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Writing your doctoral dissertation or thesis faster : a proven map to success

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Writing your doctoral dissertation or thesis faster : a proven map to success

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• PART I. Designing Your Dissertation or Doctoral Thesi
• s1. Do You Understand What is Required in a Doctoral Dissertation or Thesis
• ?2. Do You Have an Idea for a Topi
• c3. Do You Have Some Idea How You Will Study Your Topic? Bridging Topic and Method
• s4. Do You Know How to Develop Your Research Design, and Methodology
• ?5. Do You Understand How to Fine Tune Your Methodological Choices? Moving From Basics to Getting Ready to WritePART II. Writing and Defending Your Proposa
• l6. Are You Ready to Write Your Methodology
• ?7. Are You Ready to Write Your Review of Literature
• ?8. Are You Ready to Write the Overview for Your Study
• ?9. Are You and Your Proposal Ready for Defense?PART III. Findings/Conclusions and Writing Your Final Dissertation or Thesi
• s10. Have You Finished Your Data Collection
• ?11. Are You Ready to Write Up Your Qualitative Data
• ?12. Are You Ready to Write Up Your Quantitative Data
• ?13. Are You Ready to Write Up Your Mixed Methods Data
• ?14. Are You Ready for Your Final Defense?
• (source: Nielsen Book Data)

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Writing Your Doctoral Dissertation or Thesis Faster: A Proven Map to Success 1st Edition

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• ISBN-10 1452274150
• ISBN-13 978-1452274157
• Edition 1st
• Publisher SAGE Publications, Inc
• Publication date November 7, 2013
• Language English
• Dimensions 7.38 x 0.67 x 9.13 inches
• Print length 296 pages
• See all details

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Editorial Reviews

About the author.

Dr. E. Alana James, received her Ed.D. in educational leadership from Teachers College in 2005.  Since then she has helped over 30 doctoral candidates in either educational leadership or business move through the process on to graduation.  Working primarily as supervisor for a number of online for profit universities, but also sometimes in the role of committee member, she identified the key places and challenges that created extra stress and, unfortunately, sometimes breakdown.  This book and her work developing DoctoralNet.com is in reaction to those difficulties and will, with adoption, increase graduation rates for those working towards a PhD or other type of doctoral degree.  You can follow DoctoralNet on twitter, facebook or Google +.

Dr James also specializes in action research and has used that transformative process throughout the development of the techniques and strategies outlined herein.  Information about her other books can be found on the website for Sage Publishing.

A believer in the doctoral process as a rite of passage that releases the greatest potential in life, she reinvented her own life to move half way around the world from where she began.  Living in Ireland with her partner, their two dogs and a cat she authors nonfiction work on health and wellness on her personal website at ealanajames.com where you can connect with her as a writer, a consultant or speaker. 

Tracesea Slater, M.A. is the Director of Strategy at DoctoralNet.com where she works with Dr. James to raise graduation rates by assisting doctoral students to finish their dissertations. Tracesea’s main areas of research interest are education, disadvantaged populations and youth development. Her research experience includes work as the Manager of Research and Evaluation at a nonprofit serving homeless youth in Denver, CO. She also has done research and program evaluation in the fields of education and health care at a social research company. Tracesea’s academic experience includes work as a sociology instructor at the University of Colorado and Colorado Technical University.

Product details

• Publisher ‏ : ‎ SAGE Publications, Inc; 1st edition (November 7, 2013)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 296 pages
• ISBN-10 ‏ : ‎ 1452274150
• ISBN-13 ‏ : ‎ 978-1452274157
• Item Weight ‏ : ‎ 1.23 pounds
• Dimensions ‏ : ‎ 7.38 x 0.67 x 9.13 inches
• #255 in Social Sciences Reference
• #881 in Education Research (Books)
• #1,034 in Social Sciences Research

About the authors

Tracesea slater.

Tracesea Slater is a jack of several trades and master of sociology. Her passion lies in working against oppressive systems and promoting social equity. She likes filling her time with research and evaluation, writing, teaching, yoga, meditation and art.

E. Alana James

E. Alana James, Ed.D. specializes in action research methods and is a doctoral mentor and independent academic working with several universities for either Education or Management programs. Her next publication from Sage will be A map for writing your dissertation: Proven methods for finishing faster (due out October, 2013). This work evolved out of her international work with doctoral students through www.doctoralnet.com. You can find her work with the doctoral community as DoctoralNet on twitter, facebook and Google +.

