Most students find writing the dissertation to be the most daunting aspect of graduate school. When it comes to the dissertation, they feel overwhelmed and ill equipped, they doubt their abilities, and many give up before finishing. So challenging is the dissertation, that some have estimated that as many as 50% of graduate students are ABD (“all but dissertation”), which means students leave graduate school having met all requirements except the dissertation.
But it does not have to be this way!
Based on my many years of experience or working with doctoral students, I have discovered that there are some very common pitfalls and misconceptions about the dissertation that cut across nearly all graduate students and block their dissertation progress. The good news is that these problems are all fixable! Due to space limitations, in the rest of this blog, I briefly highlight 3 problems students frequently encounter and provide tips on overcoming them. For more detailed information on these and other common problems and tips, or for individualized assistance, contact me (email@example.com).
Problem 1: “I’m too busy to write.”
Graduate students are notoriously busy! In addition to working on their dissertations, students in the PhD clinical psychology program where I teach also have to juggle taking classes, studying, teaching classes, seeing clients, conducting other research, writing journal articles, preparing conference presentations, and their personal interests and responsibilities. It’s a tall order; who has time to write! Actually there is more time than you might think. Graduate students (like everyone else) waste a lot of time that could be spent writing. Some time wasters are obvious such as time spent on facebook or checking email. But some time wasters are not as obvious.
- Examples given by graduate students I talked to are time spent organizing articles, organizing one’s workspace, and preparing to write. Getting organized is important, but spending too much time on it leaves very little, if any, time for actual writing. A solution is to first create a daily grid and keep track of how you spend your time so that you become aware of what your time wasters are and how much time you waste.
- Next, get rid of the obvious time wasters such as email and facebook by making their use contingent upon meeting your writing goals. Get rid of the subtle time wasters by scheduling organization time into your calendar as separate from your scheduled writing time. This ensures you devote adequate time to organizing, but when it’s time to write, organizing ends. If you lapse into your favorite time wasters when you are supposed to be writing, stop yourself! Remember that you have other places in your schedule for those activities so carefully guard your writing time and only do writing during writing time.
Problem 2: Many graduate students mistakenly believe that they cannot begin writing until they are able to have an extended period (say 2 hours) of uninterrupted time to devote to writing.
Since they rarely have such large blocks of time in their schedules, the result is that weeks (and months) go by and students never begin writing, believing that they did not have enough time. Research shows that those who write in shorter spurts of time are more productive than those who write in binges and they tend to find writing more enjoyable. The solution is to change your thinking and start writing in 30-minute blocks of time. Why 30 minutes?
- Because most people can find 30-minute blocks in their schedules. Decide in advance which specific section of your project you will work on so that when the time for writing comes, you can get started right away (rather than spending your 30-minute writing time getting organized). Write as much as you can and when the time is up, stop writing. If you write for 30 minutes every day, by the end of a week, you will have spent 3 hours writing! If you wait for a 3-hour block of time to appear in your schedule, by the end of a week, you will have spent 0 hours writing!
Problem 3: Mismanagement of negative emotions. Working on the dissertation is often associated with negative thoughts (e.g., “I am incompetent,” “they made a mistake admitting me into this program”) and negative emotions (e.g., fear, anxiety).
These thoughts and feelings, if not managed properly, feed on one another and result in behaviors that are self-sabotaging. Take procrastination as an example. I had a student with lots of negative thoughts and emotions associated with his dissertation that would overwhelm him every time he tried to work on it, so rather than work on his dissertation he would over commit to other activities (e.g., teaching, taking on more clients, household chores). These activities allowed him to avoid his fears and insecurities while still feeling like he was busy doing important work that had to get done. While procrastination provides temporary relief from unwanted thoughts and feelings, the problem is these avoidance tactics prevent students from making progress on their dissertations, and that lack of progress fuels even more negative thoughts and feelings which lead to more procrastination; a vicious cycle. A solution is to recognize how your behaviors, especially those that interfere with your dissertation, are influenced by your thoughts and feelings. Applying principles of cognitive and cognitive-behavioral theory are helpful in this regard.
These are just 3 of the most common pitfalls graduate students experience while trying to complete their dissertations. There are others that are common and some that are unique to particular situations. Regardless of the problem you are having, the solution is to get active in figuring out the problem and what to do about it. If you have tried to do that and it is not working, there are other options such as seeking the assistance of a dissertation coach. Dissertation coaches can be particularly helpful if you have spent an inordinate amount of time spinning your wheels on your dissertation rather than making real progress, if your dissertation chairperson is not providing the guidance and support you need, or if you are at the beginning of your dissertation and you want someone to help you get set up for the road ahead. A dissertation coach can help you devise strategies and step-by-step plans to keep you making steady progress.
Editor’s note:This post was written by Tamara L. Brown, Ph.D.; Associate Professor of Psychology; University of Kentucky. It originally appeared on the Multicultural Mentoring blog by theSociety of Clinical Psychology’s Section on the Clinical Psychology of Ethnic Minorities. (APA Division 12, Section 6). It is reposted here with generous permission. Over time, you will see all eight original posts on gradPSYCH Blog.
