Managing Dissertations

1
Managing Dissertations

• Steve Werner
• Department of Management
• University of Houston

2
Overview

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

3
Why Not To Do It a

• Im 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 Im no longer
  familiar with the literature.
• I only work with the most promising graduate
  students.
• Ill be going on sabbatical.
• Im actually a sadistic maniac.

a M.A. Messner, Bedsides, I Just Dont Like
You, The Chronicle of Higher Education (May 20,
2005) 5.
4
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 dont know the student.
• You are not interested in the student or the
  research.
• The student doesnt accept your ground rules.

5
Set Ground Rules Before Agreeing

• Division of labor.
• Level of involvement.
• Schedules.
• Turnaround time.
• Length.
• Publications.
• Expectations.

6
Why Do It?

• Duty.
• Collegiality.
• Possible publications.
• Rewarding relationships.
• Building a cadre of co-authors.

7
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 dont need to be)
  controlled.

8
The Topic

• Dont force a topic on the student.
• Dont make promises.
• Assist the student in investigating something
• Narrow enough.
• Timely.
• Publishable.
• of interest to the student.

9
The Research

• Getting started.
• Challenge the student.
• Support the student.

10
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.

11
Challenge the Student

• Be a critic
• Provide constructive evaluation.
• Build the students sense of ownership.
• Develop the students 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.

12
Support the Student

• Be encouraging.
• Offer time and access.
• Encourage the students 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.

13
Managing Challenges

• Stalled Students
• International Students
• Long-Distance

14
Stalled Students

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

15
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)

16
International Students

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

17
Long-Distance

• Keep timelines.
• Keep in contact.
• Keep motivated.
• Expectancy theory.
• Reinforcement theory.

18
Ethical Considerations

• Ethical Issue of Students
• Plagiarism
• Growing concern.
• Turnitin.com
• Falsifying Data
• Get a copy.
• Check bizarre findings.
• Check too good findings.

19
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).

20
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.

21
The Paper

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

22
Conclusion

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

23
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 Dont 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.