An Exploratory Study on the PhD Dissertation: PhD Students’ Opinions on their Research Development Process

Year 2019, , 1 - 10, 17.06.2019

Nihan Sölpük Turhan Engin Karadağ

https://doi.org/10.33200/ijcer.543437

Cited By: 2

Abstract

The aim of this research is to compare the approaches within the context of the PhD students’ dissertation process. Moreover, in this research it is aimed to identify how PhD students evaluate their own dissertation process. In addition, this research analyses the differences between the students’ study attitudes “in the PhD dissertation process in the field of educational sciences. This research adapts a qualitative research methodology and a case study design. Participants of the research were selected by purposeful sampling method with regard to the topic of interest. The majority of the participants, the PhD students, worked as research assistants at the same university. The data obtained from the PhD students were analyzed by using descriptive analysis method. Findings showed that the PhD students have different opinions about the development and design of the dissertation process. The PhD students stated feeling of inadequacy in the following issues: designing the research in accordance with theoretical method steps, the use of technology, the implementation of statistical methods, the cooperation between schools and universities, time management, and foreign language use in academic context.

Keywords

PhD students, research approach

References

• Archer, M. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.
• Barnett, R. (1992). Improving higher education. Buckingham SRHE: Open University Press.
• Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry- based teaching and learning in higher education. Higher Education Research and Development, 22(1), 3-18.
• Cakmak, E., Isci, S., Uslu, F., Oztekin, O., Danisman, S., & Karadag, E. (2015). Overview of the dissertation process within the framework of flow theory: A qualitative study. Educational Sciences-Theory & Practice, 15(3), 607-620.
• Clandinin, J., & Connelly, M. (1990). Narrative, experience and the study of curriculum. Cambridge Journal of Education, 20(2), 241–253.
• Cooke, N. L. Test, D. W., Heward, W. L., Spooner, F., & Courson, F. H. (1993). Teachers’ opinions of research and ınstructional analysis in the classroom. Teacher Education and Special Education, 16(4), 319-329.
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.).USA: SAGE Publications.
• Entwistle, N. J., & Walker, P. (2002). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education (pp. 15-40). Dordrecht: Kluwer.
• Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson.
• Green, K., & Kvidhal, R. (1990). Research methods courses and post-bachelor's education: Effects on teachers' use and opinions. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
• Hall, L., & Burns, L. (2009). Identity development and mentoring in PhD education. Harvard Educational Review, 79(1), 49–70.
• Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes. Studies in Higher Education, 30(5), 535–555.
• Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield.
• McGrail, M. R., Richard, C. M., & Jones, R. (2006). Publish or perish: A systematic review of interventions to increase academic publication rates. Higher Education Research & Development, 25(1), 19-35.
• McMillan, J. H., & Schumacher, S. (2006). Research in Education. A Conceptual Introduction (6th ed.). New York: Longman.
• Meyer, J. H. F., Shanahan, M. P., & Laugksch, R.C. (2005). Students’ conceptions of research I: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 225-244.
• Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass Publishers.
• Newman, K. A. (1994). Researching Teachers in Residence: Bringing More Minority Teachers and Preservice Teachers into the Research Arena.
• Royalty, G. M., Gelso, C. J., Mallinckrodt, B., & Garrett, K. D. (1986). The environment and the student in counseling psychology: Does the research training environment influence graduate students' attitudes toward research? The Counseling Psychologist, 14(1), 9-30, 23, 273–295.
• Rudd, E. (1985). A new look at postgraduate failure. Berkshire: Nfer Nelson.
• Sanders, L. (2001). Reducing.Students Anxiety in Research Methods. Focus on Teacher Education, 1(3), 3-9.
• Solpuk, N. (2016). Conceptualization of research and doctoral dissertation process: a comparative study with doctoral students and advisors (Doctoral dissertation). Eskişehir Osmangazi University, Institute of Educational Sciences, Turkey.
• Sweitzer, V. (2009). Towards a theory of doctoral student professional identity development: A developmental networks approach. The Journal of Higher Education, 80(1), 2–30.
• Trimarco, K. A. (1997). The Effects of a Graduate Learning Experience on Anxiety, Achievement, and Expectations in Research and Statistics.
• Vosniadou, S., & Kollias, V. (2003). Using collaborative, computer-supported, model building to promote conceptual change in science. Powerful learning environments: Unravelling basic components and dimensions, 181-196.
• Yin, R. K. (2011). Applications of case study research. California: Sage Publication