About Heather Dade
Heather Dade is the Senior Manager of Convention, Communications and Governance for the American Psychological Association of Graduate Students and the Managing Editor of gradPSYCH Blog.
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The experiences I share in this post will be an eye-opener for many readers. Anyone who has been a university professor for more than a few years, on the other hand, probably won’t be too surprised. In fact, I’ll bet some experienced academics will remember having witnessed similar shenanigans from time to time during their own careers.
My main goal here, as it has been in my last few posts, is to bring to light certain realities of higher education, which might in some way help the reader become a better-informed consumer. My secondary goal is admittedly personal, and a bit cathartic. Some of the events I recount here still trouble me. The events all took place within the same academic department, within a very highly regarded university, somewhere in North America. These events make certain individuals look bad, so I will be vague about details that could easily trace a route to identifying the university, department, or any of the involved persons. I have no doubt that similar events occur from time to time at most universities, so this is not really intended as a commentary about a particular institution or group of people. All I will say is that the university in the story is not Concordia University (my employer), but that is not to say that similar events could never happen at Concordia.
The good and the bad
Over the past 20 years, I have attended dozens of Ph.D. defenses, either as a member of the doctoral candidate’s examination committee, or as a member of the audience. I have seen a great range of quality, which is not surprising. Of course, some people are really great and truly impressive, whereas others are not quite as good, but still deserving of the doctoral degree. These two categories of deserving individuals make up a vast majority of doctoral candidates.
It may seem incredible, but the truth is, if you want a Ph.D. from an accredited university, you might not have to earn it the ‘old-fashioned’ way… you know, the way people used to earn doctorate degrees from any respectable university — by doing original research, making a contribution to knowledge, and demonstrating that one is somewhat expert, or at least highly knowledgeable, within some particular domain. Today, that hard work and established competence is no longer absolutely necessary in all circumstances. Of course, most Ph.D.s are still obtained in the traditional and honorable way. But, if you automatically assume that someone with a Ph.D. from a high-profile university must have earned it on the basis of merit, you are mistaken. A person can get a Ph.D. from even the most highly regarded universities despite being only mediocre, even if they are utterly incompetent and worse than mediocre. It does not happen often, but it does happen.
Fast-track to a Ph.D.
Believe it or not, some people have actually managed to obtain a Ph.D. simply by annoying or aggravating their graduate supervisors so much that the latter wants to get rid of the student as quickly as possible. Luckily, it’s difficult to kick someone out of graduate school just because that person has some disagreeable aspects to the their character or behavior. Understandably, some faculty members will take a prudent approach to such an uncomfortable situation and do what they can to facilitate the student’s completion of the Ph.D. program.
In most Ph.D. programs, the final critical step toward completion occurs when the student’s examination committee approves the quality and quantity of the candidate’s research, and the quality of the written dissertation. If it all passes muster, the candidate will get the doctoral degree.
Most of the time, when a faculty member wants to hasten the graduation of one of his or her Ph.D. students, this is at least partly accomplished by accepting some minor compromises in terms of the standard expectations. For example, maybe that one last experiment or chapter that was planned is not really needed for an acceptable dissertation. I don’t think it’s a problem, in most cases, when a doctoral student’s supervisor orchestrates these types of omissions, as long as there is input from the other faculty members on the student’s Ph.D. committee. It might not seem fair to all the other doctoral students who will be held up to the normal standard expectations, but what usually happens is that the unfairness or inequity, if we want to call it that, is somewhat corrected when the person becomes an ex-student and finally joins the workforce. By that, I mean that most employers who have to hire people with Ph.D.s look far beyond whether or not a job applicant has the academic credentials. They know that just because someone has the necessary degree for the job that does not mean the person can do the job. When applying for jobs in one’s field, recent recipients of a doctorate will still have to furnish references and letters of recommendations, a CV, and there may be interviews. As part of the vetting process, the mediocre and the posers are quickly discovered and eliminated from consideration.
And, now… the ugly
Now it’s time to tell the story about the events that compelled me to write on the present topic. They took place at a university that turns out a large number of excellent scholars, researchers, and professionals, each year. But, I know that they also recently awarded a Ph.D. to someone did not deserve one. I know this because I was an external member of that person’s examination committee, and I was, therefore, a first-hand witness to several demonstrations of ineptness. (‘external’ denotes from a different university)
In preparation for the oral defense, I read this person’s doctoral dissertation. It was very short, which was the only good thing about it. It was also terrible in many ways. The literature review was cursory and shallow. The chapters that described the candidates’ experiments were poorly organized, and the whole thing fit together like a 100-piece jigsaw puzzle that’s missing 80 pieces. The conclusions the candidate drew from the meager empirical results were not consistent with the existing literature, and they weren’t even very consistent with the student’s own data. I could go on and on about how bad this Ph.D. dissertation was, but let’s just say that when I arrived for the oral defense, the first thing I did was approach the student’s Ph.D. supervisor and asked, “What’s going on?” He knew immediately what I was talking about.
