 A Case Study of an Intervention to Support Ed.D. Students in Dissertation WritingBeth Kania-Gosche and
Lynda Leavitt
International Journal of Adult Vocational Education and Technology (IJAVET), 2011, vol. 2, issue 4, 17-27 Abstract: Dissertation writing is often the most challenging aspect of the doctoral program. In an effort to raise completion rates and lower time-to-degree as well as increase student satisfaction with the program, professors in an Ed.D. program developed a semester-long course to support students writing their dissertations. This case study describes the development of the course and the implementation of the first semester. The course consisted of a series of workshops on various aspects of dissertation writing as well as various other activities such as peer review. The students did not receive a grade for the course. After reviewing data, students in the course were classified by their productivity that semester and engagement in the course. Students who were highly engaged but not highly productive were the most prevalent group. In this article, the authors also provide follow-up, including changes made the next semester and data on student completion. Date: 2011 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:igg:javet0:v:2:y:2011:i:4:p:17-27 Access Statistics for this article International Journal of Adult Vocational Education and Technology (IJAVET) is currently edited by Viktor Wang More articles in International Journal of Adult Vocational Education and Technology (IJAVET) from IGI Global |
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