Students provided both the impetus and many of the stories used in her second book Action research for business, nonprofits, and public administration: A tool for complex times (Sage, 2011). Alana, always a leader in the use of Participatory Action Research methods across networks to aid the underprivileged has expanded her understanding through facilitating the Future(s) of Education Project which uses international teams in virtual environments to propose and study examples of new designs for education. Ancillary items for this book are available through the website maintained for that purpose on the site www.ar4everything.com.

She reinvented her life to move half way around the world from where she began and because of the wealth of learning during that transition she authors ideas on health and wellness on her personal site at www.ealanajames.com where you can connect with her as a writer, a consultant or speaker. Alana knows that we are never to old to create a new beginning and from that to transform. She now lives in Ireland with her partner, their two dogs and a cat.

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Writing Your Doctoral Dissertation or Thesis Faster A Proven Map to Success

• E. Alana James - Walden University, USA
• Tracesea H. Slater

“It is extremely readable and candid. As a faculty [member], I want students to know the ‘real deal’. The approach offered in this book provides one that is holistic realizing that our students are people with lives that influence the dissertation process. The Tracesea sections came at the right time when I was going to ask the very same question. Multiple voices of student and faculty add a wonderful dynamic. Love the use of PowerPoint slides, which would help me tremendously in my dissertation seminar.”  

 “I really like the detail, experiences, reflections by students, and layout.”

Emily Alana James

Dr. E. Alana James, received her Ed.D. in educational leadership from Teachers College in 2005.  Since then she has helped over 30 doctoral candidates in either educational leadership or business move through the process on to graduation.  Working primarily as supervisor for a number of online for profit universities, but also sometimes in the role of committee member, she identified the key places and challenges that created extra stress and, unfortunately, sometimes breakdown.  This book and her work developing DoctoralNet.com is in reaction to those difficulties and will, with adoption, increase graduation rates for those working towards a PhD or other type of doctoral degree.  You can follow DoctoralNet on twitter, facebook or Google +.

Dr James also specializes in action research and has used that transformative process throughout the development of the techniques and strategies outlined herein.  Information about her other books can be found on the website for Sage Publishing.

A believer in the doctoral process as a rite of passage that releases the greatest potential in life, she reinvented her own life to move half way around the world from where she began.  Living in Ireland with her partner, their two dogs and a cat she authors nonfiction work on health and wellness on her personal website at ealanajames.com where you can connect with her as a writer, a consultant or speaker. 

Tracesea Heather Slater

Tracesea Slater, M.A. is the Director of Strategy at DoctoralNet.com where she works with Dr. James to raise graduation rates by assisting doctoral students to finish their dissertations. Tracesea’s main areas of research interest are education, disadvantaged populations and youth development. Her research experience includes work as the Manager of Research and Evaluation at a nonprofit serving homeless youth in Denver, CO. She also has done research and program evaluation in the fields of education and health care at a social research company. Tracesea’s academic experience includes work as a sociology instructor at the University of Colorado and Colorado Technical University.

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Writing Your Doctoral Dissertation or Thesis Faster A Proven Map to Success

• E. Alana James - Walden University, USA
• Tracesea H. Slater
• Description

“It is extremely readable and candid. As a faculty [member], I want students to know the ‘real deal’. The approach offered in this book provides one that is holistic realizing that our students are people with lives that influence the dissertation process. The Tracesea sections came at the right time when I was going to ask the very same question. Multiple voices of student and faculty add a wonderful dynamic. Love the use of PowerPoint slides, which would help me tremendously in my dissertation seminar.”  

 “I really like the detail, experiences, reflections by students, and layout.”

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Overview of "Writing your dissertation or thesis faster"

If you are a university professor or Dean and would like a copy of the full text to review for adoption, please let me know.

Related Papers

E. Alana James, EdD

http://www.sagepub.com/vip/james/ Writing Your Doctoral Dissertation or Thesis Faster: A Proven Map to Success E.Alana James Tracesea H. Slater Publishing November 2013 Praise for this book: "It is extremely readable and candid. As a faculty [member], I want students to know the 'real deal'. The approach offered in this book provides one that is holistic realizing that our students are people with lives that influence the dissertation process. The Tracesea sections came at the right time when I was going to ask the very same question. Multiple voices of student and faculty add a wonderful dynamic. Love the use of PowerPoint slides, which would help me tremendously in my dissertation seminar." -Gretchen McAllister, Northern Arizona University "...The organization is well done. It would allow a student to go through the process with their hand being held...in a sense." -Wesley T. Church II, University of Alabama "I really like the detail, experiences, ...

