Abstract
The Problem: The number of doctoral theses has increased enormously during the past few years. Though research on this phenomenon has also increased, the personal experiences of a dissertation process have not been studied from a doctoral student's perspective. A crucial research question in this article is, in what way does the dissertation process appear as described by doctoral students themselves (N = 25)? What steps lead to a doctoral degree when considered as doctoral students' personal endeavours? Method: The data consists of hundreds of e-mails written during the supervision process between the doctoral students and the author, who supervised their doctoral theses. Results and Recommendations: This article reveals the special significance of the human relationships and the support experienced by PhD students during their dissertation process with the supervisor and close friends or family members. In this research, the road to receiving a doctorate appeared as a process that consists of five stages; most of which the academic world keeps still about. The aim of this article is to support prospective doctoral students and their supervisors in completing doctoral theses.
References
- Atkins, M., and Brown, G. (1988). Effective teacher in higher education. New York: Routledge.
- Booth, W. C., Clombs, G. G., and Williams, J. M. (2003). A craft to research. Chicago: University of Chicago Press.
- Boud, D., and Lee, A. (Eds.) (2009). Changing practices of doctoral education. London and New York: Roudledge.
- Chambaz, J., Biaudet, P., and Collonge, S. (2006). Developing the doctorate. In Bologna Handbook, Berlin: Raabe Academic Publishers, C 4.4-2: 1–18.
- Costley, C., and Armsby, P. (2007). Research influences on a professional doctorate. Research in Post- Compulsory Education, 12 (3): 343 – 355.
- Costley, C., and Stephenson, J. (2009). Building doctorates around individual candidates´professional experience. In D. Boud and A. Lee (Eds.), Changing Practices of doctoral education (171-186). London and New York: Routledge.
- Cullen, D., Pearson, M., Saha, L. J., and Spear, R. H. (1994). Establishing effective Phd supervision. Canberra: Autralian Government Publishing Service.
- Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
- Csikszentmihalyi, M. (2000). Beyond boredom and anxiety: Experiencing flow in work and play. San Francisco: Jossey-Bass Publishers.
- Cryer, R. (2003). The research student‟s guide to success. Maidenhead: Open University Press.
- Delamont, S., Atkinson, P., and Parry, O. (2000). Supervising the PhD. A guide to success. London: Society for Research into Higher Education.
- Denzin, N. (1989). Interpretative Interactionism. Applied Social Research Methods Series, vol. 16. Newbury Park, CA: Sage.
- Dill, D., Mitra, S., Jensen, H., Lehtinen, E., Mäkelä, T., Parpala, A., Pohjola, H., Ritter, M., and Saari, S. (2006). PhD training and the knowledge based society: An evaluation of doctoral education in Finland. International Postgraduate Students Mirror 2006. Högskolverket report 2006: 29 R. Helsinki: Finnish Higher Education Evaluation Council.
- Doncaster, K., and Lester, S. (2002). Capability and its development: experiences from a work-based doctorate. Studies in Higher Education, 27 (1): 91-101.
- Elias, M. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention. Disability Quarterly, 27 (1): 53-64.
- Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26 (2): 247-273.
- Golde, C. M. (2000). ‖Should I stay or should I go?‖: student descriptions of the doctoral attrition process. Review of Higher Education, 23 (2): 199-227.
- Golde, C. M., and Walker G. E. (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline. San Francisco, CA: Jossey-Bass.
- Green, B., Maxwell, T. W., and Shanahan, P. (Eds.) (2001). Doctoral education and professional practice: the new generation? Armidale, NSW: Kardoorair Press.
- Green, H., and Powell, S. (2005). Doctoral study in contemporary higher education. Buckingham: Open University Press.
- Himanen, P. (2007). Suomalainen unelma: Innovaatioraportti. [The Finnish dream: a report of innovations]. Helsinki: Teknologiainfo Teknova.
- Johnson, H. (2001). The PhD Student as an Adult Learner: using reflective practice to find and speak in her own voice. Reflective Practice, 2 (1): 53-63.
- Kasperson, R. E. et al. (1998). The importance of the media and the social amplification of risk. In R. E. Lofstedt and L. Frewer (Eds.), The Earthscan Reader in Risk and Modern Society (149-180). London: Earthscan Publications.
