What Works for Doctoral Students in Completing Their Thesis?

Autor/in	Lindsay, Siân
Titel	What Works for Doctoral Students in Completing Their Thesis?
Quelle	In: Teaching in Higher Education, 20 (2015) 2, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.974025
Schlagwörter	Theses; Doctoral Degrees; Doctoral Dissertations; Writing Assignments; Performance Factors; Supervisory Methods; Supervisor Supervisee Relationship; Process Approach (Writing); Qualitative Research; Case Studies; Semi Structured Interviews; Institutional Characteristics; Environmental Influences; Individual Characteristics; Research Projects; Research Reports; Student Research; Educational Practices; Foreign Countries; Graduate Students; United Kingdom (London) + Suchen Sie Ihr Suchwort? These; Doctoral degree; Doktorgrad; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Leistungsindikator; Prozessorientiertes Schreiben; Qualitative Forschung; Case study; Fallstudie; Case Study; Environmental influence; Umwelteinfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Forschungsvorhaben; Research report; Forschungsbericht; Studentenforschung; Bildungspraxis; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through interviews. The study's aim was to highlight factors identified by participants as helpful or hindering thesis writing. The analysis revealed "helpful" factors were related to students' intrinsic behaviours and supervisory support, particularly support that adopted a "project-management" style. Additionally, a subgroup of participants discussed the merits of a continuous-writing approach which is further explored in this paper with reference to the notion of "writing to develop knowledge"; this is recommended for timely Ph.D. completion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10