Revised Synthesis - Researcher Skills

2

Three Things That Students Need to Do to Develop the Researcher Skills Needed to Complete Dissertation

Department of Psychology, Grand Canyon University

RES-820C: The Literature Landscape: Psychology

January 19, 2022

Reflection

The problem identification during the writing process was made more accessible with step-by-step feedback. While working on the problems identified in the input, there was room for improvement and presented statements. In all the review statements, a constructive aspect made a different perspective be tackled to remove the implied negativity to the information and expand the concept precisely. The feedback allowed for the opportunity to relook at the flow of the statement in line with the thesis and the problem that was raised. As a result, there was a need to look at the opening statement in each paragraph to understand what value each added to the other before it. The result is a process of writing that was communicating rather than just stating. It felt more connected and more explanatory hence synthesis of the discussion rather than an amalgamation of different works.

In addition to the review process, there is an element of understanding reading used in the synthesis that was challenged. While revising, it became essential to go back to those works to grasp the previously acquired message. Given this, there was a need to re-arrange some of the wording and statement to communicate an implied indication of a conclusion rather than paraphrasing. This became a learning process that made it easy to learn lessons.

Three Things That Students Need to Do to Develop the Researcher Skills Needed to Complete Dissertation

In the past years, the rates of completing doctoral studies have been low, thus becoming a subject of concern. Typically, most students who join the program do not finish it for various reasons. Most problems are related to the hardships these doctoral students go through, especially when writing their dissertations and theses. Most of the time, challenges arise when approving the project comes. These students are required to provide views of a high standard, and due to this, they face challenges which is the main reason why most of the delays in completing their dissertations. A dissertation is a research project to graduate in their doctoral degree program. This project enables students to present their findings specifically concerning the questions or issues they have chosen for themselves. The dissertation's primary objective includes displaying a student's research skills in independent exploration. According to Durdella (2017), a dissertation falls among the most challenging tasks that a doctoral student must complete, which is why most students deliver it late.

Observation through several readings and identifying their commonality has shown that understating the problem needs an exploratory pathway (Lindsay, 2015). The resultant effort is a recognition that can only be attained through simplifying ways that assist doctoral students in making sure that they submit their work on time (Klocko et al., 2015). This is why there is a need for faculty members and peers to support these students to ensure that they complete their dissertations on time and successfully, and in a satisfactory manner (Lee et al., 2020). Usually, the dissertation writing process is tiresome, contributing to delays in doctoral accomplishment.

Lee et al. (2020) stated that approximately 56.6% of students attending universities in the United States and Canada usually complete their doctoral studies successfully without any issues. According to the authors, the rest of the percentage fail to meet their doctoral studies because they cannot articulate the proper support they require. Thus, these students' issues cannot be solved on time hence taking them long to finish their studies. Therefore, addressing these issues on time is necessary.

Equally, there is recognition that the dissertation writing process is time-consuming and stressful and has many doubts and anxiety (Klocko et al., 2015). This development results from the perceived and observed expectations from the faculty throughout the study that creates pressure. The pressure is both of external and internal origin. It results in the students feeling confused when deadlines are not met or they cannot merge the different expectations towards their goal. The challenge is observed because students are exposed to varying types of criticism whose individuality creates an emotional tone when some supervisors approve a student's writing and the same is rejected by others (Lindsay, 2015). The student’s marrying these two opinions may challenge a slight inclination towards acceptance, leading to avoidance and corrective criticism. When this occurs, the affected student remains stressed, increasing their doubts, leading to low academic scores and fewer chances of finishing the program on time. Doubt and stress also contribute to the underdeveloped writing skills of students taking doctoral degree programs as it makes their work quality remain low (Klocko et al., 2015).

It can, therefore, be agreed that stress and doubt have a strong connection with doctoral dissertation writings, which are the main things that cause deferments in students finishing their programs on time. As a result, students need to do three main things to complete their dissertation. They attain skills by developing self-motivation, gaining organizational skills, and ensuring no external interference, such as settling financial burdens.

Develop the Researcher Skills they Need to Complete Dissertation

Self-motivation plays a significant role in dissertation completion as it is bears significance to the student’s behavior during the study period and after. Numerous individuals become motivated and determined in acquiring things they see from others. According to Lindsay (2015), setting goals, having determination, endurance, and believing in an individual's abilities are attributes that are necessary for success. These attributes can only be fully realized with recognition of self-drive hence motivation. The result is stimulation of the student never to give up, therefore a tool that helps individuals complete writing their dissertations.

Organizational Skills and Building Constructive Relationships

Differentiation of logic and sentiment for EQ attainment necessary for control and perseverance is a realization that can only be facilitated through organizational skill (Huerta et al., 2012). The development of this skill is a contributor that enables doctoral students to attain self-efficacy through learning from others and their mistakes and successes (Lee et al., 2020). Even though self-efficacy could hinder students, especially online learning, the derivation of the journey creates an opportunity for the student to formulate criteria and, when guided in the right way, pathways to success that are unique to them.