- Kiley, M., and Mullins, G. (2005). Supervisions’ concepts of research: What are they? Scandinavian Journal of Educational Research, 49: 245-262.
- Knight, C. C. (2005). An educational process for developing student post-graduate mastery research. Theory and its application. International Journal of Teaching and Learning in Higher Education, 17: 69-74.
- Labov, W., and Waletzky, J. (1967). Narrative analysis. Oral versions of personal experience. In J. Helm (Ed.), Essays on the Verbal and Visual Arts (12-44). Washington, DC: American Etnological Society.
- Leonard, D. (2001). A woman‟s guide to doctoral studies. Buckingham: Open University Press.
- Maltfroy, J., and Yates, L. (2003). Knowledge in action: doctoral programmes forging new identities. Journal of Higher Education Policy and Management, 25 (2): 119-129.
- McWilliam, E., Lawson, A., Evans, T., and Taylor, P. G. (2005). Silly, soft and otherwise suspect: doctoral education as a risky business. Australian Journal of Education, 49 (2): 214-227.
- Murray, L., and Lawrence, B. (2008). The basis of critique of practitioner-based enquiry, in L. Murray & B. Lawrence (eds.) Practitioner-based enquiry: Principles for postgraduate research (18-41). London: Falmer Press.
- Määttä, K. (2002). Avioeron tuska ja helpotus [Pain and release of divorce]. Helsinki, Finland: Tammi.
- Määttä, K. (Ed.) (2009). Väitöskirjan lumo. Tohtoriksi valmistumisen vaiheet sekä sen ohjaus ja tuki [Obsessed with the Doctoral Thesis. What is the Supervision and Support the Doctorates tell to need in the Phases of Disseration process?]. Rovaniemi, Finland: Lapland University Press.
- Parry, S. (2007). Disciplines and doctorates. Dordrecht: Springer.
- Peura, A. (2008). Tohtoriksi tulemisen tarina [The story of dissertation process]. The research reports of the Department of Education 219. Helsinki, Finland: University of Helsinki.
- Philip-Jones, L. L. (1982). Mentors and proteges. New York: Arbor House.
- Philips, M., and Pugh, D. (2003). How to get a PhD. A handbook for students and their supervisors. Maidenhead: Open University Press.
- Pintrich P. R. (2003). A Motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95 (4): 667-696.
- Pintrich, P. R., and Garcia, T. (1994). Self-regulated learning in college students: knowledge, strategies, and motivation. In P. R. Pintrich, D. R. Brown, and C. E. Weinstein (Eds.), Student motivation, cognition, and learning (113-133). Hillside, N.J.: Lawrence Erlbaum Associates.
- Rae, I. D. (2002). False start for the PhD in Australia. Historical Records of Australian Science, 14: 129- 141.
- Rantala, T., and Määttä, K. (2010, manuscript accepted). Ten Thesis of the Joy of Learning at Primary Schools. Early Child Development and Care.
- Ryan R. M., and Deci E. L. (2000). Self-determination. Theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55 (1): 68-78.
- Tracy, K. (1997). Colloquium. Dilemmas of academic discourse. Advances in discourse processes 60. New Jersey: Ablex.
Abstract
Problem (amaç): Doktora tezlerinin sayısı geçtiğimiz birkaç yıl içinde büyük ölçüde arttı. Bu konu ile ilgili bir takım çalışmalar yapılmış olsa da, bir tez sürecinin bir doktora öğrencisinin bakış açısından kişisel deneyimleri bağlamında nasıl olduğu incelenmemiştir. Bir tez süreci önemli bir deneyim ve olaylar zinciridir. Bu araştırmanın temel sorusu; tez süreci doktora öğrencileri tarafından açıklandığı şekliyle nasıl görülmektedir?. Doktora öğrencilerinin kişisel çabaları düşünüldüğünde hangi adımlar bir doktora derecesiyle sonuçlanır? Doktora tezi yazarları bu süreç hakkında kişisel olarak ne düşünüyorlar?
Yöntem: Bu çalışma, tez süreci hakkında doktora öğrencileri tarafından yapılan açıklamaları veri olarak değerlendiren bir nitel araştırmadır. tez devam ederken (2005-2008 Yılları arasında) doktora öğrencileri ve onların doktora tezlerinin danışmanlığını yapan kişi arasında yazılmış yüzlerce e-postadan meydana gelmektedir.
