Proposal Title
Avoiding the Dissertation Syndrome: Triumphs Versus Tragedy
Abstract
The roles and responsibilities that emerge from the experiences of the dissertation process require a marriage of purpose, patience and persistence.
The reflective experiences from the living and lived experiences that can be problemtized may offer context for the doctoral adviser, the doctoral advisee and the emergent doctoral completer. The findings presented for this proposal are rooted in the reflective voices of the moderating variable (dissertation adviser), current doctoral candidates, and a completer of the journey in the past decade. Additionally, the proposal seeks to capture the relationship with scholarship and the development of mutually respected research agendas.
Keywords
Doctoral student, Dissertation, All but dissertation, Mentor, Mentee
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Moffett, Noran L.; Johnson-Arnold, Letitia P.; Lyon, Melissa L.; and Frizzell, Melanie, "Avoiding the Dissertation Syndrome: Triumphs Versus Tragedy" (2018). Georgia Educational Research Association Conference. 39.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/39
Avoiding the Dissertation Syndrome: Triumphs Versus Tragedy
The roles and responsibilities that emerge from the experiences of the dissertation process require a marriage of purpose, patience and persistence.
The reflective experiences from the living and lived experiences that can be problemtized may offer context for the doctoral adviser, the doctoral advisee and the emergent doctoral completer. The findings presented for this proposal are rooted in the reflective voices of the moderating variable (dissertation adviser), current doctoral candidates, and a completer of the journey in the past decade. Additionally, the proposal seeks to capture the relationship with scholarship and the development of mutually respected research agendas.