Lilia Mantai

Doctoral experience and researcher development in different PhD workspaces Lilia Mantai Macquarie University Robyn Dowling Macquarie University Abstract In the rich vein of emerging research on doctoral learning and researcher development, an understanding of space is comparatively absent. Yet both learning and development occur in and through space: the materiality of spaces such as the lab as well as the imaginings and social aspects of spaces have affordances that facilitate the PhD. Our purpose in this paper is to explore the form and function of these spaces, based on a qualitative study of PhD experiences, specifically narratives of 30 PhD students at two Australian metropolitan universities, and focus groups with 34 students. Students are actively making use of diverse workspaces to improve their progress and study experience. In this context we identify four spaces important to doctoral learning and researcher development: university campus, laboratory/office, home, and virtual/online spaces. More importantly, we illustrate the doctoral practices and researcher identities that occur within, and are constituted through, each of these spaces. These include making connections with various others to prevent social isolation, researcher professionalisation, space of respite. This research suggests the need to reconceptualise PhD work within the dynamic and fluid landscape created by the various workspaces across which doctoral practices are distributed. Keywords: doctoral practice; PhD students; workspace; researcher development; PhD experience

The traditional purpose of a PhD degree is the preparation and development of researchers. Surprisingly, researcher development is mainly discussed in regards to post-PhD and early academics and researchers (McAlpine, Jazvac-Martek, & Hopwood, 2009; Sinclair, Barnacle, & Cuthbert, 2013). Little empirical research has outlined how early PhD candidates develop and experience themselves as researchers throughout their PhD process. This research adds value by exploring how PhD students experience, develop and change their professional researcher identity over a one-year period. Using a framework that casts researcher identity development as a continuous and incremental process (Åkerlind, 2008; Jazvac-Martek, 2009), this study is based on open interviews with 30 PhD candidates from two Australian metropolitan universities in the first two years of their study and follow-up interviews with 15 of these students after a year. Students’ stories reveal, while the early stage of the PhD journey is often characterised by playful exploration of ideas, excitement, enthusiasm and socialising, a year later the PhD experience changes significantly as students’ focus shifts towards completion, resilience, strategic networking and ‘getting real’. These narratives mark or drive students’ professional development as early researchers. This study implies the kinds of support structures that could be employed to promote and encourage a positive PhD experience and strengthen researcher development. Keywords: researcher development, PhD experience, doctoral practices, doctoral education References: Åkerlind, G. S. (2008). Growing and developing as a university researcher. Higher Education, 55(2), 241–254. Jazvac-Martek, M. (2009). Oscillating role identities: the academic experiences of education doctoral students. Innovations in Education and Teaching International, 46(3), 253–264. http://doi.org/10.1080/14703290903068862 McAlpine, L., Jazvac-Martek, M., & Hopwood, N. (2009). Doctoral student experience in education: activities and difficulties influencing identity development. International Journal for Researcher Development, 1(1), 97–109. Sinclair, J., Barnacle, R., & Cuthbert, D. (2013). How the doctorate contributes to the formation of active researchers: what the research tells us. Studies in Higher Education, 39(10), 1972–1986. http://doi.org/10.1080/03075079.2013.806460

Andrea Hegedűsné Briák

Publication in refereed journals is an important responsibility of PhD-prepared nurses. Specialized writing skills are crucial for effective professional publication. The capacity to develop and publish articles is best learned during doctoral education. This Western Journal of Nursing Research Editorial Board Special Article addresses multi-dimensional strategies to develop authorship competence among doctoral students. The article outlines structured PhD program experiences to provide the context for students to develop authorship capacity. The authors identify multi-faceted faculty endeavors and student activities that are essential to foster authorship competence. Students who embrace opportunities to acquire authorship qualifications will be well prepared for their post-graduation role as stewards of the nursing discipline.

