Positive and problematic dissertation experiences: The faculty perspective.
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| Title: | Positive and problematic dissertation experiences: The faculty perspective. |
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| Authors: | Knox, Sarah (AUTHOR), Burkard, Alan W. (AUTHOR), Janecek, Julie (AUTHOR), Pruitt, Nathan T. (AUTHOR), Fuller, Shauna L. (AUTHOR), Hill, Clara E. (AUTHOR) |
| Source: | Counselling Psychology Quarterly. Mar2011, Vol. 24 Issue 1, p55-69. 15p. 2 Charts. |
| Subjects: | Clinical psychology, Content analysis, Counseling, Academic dissertations, Educational counseling, Educators, Interviewing, Research methodology, Statistical sampling, Social role, Sound recordings, Students, Teacher-student relationships, Teacher attitudes, Qualitative research, Doctoral programs, Occupational roles |
| Geographic Terms: | Canada, United States |
| Abstract: | We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors' roles involved guiding/facilitating dissertations and helping students shape research ideas; students' roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students' low research capability; such dissertations negatively affected participants. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors' roles involved guiding/facilitating dissertations and helping students shape research ideas; students' roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students' low research capability; such dissertations negatively affected participants. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09515070 |
| DOI: | 10.1080/09515070.2011.559796 |
