managing dissertations steve werner department of management university of houston

Managing Dissertations

Steve Werner

Department of Management

University of Houston

Overview Why do it? Forming the committee. The topic. The research. Managing challenges. Ethical considerations. The defenses. The paper.

Why Not To Do It a

I’m incredibly busy. I already have too many students. I only work with students who are doing research

in my specific area of expertise. I used to work in that field, but I’m no longer

familiar with the literature. I only work with the most promising graduate

students. I’ll be going on sabbatical. I’m actually a sadistic maniac.

a M.A. Messner, “Bedsides, I Just Don’t Like You,” The Chronicle of Higher Education (May 20, 2005): 5.

Why Really Not To Do It Personality Conflict When the odds favor you will not still be around in

two years. When policies forbid it. You don’t know the student. You are not interested in the student or the

research. The student doesn’t accept your ground rules.

Set Ground Rules Before Agreeing Division of labor. Level of involvement. Schedules. Turnaround time. Length. Publications. Expectations.

Why Do It? Duty. Collegiality. Possible publications. Rewarding relationships. Building a cadre of co-authors.

Forming the Committee Collaborate with the student. Follow policies. Faculty who can help. Keep the committee balanced. Faculty who can work together. Faculty who you can work with. Faculty who can be supportive. Faculty who can be (or don’t need to be)

controlled.

The Topic Don’t force a topic on the student. Don’t make promises. Assist the student in investigating

something Narrow enough. Timely. Publishable. of interest to the student.

The Research Getting started. Challenge the student. Support the student.

Getting Started Put the ground rules into action

Set a timeline. Meet regularly. Provide timely feedback in writing.

Make sure the student involves other committee members at the level they want.

Early interactions drive future expectations, be particularly rigorous at the start.

Challenge the Student Be a critic

Provide constructive evaluation. Build the student’s sense of ownership. Develop the student’s thinking.

Make students argue their ideas. Ask for explanations. Have discussions.

Be a coach Structure small steps. Connect to the big picture. Build research skills.

Support the Student Be encouraging.

Offer time and access. Encourage the student’s efforts. Build trust.

Work with a colleague. Work collaboratively. Work informally.

Be a counselor Help identify and remove blocks. Focus on the work process. Normalize the experience.

Managing Challenges Stalled Students International Students Long-Distance

Stalled Students Signs

Constantly changing topic. Avoiding all communication Isolation from the department and others. No submitted work

Stalled Students cont. Investigate the origin of the block

Is it cognitive? Academic skills (courses) Conceptualization (examples and metaphors)

Is it social? Priorities (peers, timelines, withdraw) Family issues (encouragement, counseling) Financial (scholarships, teaching, tutoring)

Is it emotional? Anxiety (encouragement) Procrastination (timelines and ultimatums) Personality clash (discussion, change advisors)

International Students Clarify communication. Have them get help. Be aware of possible cultural differences.

Long-Distance Keep timelines. Keep in contact. Keep motivated.

Expectancy theory. Reinforcement theory.

Ethical Considerations Ethical Issue of Students

Plagiarism Growing concern. Turnitin.com

Falsifying Data Get a copy. Check bizarre findings. Check too good findings.

Ethical Considerations Ethical Issue of Advisors

Tell what method they will use (14.4%). Tell how to conceptualize the topic (18.1%). Use your students for data –optional (24.3%). Use a research methods class as help (36.5%). Tell what topic they will investigate (57.4%). Use your students for data –mandatory (65.2%). Agree only if they will publish, put you on (86%).

The Defenses Have student get committee buy-in. Prepare the student for revisions. Keep the defense collegial. Let the student defend. Try to get all the signatures.

The Paper New timeline. At least help and edit. Provide lots of help in the revision.

Conclusion Why do it? Forming the committee. The topic. The research. Managing challenges. Ethical considerations. The defenses. The paper.

References Ahern, K., & Manathunga, C. 2004. Clutch-Starting Stalled Research Students, Innovative

Higher Education., 28: 237-254. Carlin, D.B., & Perlmutter, D.D. 2006. Advising the New Advisor, Chronicle of Higher

Education, September 8. Mendenhall, M. 1983. Overcoming Obstacles in the Dissertation Requirement: Advice to

the Doctoral Candidate, Teaching of Psychology, 10: 210-212. Messner, M.A. 2005. Besides, I Just Don’t Like You, Chronicle of Higher Ed., May 20. Perlmutter, D.D. 2006. Betrayed by Your Advisor, Chronicle of Higher Ed., February 24. Schiff, F., & Ryan, M. 1996. Ethical Problems and Advising Theses and Dissertations,

Journalism and Mass Communication Educator: 23-35. Spillett, M.A., & Moisiewicz, K.A. Cheerleader, Coach, Counselor, Critic: Support and

Challenge Roles of the Dissertation Advisor, College Student Journal, 38: 246-256. Tanner, M.W. Great Expectations: Tips for a Successful Working Relationship with your

Thesis Advisor, College Student Journal: 635-644. Wesley, P. 2006. Review Blasts Professors for Plagiarism by Graduate Students, Chronicle

of Higher Education, June 16: 13. Wisker, G. 2005. The Good Supervisor. New York, NY: Palgrave MacMillan.