Ysanne Chapman

Internationally universities are increasingly challenged by government and industry to boost their research profile. Undertaking successful research studies is a means of generating income while enhancing the credibility of both institutions and individual academic staff. Research training therefore is an important strategy to support this endeavour. Traditionally, the process of research training culminates in the completion of a doctoral

Thomas Mical

The genealogies of doctoral education in architecture can be traced to earlier distinct academic disciplines, but in the last decade design-based dissertations have changed the discourse and valuation of qualities. This newer strand, extending from integrative /collaborative studio-based learning, aligns more closely with professional doctorates in other fields. From the sole researcher model of Harvard’s doctor of Architecture, to the group-thesis model of the Berlage Institute Rotterdam, to the current reflective practitioner model of RMIT, doctoral architecture education has been customized for crossing between academic design education and into other industries or audiences. The epistemological challenge is to produce exemplary design intelligence and a substantial body of professional knowledge, customized for individual skills and outcomes, in an increasingly decentralized and mobile profession (an Engaged PhD in Architectural Intelligences). As such, the under- examined assumption of customization in architectural design-based doctoral education is here redesigned under the promise of the Mass Customization movement of industrial production, articulated as a promise for mobility and innovation within the educational-industrial complex. From the generated insights into agility and uniqueness as the doctoral values, a new model of decentralized mastery is offered. It will then be argued that this new flexible model aligns theoretically with the Deleuzian notion of Nomad Science, and the alternative forms of knowing implicated in these itinerate models. From Mass Customization and Nomad Science, this paper concludes with a proposal to imagine a radical type of customized and distributed emergent knowledge network, as already exists in some industries, and as seen in the multi-sited doctorates now appearing in some disciplines.

The quality of the PhD experience is of intense interest to researchers and universities alike, and both identify the role of support networks as crucial to PhD experience and PhD completion. Our aim in this paper is to explore the types of interdependencies that PhD candidates identify as important in a successful PhD journey. To do so we use an under utilised yet rich data source: PhD thesis acknowledgements. The paper employs a sample of 79 PhD acknowledgements drawn from diverse disciplines within Australian universities. We illustrate the forms of social support provided, who and what is acknowledged as providing support, and the intersections between the forms and providers of support. Key findings of the paper are that three types of support are evident – academic, technical, and emotional – and that supervisors, families, friends and colleagues are acknowledged for providing all three forms of support. The study confirms the critical place of candidates’ networks in the PhD journey, broadens the view of what constitutes support and identifies the range of individuals involved in the process. Further, it identifies potential in acknowledgements as a source of evidence of social support.

My research aims to investigate the role of social support in Australian doctoral journeys. PhD candidates report isolation and loneliness in doctoral education despite opportunities to interact with peers. Evidence suggests that doctoral candidates make use of different forms of social support on their doctoral journey, which extends beyond the immediate higher degree research environment. Further, doctoral candidates increasingly use technology as facilitators of social support. Firstly, my paper introduces a new model of social support in the PhD journey. Secondly, I present a review of Australian universities’ higher degree research department websites that shows how different universities address doctoral student support needs. This systematic online review answers questions, such as: how are HDR candidates addressed and portrayed, what support services are linked from the website, what types of support and training does the HDR department offer to its candidates, whether any services are provided for students by students, and how academic community is expressed via the websites. Thirdly, I discuss PhD candidates’ perspectives on the types of social support available at their university and the types of social support that they use and value as discussed in focus groups with PhD candidates. The website review and the focus group findings are compared and discussed against the presented model of social support resulting in implications for further research.

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Managing the Dissertation Writing Process

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• Revision Memo:  https://z.umn.edu/revisionmemo
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• "How to Read like a Writer" (PDF) by Mike Bunn (in  Writing spaces : readings on writing Vol 2 )

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• Restarting stalled research by Paul C. Rosenblatt ISBN: 9781483393551 Publication Date: 2016 Written for researchers and graduate students writing dissertations, this unique book offers detailed advice and perspective on many issues that can stall a research project and reveals what can be done to successfully resume it. Using a direct yet conversational style, author Paul C. Rosenblatt draws on his decades of experience to cover many diverse topics. The text guides readers through challenges such as clarifying the end goal of a project; resolving common and not-so-common writing problems; dealing with rejection and revision decisions; handling difficulties involving dissertation advisers and committee members; coping with issues of researcher motivation or self-esteem; and much more.

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