Bulgular: Bu makale, doktora öğrencilerinin, tez sürecinde insan ilişkilerinin önemine gönderme yaparak, tez danışmanından, yakın arkadaşlarından ve aile üyelerinden alınan desteğin önemini ortaya çıkardı. Bu araştırmada, doktora, beş aşamadan oluşan bir süreç gibi görülüyor ve bu süreçlerin çoğu akademik yaşamda hala yer alıyor. Başlangıçta kararsızlık baskındır ancak motifler çok çeşitli de olabilir. Bu motiflerin bir çoğu, tez sürecinde korunacaktır. Sosyalleşme becerilerin durduğu bitirme aşaması boyunca, doktora öğrencileri ve danışman arasındaki yakınlığın doğal olarak özel ve önemli olmaktadır. Bir eşin anlayışı ve arkadaşların desteği sınanır. Kişinin kendi istek ve beklentilerindeki gerilme onu daha fazla kamçılayabilir. Birçoğu işlerini bir anca bitirmeyi ister. Belirsizliğin sıkıntısını yaşama, sorumluluğu ve dengeyi keşfetme, eleştiri ve olumlu dönütlere izin verme ve eleştiri için beklerken sabırlı olma benzer diğer deneyimlerdir.
Öneriler: Elde edilen sonuçların, müstakbel doktora öğrencileri ve danışmanlarına doktora tez süreçlerinde yardımcı olacağı ümit edilebilir..Çünkü, Bir doktora tezi akademik tezler içinde en yükseğidir.
Keywords
Doktora öğrencileri Doktora çalışmaları Doktora tez süreci Doktora öğrencilerinin danışmanlığı
References
- Atkins, M., and Brown, G. (1988). Effective teacher in higher education. New York: Routledge.
- Booth, W. C., Clombs, G. G., and Williams, J. M. (2003). A craft to research. Chicago: University of Chicago Press.
- Boud, D., and Lee, A. (Eds.) (2009). Changing practices of doctoral education. London and New York: Roudledge.
- Chambaz, J., Biaudet, P., and Collonge, S. (2006). Developing the doctorate. In Bologna Handbook, Berlin: Raabe Academic Publishers, C 4.4-2: 1–18.
- Costley, C., and Armsby, P. (2007). Research influences on a professional doctorate. Research in Post- Compulsory Education, 12 (3): 343 – 355.
- Costley, C., and Stephenson, J. (2009). Building doctorates around individual candidates´professional experience. In D. Boud and A. Lee (Eds.), Changing Practices of doctoral education (171-186). London and New York: Routledge.
- Cullen, D., Pearson, M., Saha, L. J., and Spear, R. H. (1994). Establishing effective Phd supervision. Canberra: Autralian Government Publishing Service.
- Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
- Csikszentmihalyi, M. (2000). Beyond boredom and anxiety: Experiencing flow in work and play. San Francisco: Jossey-Bass Publishers.
- Cryer, R. (2003). The research student‟s guide to success. Maidenhead: Open University Press.
- Delamont, S., Atkinson, P., and Parry, O. (2000). Supervising the PhD. A guide to success. London: Society for Research into Higher Education.
- Denzin, N. (1989). Interpretative Interactionism. Applied Social Research Methods Series, vol. 16. Newbury Park, CA: Sage.
- Dill, D., Mitra, S., Jensen, H., Lehtinen, E., Mäkelä, T., Parpala, A., Pohjola, H., Ritter, M., and Saari, S. (2006). PhD training and the knowledge based society: An evaluation of doctoral education in Finland. International Postgraduate Students Mirror 2006. Högskolverket report 2006: 29 R. Helsinki: Finnish Higher Education Evaluation Council.
- Doncaster, K., and Lester, S. (2002). Capability and its development: experiences from a work-based doctorate. Studies in Higher Education, 27 (1): 91-101.
- Elias, M. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention. Disability Quarterly, 27 (1): 53-64.
- Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26 (2): 247-273.
- Golde, C. M. (2000). ‖Should I stay or should I go?‖: student descriptions of the doctoral attrition process. Review of Higher Education, 23 (2): 199-227.
- Golde, C. M., and Walker G. E. (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline. San Francisco, CA: Jossey-Bass.