It took him only about a minute to explain, quietly but loud enough for the other committee members to hear, that he had no respect for the student, that the student was a liar, the student refused to follow any of the supervisor’s advice, and the student really didn’t know what he/she was talking about most of the time when it came to his/her research topic. Early on, the supervisor had tried to work closely with the student, but they had some sort of falling-out. He succinctly explained that he just want to get rid of this student.
I looked at the other faculty members from the student’s department who were on the committee, looking for any sign that they were concerned about the quality of the student’s work, like I was. Both of them are people I have known and respected for many years, and who have been at this business of training graduate students for longer than me. They both looked down, slightly slouching in a posture that resembled one of guilt or shame. Their subtle body language signaled to me that they knew what I was talking about, but they were not going to make it a big issue, and they seemed to be hoping that I would not do so, either. Maybe I was reading a lot into their subdued responses, but this was how I read them. There were also two other faculty members from the candidate’s university who were from different departments. They were a bit fidgety, but otherwise they just gazed around the room, generally avoiding eye contact with other people on the committee. After a few minutes, the Chair of the committee began the proceedings.
The candidate’s oral presentation of his/her work was awful, as confused and confusing as the dissertation. Could not answer any of the moderately challenging questions asked by the committee, and often responded as though he/she didn’t understand the question. When the candidate’s supervisor asked questions, he spoke tersely and used language that clearly displayed his overall dissatisfaction with the student, the student’s judgment, the research, and the dissertation. When all the painful public discourse was finally over, the candidate left the room so the committee could convene in private to discuss the dissertation and oral defense. The major task for the committee, at this point, is to come to some decision regarding whether it was all passable; that is to say, basically deciding whether the candidate should get the Ph.D., or not.
Remarkably, all the committee members from the candidate’s university basically said something like, “It was not good, but it was good enough.” But, I suspected that none of them really believed it; I sure didn’t. I expressed my misgivings, but I decided to leave it to the committee members from he candidate’s university to decide what judgment should be rendered. Remember, I was the external examiner. So, I was feeling somewhat like a guest, and it didn’t feel my place to be calling out these respected peers of mine for what I perceived was an unfolding lapse of integrity. I was not going to cause any fuss that would make it even harder for them to live with the decision.
I headed off homeward, feeling bad about the way things turned out. I kept thinking about the injustice of it all, considering that several other students in the same department will also get a Ph.D. this year, but they all will have earned it. I was upset with the faculty member who had been this student’s graduate supervisor. I felt he took an easy way out of an important commitment. I thought that he should have done what most faculty members would do and just put up with the annoying student until he or she completed the program in an acceptable manner. I believe he put the others members of the committee up to the idea of just passing this student through. I think the other committee members went along with a bit of reluctance, but they did go along, so I was disappointed that they were such an easy sell. But, most of all, I felt guilty for going along with it, too. After a few hours of ruminating, I decided to put it behind me, and promised myself that I would never again agree to be a committee member for a doctoral student being supervised by this particular faculty member.
A few months later…
It didn’t take long before I was again asked if I would be an external committee for one of this faculty member’s doctoral students. The administrative staff member who contacted me is so nice and pleasant, that I didn’t think to reply, “No thanks,” to the request. When a copy of the student’s dissertation arrived in my mailbox a few days later, I remembered my previous vow never to do this again, but it was too late. Fortunately, this one turned out to be a very good Ph.D. dissertation! Well written and scholarly. The research behind it was ample, and it was solid work. I could tell right away that this person was not an imposter like the last one. In fact, he seemed like a really good researcher and a good analytical and critical thinker.
The day of the oral defense arrived and the whole process went the way things are expected to go — he gave an excellent presentation and handled all the questions very well. It felt good to know that this guy was getting a Ph.D., because he deserved it. And his impressive performance served up a little bit of redemption for the faculty member who supervised his graduate work. Not much, but still a bit, at least in my opinion.
Real Ph.D. versus Sham Ph.D.
Although it was a relief that the second Ph.D. in this story was all very good, it did not correct any of the inappropriateness about the first one. The only thing it changed for me was that I now had some reassurance that this faculty member/graduate supervisor could properly supervise and mentor a doctoral student. It could be argued, on the other hand, that this student made his supervisor look good.
One general message to be taken from this story is that many aspects of higher education are not as standardized as one might expect. I think most people who do not know the two new Ph.D.s in this story personally would view them both with the same high regard, just from knowing that each of them recently earned a Ph.D. from the same prestigious university, and in the same field of study. Without knowing anything more about them than the academic credentials they possess, it would be natural to assume that both of them have exceptional abilities and aptitudes, skills and knowledge, and that they are both now qualified for certain occupations that require a Ph.D. But, these things are really only true about one of them, and none of them seem to be true about the other.
You can’t tell who has a sham Ph.D. until you talk to that person a bit, and even then, anyone who is not an expert in the same field of study will be unlikely to detect the fakery. Someone who has a sham Ph.D. might impress friends, relatives, and neighbors by virtue of having been awarded something as distinguished as a doctoral degree. Importantly, however, it all gets evened out in the job market and over the years as a career develops, … or fails to develop. A sham Ph.D. might come easy, but it doesn’t take anyone far.