Positive and problematic dissertation experiences: The faculty perspective

Authors

Sarah Knox, Marquette UniversityFollow
Alan W. Burkard, Marquette UniversityFollow
Julie K. Janecek, Marquette UniversityFollow
Nathan Pruitt, Marquette UniversityFollow
Shauna Elizabeth Fuller, Marquette University
Clara E. Hill, University of MarylandFollow

Document Type

Article

Language

eng

Format of Original

15 p.

Publication Date

2011

Publisher

Taylor & Francis (Routledge)

Source Publication

Counselling Psychology Quarterly

Source ISSN

0951-5070

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.

Comments

Accepted version. Counselling Psychology Quarterly, Volume 24, Issue 1, pp 55-69 (2011). DOI. © 2011 Taylor & Francis (Routledge). Used with permission.

Recommended Citation

Knox, Sarah; Burkard, Alan W.; Janecek, Julie K.; Pruitt, Nathan; Fuller, Shauna Elizabeth; and Hill, Clara E., "Positive and problematic dissertation experiences: The faculty perspective" (2011). College of Education Faculty Research and Publications. 154.
https://epublications.marquette.edu/edu_fac/154