- Green, B., Maxwell, T. W., and Shanahan, P. (Eds.) (2001). Doctoral education and professional practice: the new generation? Armidale, NSW: Kardoorair Press.
- Green, H., and Powell, S. (2005). Doctoral study in contemporary higher education. Buckingham: Open University Press.
- Himanen, P. (2007). Suomalainen unelma: Innovaatioraportti. [The Finnish dream: a report of innovations]. Helsinki: Teknologiainfo Teknova.
- Johnson, H. (2001). The PhD Student as an Adult Learner: using reflective practice to find and speak in her own voice. Reflective Practice, 2 (1): 53-63.
- Kasperson, R. E. et al. (1998). The importance of the media and the social amplification of risk. In R. E. Lofstedt and L. Frewer (Eds.), The Earthscan Reader in Risk and Modern Society (149-180). London: Earthscan Publications.
- Kiley, M., and Mullins, G. (2005). Supervisions’ concepts of research: What are they? Scandinavian Journal of Educational Research, 49: 245-262.
- Knight, C. C. (2005). An educational process for developing student post-graduate mastery research. Theory and its application. International Journal of Teaching and Learning in Higher Education, 17: 69-74.
- Labov, W., and Waletzky, J. (1967). Narrative analysis. Oral versions of personal experience. In J. Helm (Ed.), Essays on the Verbal and Visual Arts (12-44). Washington, DC: American Etnological Society.
- Leonard, D. (2001). A woman‟s guide to doctoral studies. Buckingham: Open University Press.
- Maltfroy, J., and Yates, L. (2003). Knowledge in action: doctoral programmes forging new identities. Journal of Higher Education Policy and Management, 25 (2): 119-129.
- McWilliam, E., Lawson, A., Evans, T., and Taylor, P. G. (2005). Silly, soft and otherwise suspect: doctoral education as a risky business. Australian Journal of Education, 49 (2): 214-227.
- Murray, L., and Lawrence, B. (2008). The basis of critique of practitioner-based enquiry, in L. Murray & B. Lawrence (eds.) Practitioner-based enquiry: Principles for postgraduate research (18-41). London: Falmer Press.
- Määttä, K. (2002). Avioeron tuska ja helpotus [Pain and release of divorce]. Helsinki, Finland: Tammi.
- Määttä, K. (Ed.) (2009). Väitöskirjan lumo. Tohtoriksi valmistumisen vaiheet sekä sen ohjaus ja tuki [Obsessed with the Doctoral Thesis. What is the Supervision and Support the Doctorates tell to need in the Phases of Disseration process?]. Rovaniemi, Finland: Lapland University Press.
- Parry, S. (2007). Disciplines and doctorates. Dordrecht: Springer.
- Peura, A. (2008). Tohtoriksi tulemisen tarina [The story of dissertation process]. The research reports of the Department of Education 219. Helsinki, Finland: University of Helsinki.
- Philip-Jones, L. L. (1982). Mentors and proteges. New York: Arbor House.
- Philips, M., and Pugh, D. (2003). How to get a PhD. A handbook for students and their supervisors. Maidenhead: Open University Press.
- Pintrich P. R. (2003). A Motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95 (4): 667-696.
- Pintrich, P. R., and Garcia, T. (1994). Self-regulated learning in college students: knowledge, strategies, and motivation. In P. R. Pintrich, D. R. Brown, and C. E. Weinstein (Eds.), Student motivation, cognition, and learning (113-133). Hillside, N.J.: Lawrence Erlbaum Associates.
- Rae, I. D. (2002). False start for the PhD in Australia. Historical Records of Australian Science, 14: 129- 141.
- Rantala, T., and Määttä, K. (2010, manuscript accepted). Ten Thesis of the Joy of Learning at Primary Schools. Early Child Development and Care.
- Ryan R. M., and Deci E. L. (2000). Self-determination. Theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55 (1): 68-78.
- Tracy, K. (1997). Colloquium. Dilemmas of academic discourse. Advances in discourse processes 60. New Jersey: Ablex.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Educational Sciences and Sciences of Field Education |
| Authors | |
| Publication Date | January 15, 2011 |
| Published in Issue | Year 2011Volume: 2 Issue: 1 |
This journal uses a CC BY-NC-SA license.
[email protected] http://www.e-ijer.com Address: Ege University Faculty of Education İzmir/Türkiye