance of literature relevant to this topic, including student or faculty perspectives (e.g., [ 11 – 13 ]) and studies of general research productivity during doctoral training and early career periods (e.g., [ 14 – 19 ]). However, evidence specifically regarding dissertation publication is remarkably sparse and inconsistent [ 8 , 20 – 24 ].…”

Section: Introductionmentioning

confidence: 99%

"Are you gonna publish that?" Peer-reviewed publication outcomes of doctoral dissertations in psychology

et al. 2018

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If a doctoral dissertation represents an original investigation that makes a contribution to one’s field, then dissertation research could, and arguably should, be disseminated into the scientific literature. However, the extent and nature of dissertation publication remains largely unknown within psychology. The present study investigated the peer-reviewed publication outcomes of psychology dissertation research in the United States. Additionally, we examined publication lag, scientific impact, and variations across subfields. To investigate these questions, we first drew a stratified random cohort sample of 910 psychology Ph.D. dissertations from ProQuest Dissertations & Theses. Next, we conducted comprehensive literature searches for peer-reviewed journal articles derived from these dissertations published 0–7 years thereafter. Published dissertation articles were coded for their bibliographic details, citation rates, and journal impact metrics. Results showed that only one-quarter (25.6% [95% CI: 23.0, 28.4]) of dissertations were ultimately published in peer-reviewed journals, with significant variations across subfields (range: 10.1 to 59.4%). Rates of dissertation publication were lower in professional/applied subfields (e.g., clinical, counseling) compared to research/academic subfields (e.g., experimental, cognitive). When dissertations were published, however, they often appeared in influential journals (e.g., Thomson Reuters Impact Factor M = 2.84 [2.45, 3.23], 5-year Impact Factor M = 3.49 [3.07, 3.90]) and were cited numerous times (Web of Science citations per year M = 3.65 [2.88, 4.42]). Publication typically occurred within 2–3 years after the dissertation year. Overall, these results indicate that the large majority of Ph.D. dissertation research in psychology does not get disseminated into the peer-reviewed literature. The non-publication of dissertation research appears to be a systemic problem affecting both research and training in psychology. Efforts to improve the quality and “publishability” of doctoral dissertation research could benefit psychological science on multiple fronts.

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Section: Introductionmentioning

confidence: 99%

"Are you gonna publish that?" Peer-reviewed publication outcomes of doctoral dissertations in psychology

et al. 2018

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“…La disponibilidad y dedicación del tutor ha sido señalado como un precursor importante para mejorar la experiencia del alumnado (Burkard, Knox, DeWalt, Fuller et al, 2014). Una buena disponibilidad ha mostrado ser un elemento clave para conseguir una comunicación fluida y coordinada, donde se propicia la relación interpersonal docente-estudiante, y ha sido asociada a valoraciones más positivas entre el alumnado Gastón y Rekalde, 2016;Knox et al, 2011). Rekalde-Rodriguez, Ruiz de Gauna y Bilbao, (2018) han resaltado la relevancia de la tutoría grupal como un espacio que contribuye al desarrollo de las competencias (Rekalde, 2011) constituyendo una herramienta esencial en el modelo educativo de la Convergencia Europea.…”

Section: Precursores De La Satisfacción Relacionados Con El Profesoradounclassified

“…En conjunto, el TFG representa para el alumno un reto novedoso que aúna una amplia lista de requisitos normativos con el trabajo autónomo de planificación, redacción y exposición de sus trabajos. El compromiso con la tarea ha sido señalado por su impacto en la experiencia de los estudiantes (Dupont, Galand y Nils, 2014;Knox, Burkard, Janecek, Pruitt et al, 2011;. En el lado contrario, la falta de satisfacción o una baja preparación percibida (autoeficacia) han sido señaladas como precursores del abandono o retraso en la entrega del TFG (Dupont, Galand y Nils, 2014: Mohsen, Jalil y Mahmood, 2013.…”

Section: Precursores De La Satisfacción Relativos Al Alumnadounclassified

Precursores de la satisfacción con el Trabajo de Fin de Grado (TFG) en estudiantes de Psicología de la Universidad de Sevilla