Klocko et al. (2015) suggest that when students are pressured to write through a researcher's lens, most of them remain anxious and depressed. In agreement with this, the practical implication is that most students would quit when there is a spotlighted focus on their progress. This commonly happens when students have the feeling that they lack the required writing skills, and when this happens, it makes most of them lose sight, which mainly causes them to stop writing due to anxiety and loss of identity (Caskey et al., 2020). The need to regroup and the anxiousness due to a lack of control leads to postponement and disorientation, which causes delays in the writing process as there is a need and want to attain clarity (Holmes et al., 2016). Therefore, the organization provides the opportunity for the student to develop comprehension of the process and gain a clear view regarding the factors related to the doctoral degree program through perseverance.

Relationships between students and the faculty play a significant role in completing a dissertation for a doctoral student with vitality allowing feedback to track progress and note growth (Lindsay, 2015). Students' bias in developing this relationship is likely to occur, and therefore the skill to understand the balance between negative and positive feedback should be a student’s prerogative. Feedback should be constructive and meaningful while also allowing growth through unique guidance to the student. Most students believe that the input indicates content worthiness and approval, hence motivation (Lindsay, 2015). The attainment of the expected outcome is thus observed, and the student understands the direction of their achievements based on what is required of them at the end of the course. Therefore, understanding the supervisor that does not coddle a student would ensure confidence is attained and a sense of direction through this gives merit to the student's work and validation of their success. At the same time, the student should quickly discern unfair treatment, whether positively or negatively, to seek better support and attain a healthy balance between self-esteem and knowledge acquisition.

On the other hand, when considering online-learning students, the development of that relationship is even more critical, with the role of the student important in understanding concepts in ways that allow communication to be constructive (Lee et al., 2020). The faculty and student relationships played a big part in the students’ discovery of new concepts through recognition of strength in early feedback, hence early submission of work to ease the progress and assignment completions.

Additionally, accounting for the discussion in Klocko et al. (2015) that most students are impacted by having feedback from faculty, the indication is that every encounter sets an expectation. This brings to attention that common mistakes are high stressors and lead to delays; hence the vitality of the student-faculty relationships is to clear tension (Maggie, 2017). Therefore, the role of the student is to voice their issues implicitly to prevent unnecessary delay or misunderstanding through the mentorship process.

Settling External Burdens

Finance is a significant theme that many doctoral students face and plays a vital role in the time placed in a dissertation and the chosen path. Student bills and research expenditure can overwhelm a student, especially considering the extent of research or its depth of study. Therefore, a student must develop the capability to present their work progressively to acquire grants and further support through the proper defense of their work. Apart from the academic pressure, the financial stress usually makes most students delay completing the programs. As a result, there is also a need to balance work for finances and academics. This means that the student must learn to schedule and carefully define their priorities within given timelines (Lee et al., 2020). According to Arbaugh (2000), allocating time within this need and skill allows for the definition of the participation attribute, optimizing the students’ potential and capability to delve into research to complete a dissertation.

Conclusion

The dissertation process that doctoral students must complete is taxing in nature. Self-motivation played a significant role in students’ success. As long as students receive the necessary support, the chances of them finishing their dissertation process on time remain high as they attain the required skills that help them. The faculty-student relationship showed to be important as once a student knows how to find a balance and be receptive to both positive and negative. A credit in the three allows the opportunity for the completion of the dissertation to be on time.

References

Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of management education, 24(1), 32-54.

Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education: Journal on Transforming Professional Practice, 5(1), 16-26. http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107

http://impactinged.pitt.edu/ojs/index.php/ImpactingEd/article/view/92/107

Durdella, N. (2017). Qualitative dissertation methodology: A guide for research design and methods. Sage Publications.

Holmes, B., McAuley Brown, L. T., Parker, D. M., Mann, J., Woods, E. L., Gibson, J. A., ... & Hall, D. (2016). Decoding the persistence and engagement patterns of doctoral students who finish. Clute International Conference on Education.

Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate students as academic writers: Writing anxiety, self-efficacy, and emotional intelligence. Higher Education Research & Development, 36(4), 716-729. https://doi.org/10.1080/07294360.2016.1238881

Hutchings, M. (2017). Improving doctoral support through group supervision: analyzing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42(3), 533-550.

Klocko, B. A., Marshall, S. M., & Davidson, J. F. (2015). Developing practitioner-scholar doctoral candidates as critical writers. Journal of Higher Education Theory and Practice, 15(4), 21-31. Retrieved from http://www.na-businesspress.com/JHETP/KlockoBA_Web15_4_.pdf

Lee, H., Chang, H., & Bryan, L. (2020). Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection with Technological and Relational Factors. The International Review of Research in Open and Distributed Learning.

Lindsay, S. (2014). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183-196. doi:10.1080/13562517.2014.974025