Changing the Doctoral Student-Dissertation Chair Relationship Through the Article Dissertation Format

In this article, we contribute to dialogue about the capstone for most doctoral programs: the dissertation. More specifically, we explore the mentorship between doctoral student and chair and assert that using a nontraditional dissertation format affords more fulfilling relationships for the mentee and mentor. Having recently completed three article dissertations, we aim to further the discussion of doctoral capstone formats based on our experiences through autoethnographic methods and rooted in a relational mentorship framework (Ragins, 2012). We believe that the article dissertation format provided a vehicle for disrupting the typical power structure between dissertation chair and doctoral student by positioning the student as an expert writing for publication and the chair as a coach, learner, and peer-reviewer. Through sharing our co-constructed and personal narratives, we challenge readers to think about the dissertation format and its role in the critical mentoring relationship between doctoral student and dissertation chair

E-Mentoring the Online Doctoral Student from the Dissertation Prospectus through Dissertation Completion

Faculty who mentor online doctoral candidates face many of the same challenges and opportunities as those mentoring doctoral candidates in traditional, face-to-face modalities. The main difference is that E-Mentoring is based on interacting in the online space rather than interacting face-to-face, which may present challenges for both the candidate and the mentor. The concept of mentoring, which originated from Greek mythology, defined a close relationship between the mentor and the student. In Ancient India, the word Guru from the Sanskrit language stood to symbolize a caring mentor and expert teacher. Structured E-Mentor programs are formalized programs which provide training, coaching, advice, and structure to increase engagement through the online dissertation phase of doctoral education. Doctoral Mentoring relationships are an intrinsically a deeply human process. Mentoring involves the nurturing of a novice or a less experienced person (protégé) by a seasoned and experienced person acting as the mentor in providing guidance, support, and dissemination of required knowledge for a given area of expertise. Doctoral mentors play a large role in guiding the doctoral candidate through the dissertation process from identifying their topic through conducting the research study. E-Mentoring doctoral candidates in online doctoral programs entails many of the same opportunities and challenges as serving candidates in programs that are offered in a traditional, face-to-face modality. The difference is E-Mentor interaction takes place 100% of the time from anywhere. The E-Mentor chair/candidate relationship begins as soon as the doctoral candidate completes doctoral content courses and begins the dissertation process. This article focuses on E-Mentor the online doctoral student throughout the dissertation process and the techniques that chairs and committee members can frame, and guide their candidates as they travel through their doctoral dissertation journey

E-Mentoring the Online Doctoral Student from the Dissertation Prospectus through Dissertation Completion

Faculty who mentor online doctoral candidates face many of the same challenges and opportunities as those mentoring doctoral candidates in traditional, face-to-face modalities. The main difference is that E-Mentoring is based on interacting in the online space rather than interacting face-to-face, which may present challenges for both the candidate and the mentor. The concept of mentoring, which originated from Greek mythology, defined a close relationship between the mentor and the student. In Ancient India, the word Guru from the Sanskrit language stood to symbolize a caring mentor and expert teacher. Structured E-Mentor programs are formalized programs which provide training, coaching, advice, and structure to increase engagement through the online dissertation phase of doctoral education. Doctoral Mentoring relationships are an intrinsically a deeply human process. Mentoring involves the nurturing of a novice or a less experienced person (protégé) by a seasoned and experienced person acting as the mentor in providing guidance, support, and dissemination of required knowledge for a given area of expertise. Doctoral mentors play a large role in guiding the doctoral candidate through the dissertation process from identifying their topic through conducting the research study. E-Mentoring doctoral candidates in online doctoral programs entails many of the same opportunities and challenges as serving candidates in programs that are offered in a traditional, face-to-face modality. The difference is E-Mentor interaction takes place 100% of the time from anywhere. The E-Mentor chair/candidate relationship begins as soon as the doctoral candidate completes doctoral content courses and begins the dissertation process. This article focuses on E-Mentor the online doctoral student throughout the dissertation process and the techniques that chairs and committee members can frame, and guide their candidates as they travel through their doctoral dissertation journey

Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments

Based on multiple sources, this article concludes that, when learner-centered instructional strategies are used with doctoral students, these adult learners take charge of their individual and collective learning, become accountable for both, and enhance their ability to transfer learning to practice. The students studied skills of developed teams in advance of their group-conducted dissertation research first by engaging in team-development activities, then by conducting group-constructed pilot studies, and finally by collaboratively authoring related conference papers. These student-centered activities sought to ensure that the doctoral students could work together to conduct and complete their degree ending, team-conducted dissertation research

How to write a PhD with peer support: Follow this model, and the introduction to your article-based dissertation will (almost) write itself

This article is originally published in: Saarikkomäki, Elsa & Ollus, Natalia (2018). Vertaistuella tohtoriksi: tällä mallilla artikkeliväitöskirjan yhteenveto syntyy (melkein) kuin itsestään. University Pedagogy Journal. Link: https://lehti.yliopistopedagogiikka.fi/2018/11/05/vertaistuella-tohtoriksi-talla-mallilla-artikkelivaitoskirjan-yhteenveto-syntyy-melkein-kuin-itsestaan/ The article was originally written in Finnish for the Finnish context, where article-based PhDs are increasingly common. This is also why much of the referenced literature is Finnish. The article was published in 2018, so practices may have changed, but we believe that the core ideas about peer support remain valid. Our sincere thanks to Janna Tuominen for translating the original text into English. TAGS: article dissertation, working method, university, dissertation, peer support, interaction, cooperative learning IN THIS article, we launch a method which we have developed for writing the summary/introduction section of an article-based dissertation. The article presents a concrete model, which includes instructions for fourteen peer meetings. The model is based on our own experiences writing the summaries of our article-based dissertations. We emphasize the benefits of peer support for the writing process, and the article seeks to inspire collaboration in the process of writing a paper. The article is aimed at doctoral researchers, supervisors and persons interested in the development of university education

The 1950s and 1960s Modern Home: Magazines as research material

   This article is based on my keynote lecture at the architectural research symposium held at Aalto University on October 25, 2018. The lecture dealt with my doctoral dissertation: Modern Home. Single-family housing ideals as presented in Finnish architecture and interior design magazines in the 1950s and 1960s. (Sanaksenaho, 2017)&nbsp

Systematic Metaphors in Norwegian Doctoral Dissertation Acknowledgements

© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.This article investigates patterns of systematic metaphors used to characterize various aspects of the doctoral education period, based on analysis of dissertation acknowledgements (DAs) from doctoral dissertations across academic disciplines and written by researchers from four PhD programs offered by a Norwegian university. The primary research question addressed here asks which metaphors doctoral researchers in Norway use to describe their educational experience as a whole, as well as the assistance they received during their doctoral period. A discourse dynamics approach is applied to the data, allowing for the identification of metaphors employed about these topics followed by the categorization of the identified metaphors into broader categories. The resulting overview of the systematic metaphorical patterns in DAs provides empirical evidence concerning how doctoral researchers view their experiences, useful in mentoring situations as a starting point for addressing attitudes, beliefs and values about the various challenges and rewards involved in doctoral trajectories.publishedVersio

Fundamental Researcher Attributes: Reflections on Ways to Facilitate Participation in Community Psychology Doctoral Dissertation Research

As novice researchers, Community Psychology doctoral students encounter fresh challenges when they attempt to facilitate participation by members of the community in their dissertation projects. This article presents the merit in adopting fundamental researcher attributes, which have been described in published academic literature as personal characteristics that facilitate participation by members of the community in research studies. The value of these researcher attributes is exemplified in the discussion of one of the author’s experiences in the early stages of his dissertation research process. This article also presents new researcher attributes for facilitating participation by community members that the author recognised after critical reflection on his experiences during the same research process. Cultural humility, shared vulnerability, reflexivity, methodological flexibility, academic assiduity and creative resourcefulness are researcher attributes doctoral students should consider adopting and developing if they intend to facilitate participation by members of the community in their dissertation projects