Díaz

Borrego

2019

REDU

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<p>En la Facultad de Psicología de la Universidad de Sevilla (US), el Trabajo Fin de Grado (TFG) constituye una asignatura obligatoria de seis créditos (150 horas) que se realiza en el último curso desde la implantación de los nuevos planes de estudios adaptados al Espacio Europeo de Educación Superior (EES). El objetivo del presente trabajo es conocer la experiencia personal que ha supuesto para el alumnado de la Facultad de Psicología de la Universidad de Sevilla la realización del TFG y analizar las variables que inciden en el grado de satisfacción. Participaron 207 estudiantes que completaron la asignatura en el curso 2014-15, de un total de 270 matriculados (76,7%). Se administró un cuestionario de lápiz y papel que recabó información sobre la asignación de tutores, necesidad de apoyo, dificultades en torno al TFG y la satisfacción con el proceso. En torno a un tercio del alumnado completó el TFG con tutores de su elección. Más de un 50% de participantes señalaron tener dificultades con el diseño del trabajo y el análisis de resultados. Sin embargo, el 83% valoró su TFG como un reto interesante. Una regresión lineal mostró que el tiempo dedicado, la utilidad percibida y la posibilidad de trasferir los resultados al terreno laboral fueron precursores de la valoración positiva del proceso. Se discute la conveniencia de diseñar acciones formativas específicas y reforzar la transferencia de conocimientos como vía para mejorar la experiencia del alumnado en TFG.</p>

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“…Traditional doctoral education is built largely on an apprenticeship model (Walker et al, 2009), which puts a burden on chairs to also draw upon their Sage (keeper of history and knowledge) energies to guide and train their advisees while helping them through the hard times and celebrating the good ones (Knox et al, 2011;Roberts, Tinari, & Bandlow, 2019). But, at the end of a student's road of trials, a chair shapes and participates in the defining battle, the dissertation defense discussed below, and serves as the final authority on whether the student has succeeded in crossing that last threshold.…”

Section: Helpers On the Journey: The Chair And Supervisory Committeementioning

confidence: 99%

“…Tensions naturally arise from these interactions on the path to scholarly independence (Goodman, 2006). And, because professors play so many divergent roles in so many different ways at different times for so many different types students who are also unique (Lan & Williams, 2005), it might not be surprising to observe that doctoral graduates experiences with the process run the gambit, from positive to problematic (Knox et al, 2011). To elaborate a little on this duality, I touch upon two magical characters in The Wizard of Oz.…”

Section: Helpers On the Journey: The Chair And Supervisory Committeementioning

confidence: 99%

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Salter

2019

IJDS

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Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth is a form of pedagogy, key heroic archetypes (Pearson, 1986; 1991) provide a means to describe and understand the student experience. Methodology: This synthesis of the scholarship on doctoral education is framed within an alignment of the heroic journey monomyth described by Campbell (2008) to the progression of doctoral student experiences (Gardner, 2009). Various movie characters are used to illustrate the three primary stages of the heroic journey: the departure, initiation, and the return. Contribution: Consistent with other applications of archetypal psychology to education (e.g., Mayes, 2010), the paper presents a way for faculty and students to understand and reflect on the overall educational process. Findings: A more elaborated view of the doctoral journey is provided, including the sequence of challenges faced by students in the process and the types of Hero energies expressed at different points. Recommendations for Practitioners: The responsibilities of doctoral program faculty to create an experience that helps assure success and to mentor students appropriately are reinforced. Recommendation for Researchers: While not a research study, the discussion in this conceptual paper provides a broader context for use of the monomyth as an organizing framework for studies of doctoral education. Impact on Society: The commonly recognized 50% success rate of the best-and-brightest in higher education speaks to the size and scope of the challenge and the resulting stresses from taking this journey. Based on the apparent congruency of the monomyth to the process of doctoral education, continued use of this archetype to address these challenges would seem to be indicated.

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Positive and problematic dissertation experiences: The faculty perspective

Cited by 13 publications

References 14 publications

"Are you gonna publish that?" Peer-reviewed publication outcomes of doctoral dissertations in psychology

"Are you gonna publish that?" Peer-reviewed publication outcomes of doctoral dissertations in psychology

Precursores de la satisfacción con el Trabajo de Fin de Grado (TFG) en estudiantes de Psicología de la Universidad de Sevilla

An Archetypal Analysis of Doctoral Education as a Heroic Journey

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