Practice Experiments for Doctoral Dissertations: Research Training and Knowledge Building

Abstract

This article describes the evolution of a research program across 18 PhD dissertations over a period of eleven years. Included in this paper is a discussion of the advantages and disadvantages of student and field participation in thematic experimental research. The essential steps in the development of a set of related dissertations also are described. The guidelines for constructing the true experiment as dissertation are outlined. Attention is paid to the resources required to carry out thematic research and the specific ways in which such dissertations have been funded. Characteristics of those students who can best avoid such an approach to a dissertation are examined. Finally the author looks at the product of these dissertations and dissertators in terms of contribution to knowledge, the creation of practitioner manuals for practice interventions, the formation of practice-research faculty, research productivity of these faculty, and the development of the dissertator's clinical skills.