dissertation writing courses

dissertation writing courses

The Importance of Dissertation Writing Courses

1. Introduction

It is a known fact that PhD completion rates can be increased with more knowledge and development of dissertation planning and writing. This can be accomplished through structured courses that can be taken during or after the coursework years. However, the availability of such courses is still unknown or scarce. This paper will explain the importance of implementing more structured dissertation writing courses as a means to ensure more PhD success rates.

Although this number is quite staggering, the concept and purpose of what constitutes a dissertation is still generally unknown in comparison to the more familiar coursework. In fact, making the transition to ABD status is generally a result of a lack of training or understanding of what to do once the coursework is finished (Bowen & Rudenstine, 1992). The majority assume that a dissertation can be completed alone, an erroneous assumption that is often the cause of failure (Kuther & Wallace, 1999). But what can be done to assure more of a successful rate in obtaining the PhD?

A current trend in education is that increasingly more students are obtaining their PhD degree through non-traditional doctoral programs. According to estimates provided by the Council of Graduate Schools, the number of students taking on their PhDs has increased to 30% since 1987. These estimates imply that approximately 56,000 new PhDs are produced every year. However, the completion rate is less than 50%, with approximately 60% of new students withdrawing at ABD (All But Dissertation) status.

2. Benefits of Dissertation Writing Courses

There are many benefits to taking a dissertation writing course. The course will allow baseline assessment of your dissertation and allow you the chance to think about how to improve your paper. Dissertation writing courses help you to learn how to narrow down a broad topic into a researchable one. Through learning how to assess and critique work – namely your own, you can learn the skills of self-evaluation which are critical to good writing. Good research and writing skills, especially dissertation-writing skills, are important in employability. This course is an important step in developing those skills further. Dissertation writing is a complex task that is filled with many challenges. From managing your time, to staying focused and maintaining quality, to developing critical research and writing skills – there are numerous obstacles and stepping stones. Many doctoral students seek help from writing coaches and tutors to help them hone their writing skills and improve the quality of their papers. By spending time learning the processes and strategies of dissertation writing, a student can discover that there are more efficient and effective ways to accomplish the many tasks involved. By learning these methods prior to or early in the writing process, they can save themselves a lot of time and frustration down the road. This sort of prevention can be the best tool for self-managing and avoiding the common issues that PhDs often face.

3. Course Structure and Curriculum

The scholar’s hunger for an ordered learning environment will also be gratified for this course is structured in a methodological and systematic format. The syllabus begins with the background and fundamentals of research and moves on to more advanced topics right up to the actual writing of the dissertation. Along this pathway, there will be a number of formative exercises and tasks for the students to work on. In all, there are 16 topics to be covered in 13 weeks. Each topic is taught by a 2-hour lecture. In the first hour, the topic is explained in a didactic manner and the second hour will consist of a practical session in computer labs. The probation is closed with a 2-hour consultation on the student’s proposal of his dissertation. This structured approach is echoed by a past student, “the best part of the RM course is that it took the students through each stage from inception to completion of a project.”

4. Success Stories and Testimonials

Our experience with the thesis and dissertation writing process over the past 13 years has been a highly rewarding one. We have been deeply moved and excited by the number of students who have not only completed the course and the dissertation, but have gone on to publish their research in referred journals and present their findings at regional and national meetings. Some have been recognized with awards for their research and many have secured teaching positions at institutions of higher education. We have had students from a wide range of disciplines including education, nursing, psychology, sociology, history, music, and philosophy who have successfully completed the course and produced a thesis or dissertation. We have worked with students located both near and far, from a variety of ethnic and socioeconomic backgrounds. We have found that both the course and individual dissertation writing consultations provide students with a supportive environment in which they are able to further develop their scholarly writing. The completion and publication of a well-done research study can be a very powerful and positive experience for students as they are able to observe the fruits of their own labor in making a concrete contribution to the body of knowledge in their field. Many students have reported an increased sense of confidence and credibility in their professional roles as they are better able to critically assess and utilize research findings in their practice and make meaningful contributions to their field. The course has also been an empowering experience for students as they have learned to overcome errors and obstacles that at times seem overwhelming and to persist in applying newfound knowledge and skills to the development of their research. We are proud of all of our students and it is because of their success that we continue to find our work both valuable and rewarding.

5. Conclusion

The most significant point made evident throughout the paper is that learning to write a dissertation is an ongoing process. The experiences of students must be understood within the cultural and situational context of their earlier education. Too often, it is assumed that students should know how to write without being taught. If educators continue to take this stance, the outcome will be no different, and the skill of writing a dissertation will face further deterioration. But contrasting this, if a concerted effort is made to improve dissertation writing skills at all stages of higher education, the result will be an improvement not only in the research and writing skills of the students but also the quality of dissertations produced. An ideal scenario would be for courses similar to the one researched to be mandatory for all research students and even faculty members. However, while this paper supports the advantages of formal courses, it is recognized that such courses are not always feasible. More attainable goals would include integration of writing instruction into existing research courses or providing online resources for self-guided learning.

In conclusion, it is clear that participation in dissertation writing courses is extremely beneficial to all students, whether they are novices in the field of dissertation writing or are experienced researchers. Experienced researchers are needed in institutions of higher education to guide and nurture the next generation of researchers. By strengthening their writing skills, it is an investment for the future. Conversely, novices will benefit from starting on the ‘right’ path in their academic careers. The course will provide them with a strong foundation of writing skills and the confidence to effectively communicate their research, thus increasing the likelihood of successful completion of their degree and smooth transition to a research career. It’s advantageous not only to the students but also to the course instructors, who will apply what they have learned to further develop the course and, in turn, become more effective educators.